%0 Journal Article
%T Training teachers to implement physical activity: Applying social cognitive theory
%A Alicia M Hoke
%A Elizabeth A Hivner
%A Erica B Francis
%A Erik B Lehman
%A Grace W Hwang
%A Jennifer L Kraschnewski
%J Health Education Journal
%@ 1748-8176
%D 2019
%R 10.1177/0017896918820558
%X To evaluate the impact of three types of social cognitive theory (SCT)-based elementary school classroom physical activity (PA) training on teachers¡¯ implementation rates, attitudes, knowledge and behaviour. Key stakeholder focus groups informed development of phase II which took the form of a randomised controlled trial of three different intensities of teacher training to conduct classroom-based PA sessions. The study was conducted over one school year (2016¨C2017), across four elementary schools in the USA. Researchers delivered professional development to teachers, focusing on effective methods for PA use in the classroom through three formats: webinar, in-person training and in-person with personalised assistance. Training content was built on SCT constructs. This study examined the impact of the PA training on SCT construct outcomes among elementary school classroom teachers (n£¿=£¿41). Study outcome measures included reciprocal determinism, behavioural capability, outcome expectations and self-efficacy. Over the 12-week period following the training, teachers completed surveys to measure SCT construct outcomes. Results of the intervention demonstrated an increase in teacher self-efficacy and knowledge (p£¿<£¿.01 and p£¿<£¿.01). There was a significant increase of teachers who started using PA in the classroom who indicated no use at baseline (from 21% to 6% not using). The use of SCT to provide a teacher training is an effective method to increase classroom PA, while improving teacher self-efficacy and knowledge concerning PA implementation
%K Classroom
%K physical activity
%K social cognitive theory
%K teachers
%K training
%U https://journals.sagepub.com/doi/full/10.1177/0017896918820558