Determinants of teachers' intentions to teach physically active physical education classes

Jeffrey J. Martin, Pamela Hodges Kulinna, Robert C. Eklund, Brett Reed

Research output: Contribution to journalArticlepeer-review

28 Scopus citations

Abstract

The purpose of the present investigation was to examine determinants of teachers' intentions to teach physically active physical education classes (i.e., spend at least 50% of class time with the students engaged in moderate to vigorous physical activity). Based on the theories of reasoned action, planned behavior, and self-efficacy, a model was examined hypothesizing that teachers' intentions were determined by subjective norm, attitude, perceived behavioral control, and self-efficacy. Using hierarchical regression analyses, the theories of reasoned action and planned behavior were supported by accounting for 65% of the variance in intention due to the main effects of attitude and subjective norm, as well as their interaction effects. The role of perceived behavioral control and self-efficacy theory were not supported.

Original languageEnglish (US)
Pages (from-to)129-143
Number of pages15
JournalJournal of Teaching in Physical Education
Volume20
Issue number2
DOIs
StatePublished - Jan 2001
Externally publishedYes

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Education

Fingerprint Dive into the research topics of 'Determinants of teachers' intentions to teach physically active physical education classes'. Together they form a unique fingerprint.

Cite this