Document Type
Article
Abstract
The purpose of the current study was to examine student and teacher physical-activity-related behavior using the theory of planned behavior and self-efficacy theory. Although teachers reported an overwhelmingly positive attitude toward teaching physical activity lessons to promote fitness development, they only devoted 4% of their class time to actually demonstrating and promoting fitness. Students were quite sedentary during class spending 61% of class time sitting, standing, or lying down. Using hierarchical regression analyses, teachers' attitudes toward teaching physically active physical education classes accounted for 50% of the variance in teachers' intention. Teachers who demonstrated/promoted fitness and who limited their general instruction and management of students were more likely to have students involved in moderate to vigorous physical activity than teachers who spent less time demonstrating/promoting fitness and more time in general instruction and management.
Disciplines
Behavior and Behavior Mechanisms | Cognitive Psychology | Curriculum and Instruction | Educational Methods | Kinesiology | Sports Studies
Recommended Citation
Martin, J. J., & Kulinna, P. H. (2005). A social cognitive perspective of physical activity related behavior in physical education. Journal of Teaching in Physical Education, 24(3), 265-281.
Included in
Behavior and Behavior Mechanisms Commons, Cognitive Psychology Commons, Curriculum and Instruction Commons, Educational Methods Commons, Kinesiology Commons, Sports Studies Commons