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.
Curriculum and Instruction | Educational Methods | Health Psychology | Kinesiology | Sports Sciences | Sports Studies
Martin, J. J., Kulinna, P. H., Eklund, R. C., & Reed, B. (2001). Determinants of teachers' intentions to teach physically active physical education classes. Journal of Teaching in Physical Education, 20(2), 129-143.