Becoming a Physical Activity Leader (PAL): Skills, Responsibilities, and Training

Stoepker, Peter; Dauenhauer, Brian; Carson, Russell L.; McMullen, Jaimie; Moore, Justin B.

doi:10.1080/08924562.2020.1841695

Cited by 12 publications

(2 citation statements)

References 24 publications

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“…As there is limited accountability for CSPAP implementation in the U.S. [32], PE teachers would likely need to be proactive and self-directed in taking on the role of being a PAL to initiate and grow school wide PA promotion. Additionally, CSPAP leadership and involvement would entail a strong interpersonal component [8]. PE teachers serving as PALs would need to motivate and bridge the PA promotion efforts of other school staff, families, and community partners.…”

Section: Role Breadth Self-efficacymentioning

confidence: 99%

“…PE teachers are called upon to be school PA leaders (PALs), who organize, lead, and promote PA through the implementation of a CSPAP [7][8][9]. The involvement of PE teachers in school wide PA promotion thus entails expanded professional roles beyond teaching PE [10], and is tied to an extensive range of recommended knowledge (e.g., behavior change theories, benefits of PA, trends and issues related to PA) and skills (e.g., advocating for school-based PA, promoting outside-of-school PA, evaluating school-based PA programming [11].…”

Section: Introductionmentioning

confidence: 99%

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Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation

Merica

Egan

Webster

et al. 2022

IJERPH

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Comprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers’ confidence to assume the multiple roles involved with CSPAP implementation and (b) the factors that are associated with such confidence. This study examined PE teachers’ role breadth self-efficacy (RBSE) as a measure of PE teachers’ CSPAP-related confidence and its association with seminal life experiences as framed within teacher socialization theory. A survey was emailed to a stratified-random sample of 2976 PE teachers and distributed on social media, garnering a total of 259 responses. Exploratory structural equation modeling supported a three-factor solution for teacher socialization variables (acculturation, professional socialization and organizational socialization), in line with the theoretical framework, and a single factor solution for RBSE. Professional socialization and organizational socialization were significant predictors of RBSE, and qualitative data from open-ended survey questions supported these relationships. The results highlight the importance of preservice teacher education and current employment contexts in PE teachers’ CSPAP-related confidence.

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Section: Role Breadth Self-efficacymentioning

confidence: 99%