Social Capital: A Key Ingredient in the Development of Physical Activity Leadership

Wenner, Julianne A.; Tucker, Kimberly M. B.; Calvert, Hannah G.; Johnson, Tyler G.; Turner, Lindsey

doi:10.1123/jtpe.2018-0057

Cited by 1 publication

(1 citation statement)

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“…There has been some consideration of PE teachers as school physical activity directors (Castelli & Beighle, 2007), or individuals who coordinate and motivate the offering of school PA in line with comprehensive school physical activity recommendations. However, this work, as well as previous research (Webster, Beets, Weaver, Vazou, & Russ, 2015;Wenner, Tucker, Calvert, Johnson, & Turner, 2019), has shown that this is perhaps an optimistic view of the role of PE teacher as the most well-positioned promoter of school-wide PA. However, other leaders in the school, such as a charismatic teacher leader, or even a parent or school administrator, could be considered to play this type of role (Carson, Pulling, Wolak, Castelli, & Beighle, 2014).…”

Section: Discussionmentioning

confidence: 58%

An Exploration of Supports for Increasing Classroom Physical Activity within Elementary Schools

Calvert

Wenner

Turner

2019

iejee

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Classroom-based physical activity (CBPA) can significantly benefit students' health and educational outcomes, but many teachers do not utilize CBPA. This study examined teachers' perceptions about the value and impact of several approaches to support CBPA implementation, and teachers' weekly self-reported CBPA use. Interviews were conducted with 35 classroom teachers (including those using and not using CBPA) at two public elementary schools, and CBPA tracking logs were collected on a weekly basis. Interview transcripts were interpreted through key domains within implementation science. On average, teachers reported using one activity every other day. Interview data revealed that utilizing professional collaboration time for peer-to-peer feedback and getting informal support from the school's physical education teacher both have some promise for increasing implementation of CBPA. However, teachers largely felt these strategies were unnecessary. Explicit administrator support was reported by teachers as the most promising mechanism for increasing their CBPA implementation.

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Section: Discussionmentioning

confidence: 58%