Understanding Pre-Service Classroom Teachers Efficacy and Perceptions Towards Implementing Physical Activity During the School Day

Abstract

Background and Purpose Physical activity (PA) during the school day has proven to be an effective intervention to combat child and adolescent obesity. The purpose of this research was to utilize a mixed-methodological design to understand pre-service classroom teachers’ perceptions of and self-efficacy towards physical activity during the school day. Method Participants included 172 pre-service classroom teachers from 12 different universities in 11 different states in the USA. A 42-question survey was used to gather data on demographic variables, self-efficacy levels, physical activity habits, physical activity enjoyment, and comfortability implementing physical activity in the classroom. Data were analyzed through descriptive statistics, correlation analysis, regression analyses, and thematic analysis. Results The analyses led to significant results for face-to-face general self-efficacy (M = 3.45, SD = .79) and virtual general self-efficacy (M = 3.24, SD = .90). Also, four themes resulted from the qualitative data: 1) Perceived Benefits of PA; 2) Preparation: Received and Not Received; 3) Personal PA: Then and Now; and 4) Pandemic Times: Pro or Con? Conclusion Results showed an overall lack of in-depth preparation for pre-service classroom teachers and inconsistencies across the participating universities. Participant personal PA levels and personal PA enjoyment levels had a positive influence on their self-efficacy levels toward implementing PA. Increasing efficacy starts by helping pre-service classroom teachers think through and solve barriers that they might encounter when attempting to implement PA.