Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation
Abstract
:1. Introduction
2. Role Breadth Self-Efficacy
3. Teacher Socialization
4. Purpose of the Study
5. Methods
5.1. Participants
5.2. Instrumentation
5.3. Procedures
5.4. Data Analysis
5.4.1. Descriptive Analysis
5.4.2. Exploratory Structural Equation Modeling (ESEM)
5.4.3. Qualitative Data Analysis
6. Results
6.1. Descriptive Analyses
6.2. Socialization Factors
6.2.1. Acculturation
6.2.2. Professional Socialization
6.2.3. Organizational Socialization
6.2.4. RBSE Factor
6.2.5. Relationships between Socialization Factors and RBSE
7. Discussion
8. Strengths and Limitations
9. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Participants (N = 259) | ||
---|---|---|
Highest level of education obtained | High school diploma/GED | 2.4% |
Associates degree | 4.1% | |
Bachelors | 41.2% | |
Masters | 27.6% | |
Masters plus | 21.2% | |
Ph.D. | 1.2% | |
Ed.D. | 2.4% | |
Employment Area Designation | Rural | 40.6% |
Suburban | 37.1% | |
Urban | 22.3% | |
Employment Region | West | 41.5% |
South | 17.2% | |
Midwest | 26.8% | |
Northeast | 14.5% | |
0 Years | E * = 18.7%, M ** = 26.9%, H *** = 22.2% | |
Experience teaching physical education | 1–5 Years | E = 40.6%, M = 29.7%, H = 40.7% |
6–10 Years | E = 16.1%, M = 17.9%, H = 10.4% | |
11–15 Years | E = 7.1%, M = 14.5%, H = 11.1% | |
16–20 Years | E = 9.0%, M = 3.4%, H = 8.1% | |
21–25 Years | E = 3.9%, M = 4.1%, H = 3.7% | |
26 or more | E = 4.5%, M = 3.4%, H = 3.7% | |
Total student enrolment | 0–500 | 40.8% |
501–1000 | 33.1% | |
1001–1500 | 15.4% | |
1501–2000 | 7.7% | |
2001–2500 | 2.4% | |
2501+ | 0.6% | |
First learn about CSPAP | National conference | 8.3% |
Regional conference | 2.1% | |
State conference | 8.3% | |
Website | 6.3% | |
Physical education teacher at your school | 4.2% | |
Physical education teacher not at your school | 4.2% | |
Classroom teacher at your school who is not a physical education teacher | 0.7% | |
Instructional coaches | 0.7% | |
Someone who holds a position in district-level leadership | 4.2% | |
Formal learning experiences in your pre-service teacher education program (e.g., PETE program) | 20.1% | |
Formal learning experiences in an in-service professional development workshop/training | 5.6% | |
Informal learning experiences (e.g., reading professional literature on your own) | 2.1% | |
This survey | 31.9% | |
National guidance documents | 1.4% | |
Prior knowledge of CSPAP | Nothing | 21.8% |
A little | 24.7% | |
Some | 17.1% | |
Fair amount | 20.6% | |
A lot | 15.9% |
Acculturation | Min | Max | M | SD | Skewness | Kurtosis |
As a K-12 student, at least one of my physical education teachers… | ||||||
Was considered the physical activity leader for the school (e.g., organized physical activity opportunities for students outside the classroom, promoted physical activity to staff). | 1 | 6 | 4.48 | 1.514 | –0.925 | 0.079 |
Implemented a physical education program that included: standards-based instruction, assessment of student learning, opportunities to learn, opportunities for moderate-to-vigorous physical activity. | 1 | 6 | 4.56 | 1.428 | –1.067 | 0.375 |
Organized physical activity opportunities for school staff/faculty (e.g., staff wellness programming, walking/jogging groups, staff training for physical activity promotion). | 1 | 5 | 2.80 | 1.200 | 0.027 | –0.569 |
Organized physical activity opportunities for my family/community (e.g., 5K events, family fitness nights at school, physical activity newsletters). | 1 | 5 | 2.35 | 1.073 | 0.460 | –0.228 |
Organized physical activity opportunities before/after school for all students (e.g., intramurals, physical activity clubs). | 1 | 5 | 3.01 | 1.249 | –0.097 | –0.722 |
Organized physical activity opportunities during school for all students (e.g., classroom-based physical activity, structured recess, open-gyms). | 1 | 5 | 3.10 | 1.240 | –0.078 | –0.782 |
Professional Socialization | Min | Max | M | SD | Skewness | Kurtosis |
Based upon the survey definition of CSPAP training (i.e., Physical Education plus one or more components), my teacher certification program trained me to implement CSPAP as an in-service teacher. | 1 | 6 | 3.91 | 1.346 | –0.472 | –0.223 |
My teacher certification program prepared me to develop… | ||||||
A physical education program that includes standards-based instruction, assessment of student learning, opportunities to learn, opportunities for moderate-to-vigorous physical activity. | 1 | 6 | 5.09 | 0.877 | –1.642 | 4.834 |
Additional physical activity opportunities before and/or after school (e.g., active transportation to school, intramurals, walk/run-a-thons, physical activity clubs, open gym). | 1 | 6 | 4.11 | 1.162 | –0.564 | 0.308 |
Physical activity initiatives during school (e.g., classroom-based physical activity, structured recess, physical activity assemblies, open gym). | 1 | 6 | 4.27 | 1.088 | –0.526 | 0.141 |
Physical activity initiatives involving family/community engagement (e.g., 5K events, family fitness nights at school, health fair). | 1 | 6 | 3.94 | 1.209 | –0.280 | –0.059 |
Physical activity initiatives for school staff/faculty (e.g., fitness programs/events for teachers, health screening for teachers, staff training for physical activity promotion). | 1 | 6 | 3.85 | 1.256 | –0.129 | –0.281 |
Establish partnerships with school/community stakeholders for physical activity initiatives (e.g., school administrators/faculty, universities, YMCAs, health department, parks and recreation, Boys/Girls Club). | 1 | 6 | 4.08 | 1.213 | –0.566 | 0.223 |
Evaluate current physical activity offerings in K-12 school environments (e.g., before/after school, during school, facilities, equipment resources). | 1 | 6 | 4.26 | 1.190 | –0.703 | 0.458 |
Develop joint use agreements for facility usage of physical activity initiatives. | 1 | 6 | 3.80 | 1.295 | –0.358 | –0.273 |
Train school personnel on physical activity integration during school. | 1 | 6 | 3.69 | 1.239 | –0.132 | –0.213 |
Market/promote physical activity initiatives. | 1 | 6 | 4.13 | 1.200 | –0.662 | 0.417 |
Implement CSPAP as a future in-service teacher. | 1 | 6 | 3.84 | 1.370 | –0.278 | –0.528 |
Organizational Socialization | Min | Max | M | SD | Skewness | Kurtosis |
My school promotes and/or supports active transport activities. (e.g., walking, cycling). | 1 | 6 | 4.26 | 1.232 | –0.835 | 0.702 |
Most teachers at my school provide activity breaks in the classroom, as a break, or as part of academic work. | 1 | 6 | 4.15 | 1.269 | –0.560 | 0.064 |
Most students in my school get more than one recess per day. | 1 | 6 | 3.86 | 1.527 | –0.447 | –0.661 |
Community organized physical activity programs are available for all students on school grounds outside of the normal school day (e.g., YMCA/YWCA). | 1 | 6 | 3.82 | 1.425 | –0.408 | –0.554 |
My school provides physical activity events for family and community members to participate. | 1 | 6 | 3.69 | 1.317 | –0.157 | –0.355 |
My school provides physical activity classes/programs for faculty and/or staff. (e.g., walking/jogging, aerobics, yoga, basketball) | 1 | 6 | 3.57 | 1.342 | –0.142 | –0.540 |
Indoor and outdoor physical activity facilities/resources (e.g., gym space, weight room, outdoor green space) positively influence my CSPAP involvement. | 1 | 6 | 4.36 | 1.058 | –0.998 | 1.671 |
Administrators expect me to implement CSPAP. | 1 | 6 | 3.39 | 1.242 | 0.139 | –0.426 |
Teachers/faculty expect me to implement CSPAP. | 1 | 6 | 3.33 | 1.212 | 0.060 | –0.178 |
Teachers/faculty positively influence my current CSPAP involvement. | 1 | 6 | 3.63 | 1.131 | –0.104 | 0.058 |
Family/community members expect me to implement CSPAP. | 1 | 6 | 3.36 | 1.239 | 0.157 | –0.397 |
Families/community positively influence my current CSPAP involvement. | 1 | 6 | 3.55 | 1.114 | –0.173 | –0.028 |
Students positively influence my current CSPAP involvement. | 1 | 6 | 4.13 | 1.035 | –0.557 | 0.982 |
Role Breadth Self-Efficacy (RBSE) | Min | Max | M | SD | Skewness | Kurtosis |
I feel confident implementing multiple components of CSPAP (e.g., before/after school physical activity, staff involvement). | 1 | 6 | 4.89 | 1.057 | –0.930 | 0.710 |
I feel confident implementing physical education program that includes standards-based instruction, assessment of student learning, opportunities for moderate-to-vigorous physical activity. | 1 | 6 | 5.26 | 0.958 | –1.575 | 2.871 |
I feel confident being a physical activity leader for my school(s) (e.g., organize physical activity opportunities for students outside the classroom, promote physical activity to staff and families/community). | 1 | 6 | 4.94 | 1.030 | –1.129 | 1.819 |
Model 1 (4 Factors) | Model 2 (3 Factors) | Model 3 (3 Factors, Simple Structure) | Model 4 (Structural Model) |
---|---|---|---|
1047.940 | 1215.710 | 939.252 | 1009.118 |
347 | 375 | 322 | 348 |
0.000 | 0.000 | 0.000 | 0.000 |
3.020 | 3.241 | 2.916 | 2.899 |
0.060 | 0.076 | 0.048 | 0.044 |
(0.054–0.066) | (0.070–0.082) | (0.042–0.054) | (0.038–0.050) |
0.947 | 0.946 | 0.967 | 0.967 |
0.964 | 0.952 | 0.971 | 0.981 |
0.043 | 0.050 | 0.040 | 0.040 |
Acculturation | Estimate | SE | Estimate/SE | Two-Tailed p Value | |
As a K-12 student, at least one of my physical education teachers… | |||||
was considered the physical activity leader for the school (e.g., organized physical activity opportunities for students outside the classroom, promoted physical activity to staff. | 0.722 | 0.087 | 8.270 | 0.000 | |
implemented a physical education program that included: standards-based instruction, assessment of student learning, opportunities to learn, opportunities for moderate-to-vigorous physical activity). | 0.538 | 0.074 | 7.307 | 0.000 | |
organized physical activity opportunities before/after school for all students (e.g., intramurals, physical activity clubs). | 0.527 | 0.075 | 7.035 | 0.000 | |
organized physical activity opportunities for school staff/faculty (e.g., staff wellness programming, walking/jogging groups, staff training for physical activity promotion). | 0.481 | 0.091 | 5.279 | 0.000 | |
organized physical activity opportunities during school for all students (e.g., classroom-based physical activity, structured recess, open-gyms). | 0.405 | 0.081 | 5.020 | 0.000 | |
Please tell us more about your CSPAP-related participation experiences as a K-12 student. | “I didn’t have much participation, so it motivates me to give my students more opportunities” (Henry) | ||||
Professional Socialization | Estimate | SE | Estimate/SE | Two-Tailed p Value | |
My teacher certification program prepared me to… | |||||
develop physical activity initiatives for school staff/faculty (e.g., fitness programs/events for teachers, health screening for teachers, staff training for physical activity promotion). | 0.887 | 0.051 | 17.310 | 0.000 | |
evaluate current physical activity offerings in K-12 school environments (e.g., before/after school, during school, facilities, equipment resources). | 0.885 | 0.052 | 16.950 | 0.000 | |
develop additional physical activity opportunities before and/or after school (e.g., active transportation to school, intramurals, walk/run-a-thons, physical activity clubs, open gym). | 0.877 | 0.056 | 15.703 | 0.000 | |
establish partnerships with school/community stakeholders for physical activity initiatives (e.g., school administrators/faculty, universities, YMCAs, health department, parks and recreation, Boys and Girls Club). | 0.866 | 0.052 | 16.549 | 0.000 | |
market/promote physical activity initiatives. | 0.862 | 0.055 | 15.537 | 0.000 | |
develop physical activity initiatives involving family/community engagement (e.g., 5K events, family fitness nights at school, health fair). | 0.850 | 0.052 | 16.510 | 0.000 | |
train school personnel on physical activity integration during school. | 0.832 | 0.053 | 15.576 | 0.000 | |
implement CSPAP as a future in-service teacher. | 0.806 | 0.053 | 15.281 | 0.000 | |
Based upon the survey definition of CSPAP (i.e., Physical Education plus one or more components), my teacher certification program trained me to implement CSPAP as an in-service teacher. | 0.736 | 0.058 | 12.804 | 0.000 | |
My teacher certification program prepared me to… | |||||
develop physical activity initiatives during school (e.g., classroom-based physical activity, structured recess). | 0.735 | 0.058 | 12.624 | 0.000 | |
develop joint use agreements for facility usage of physical activity initiatives. | 0.728 | 0.055 | 13.232 | 0.000 | |
develop a physical education program that includes: standards-based instruction, assessment of student learning, opportunities to learn, opportunities for moderate-to-vigorous physical activity. | 0.516 | 0.070 | 7.329 | 0.000 | |
Please tell us more about your training experiences with PA promotion (e.g., CSPAP). | “In my certification program I created a staff wellness program, and I wrote an article for SHAPE dissecting aspects of community relations & resources to be used as part of a CSPAP (Sarah) | ||||
Organizational Socialization | Estimate | SE | Estimate/SE | Two-Tailed p Value | |
Teachers/faculty expect me to implement CSPAP. | 0.872 | 0.060 | 14.557 | 0.000 | |
Teachers/faculty positively influence my current CSPAP involvement. | 0.815 | 0.058 | 14.021 | 0.000 | |
Administrators expect me to implement CSPAP. | 0.775 | 0.059 | 13.237 | 0.000 | |
Family/community members expect me to implement CSPAP. | 0.742 | 0.061 | 12.167 | 0.000 | |
Families/community positively influence my current CSPAP involvement. | 0.720 | 0.060 | 12.067 | 0.000 | |
My school provides physical activity events for family and community members to participate. | 0.669 | 0.062 | 10.709 | 0.000 | |
Students positively influence my CSPAP involvement. | 0.652 | 0.065 | 10.059 | 0.000 | |
Most students in my school get more than one recess per day. | 0.471 | 0.069 | 6.781 | 0.000 | |
My school provides physical activity classes/programs for faculty and/or staff. (e.g., walking/jogging, aerobics, yoga, basketball). | 0.464 | 0.068 | 6.826 | 0.000 | |
My school promotes and/or supports active transport activities. (e.g., walking, cycling). | 0.450 | 0.067 | 6.669 | 0.000 | |
Indoor and outdoor physical activity facilities/resources (e.g., gym space, weight room, outdoor green space) positively influence my CSPAP involvement. | 0.404 | 0.068 | 5.929 | 0.000 | |
Community organized physical activity programs are available for all students on school grounds outside of the normal school day (e.g., YMCA/YWCA). | 0.362 | 0.068 | 5.310 | 0.000 | |
Please tell us about how where you teach influences your current CSPAP involvement. | “I have great support from administration and teachers to implement CSPAP. (Elaine) | ||||
Role Breadth Self-Efficacy (RBSE) | Estimate | SE | Estimate/SE | Two-Tailed p Value | |
I feel confident implementing multiple components of CSPAP (e.g., before/after school physical activity, staff involvement). | 0.920 | 0.021 | 44.331 | 0.000 | |
I feel confident implementing physical education program that includes standards-based instruction, assessment of student learning, opportunities for moderate-to-vigorous physical activity. | 0.870 | 0.026 | 33.955 | 0.000 | |
I feel confident being a physical activity leader for my school(s) (e.g., organize physical activity opportunities for students outside the classroom, promote physical activity to staff and families/community). | 0.756 | 0.027 | 27.569 | 0.000 | |
Please tell us more about the factors that influence your beliefs and confidence to implement CSPAP. | “Confidence isn’t a problem; I only get paid to teach physical education and health during school hours” (Lois) | ||||
Path Coefficients | Estimate | SE | Estimate/SE | Two-Tailed p Value | |
Acculturation→RBSE | –0.005 | 0.065 | –0.081 | 0.935 | |
Professional Socialization→RBSE | 0.246 | 0.058 | 4.246 | 0.000 | |
Organizational Socialization→RBSE | 0.353 | 0.061 | 5.839 | 0.000 | |
Covariances | Estimate | SE | Estimate/SE | Two-Tailed p Value | |
Professional Socialization—Acculturation | 0.119 | 0.115 | 1.040 | 0.298 | |
Organizational Socialization—Acculturation | 0.142 | 0.108 | 1.312 | 0.190 | |
Organizational—Professional Socialization | 0.470 | 0.058 | 8.039 | <0.001 | |
Correlations | Estimate | SE | Estimate/SE | Two-Tailed p Value | |
Professional Socialization—Acculturation | 0.147 | 0.121 | 1.215 | 0.225 | |
Organizational Socialization—Acculturation | 0.187 | 0.120 | 1.558 | 0.120 | |
Organizational—Professional Socialization | 0.497 | 0.093 | 5.344 | <0.001 |
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Merica, C.B.; Egan, C.A.; Webster, C.A.; Mindrila, D.; Karp, G.G.; Paul, D.R.; Orendorff, K.L. Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation. Int. J. Environ. Res. Public Health 2022, 19, 12005. https://doi.org/10.3390/ijerph191912005
Merica CB, Egan CA, Webster CA, Mindrila D, Karp GG, Paul DR, Orendorff KL. Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation. International Journal of Environmental Research and Public Health. 2022; 19(19):12005. https://doi.org/10.3390/ijerph191912005
Chicago/Turabian StyleMerica, Christopher Barton, Cate A. Egan, Collin A. Webster, Diana Mindrila, Grace Goc Karp, David R. Paul, and Karie Lee Orendorff. 2022. "Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation" International Journal of Environmental Research and Public Health 19, no. 19: 12005. https://doi.org/10.3390/ijerph191912005