Association of Teacher-Level Factors With Implementation of Classroom-Based Physical Activity Breaks

BACKGROUNDClassroom-based physical activity (CBPA) breaks are a common strategy to increase elementary school children's physical activity (PA) levels. There is limited research examining how teacher-level factors impact teacher implementation of CBPA breaks. In this study, we assessed the relationship of teacher-level factors with teacher use of a CBPA resource. METHODSWe randomized 6 elementary schools in rural Oregon into control (N=3) or intervention (N=3) conditions. Each teacher at intervention schools received the CBPA resource. Teachers at control schools received 1 CBPA-Toolkit per grade level to share, and received no training. We surveyed teachers on their use of the toolkit, implementation support and self-efficacy, and value for PA. Logistic regression was used to examine the odds of toolkit use by teacher-level factors. RESULTSAmong survey respondents (N=83), 57% were self-identified toolkit users and 48% attended a training. Training participation and teacher implementation self-efficacy were associated with greater odds of using the toolkit (odds ratio, OR=7.76 [95% confidence interval, CI=1.39-43.19] and OR=5.54 [95% CI=1.24-23.87], respectively). CONCLUSIONCBPA tools supported with training aimed at developing teachers' implementation self-efficacy increased the likelihood of teachers employing CBPA tools.