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ASSOCIATION OF TEACHER-LEVEL CHARACTERISTICS WITH IMPLEMENTATION OF CLASSROOM-BASED PHYSICAL ACTIVITY BREAKS

Abstract

P. Abi Nader, K. Gunter FACSM

Oregon State University, Corvallis, OR

BACKGROUND: Classroom-based physical activity (PA) breaks are a common PA promotion strategy at elementary schools. Classroom-based PA breaks have been found to significantly increase child PA levels. To our knowledge there are no reports examining how teacher characteristics impact teacher implementation of classroom-based PA breaks. PURPOSE: To assess the relationship between specific teacher characteristics and teacher use of the Balanced Energy, Physical Activity Toolkit (BEPA-Toolkit), a classroom-based PA break intervention. METHODS: Six elementary schools in rural Oregon were randomized into control (n=3) or intervention (n=3) conditions. Teachers at intervention schools received a BEPA-Toolkit and training. Teachers at control schools received one BEPA-Toolkit per grade and no training. Eight months post BEPA-Toolkit distribution and trainings teachers were surveyed on their use of the BEPA-Toolkit, implementation self-efficacy and support, and value for PA. Logistic regression was used to associate teacher-level characteristics with BEPA-Toolkit use, adjusted for Toolkit access (none, classroom, grade) and training. RESULTS: Response rate was 94% (N= 83 teachers). Table 1 presents the averages of teacher-level characteristics that were used in the logistic regression model. Logistic regression revealed that attending a workshop and teacher implementation self-efficacy were associated with greater odds of using the BEPA-Toolkit (6.9 OR and 4.8 OR respectively, p

Supported by the National Institute of Food and Agriculture, USDA, under award number 2011-68001-30020.

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Table 1

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