Associations between elementary and middle school teachers’ physical activity promoting practices and teacher- and school-level factors

Abstract

Background Few studies have evaluated teacher- and school-level characteristics associated with implementation of recommended physical activity (PA) promoting practices. The purpose of this study is to examine associations between teachers’ PA practices and: [1] teacher-level factors, including their own PA, and [2] school-level factors. Methods This cross-sectional study examined time spent daily in light PA (LPA) and moderate-vigorous PA (MVPA) in association with 7 teacher PA practices among 288 classroom/special area teachers and teaching assistants in 20 urban, suburban and rural schools (recruited through a school wellness trial) in 4 districts. LPA and MVPA was assessed using 24-h ankle accelerometry (up to seven consecutive days). A sum score for teacher PA practices was assessed via survey (7 items; sum score range: 7–35; Cronbach’s alpha = 0.73; higher scores indicate more PA promoting practices). Teacher-level factors included gender, race, self-reported height/weight, years teaching, and education. School-level factors included school type, free-and-reduced-price meal eligibility, student racial/ethnic composition, and urbanicity. Analyses included multilevel regression models, accounting for clustering within schools and adjusting for demographic covariates and school district. Results Teachers were 91% female, 63% elementary, 60% white, mean age 43.2 years (SD = 11.3), and 41% obese). Teachers wore accelerometers an average of 5.8 days, spent 399.6 min in LPA (SD = 85.0) per day, 24.1 min in MVPA (SD = 14.4) per day, and the mean teacher PA practices sum score was 22.4 (SD = 5.0). Every 15-min increase in MVPA was related to an increase in teacher PA practices sum score (coeff =1.07; SE = 0.28; p < 0.001). Female gender (versus males; coeff = − 1.95; SE = 0.92, p = 0.034), an obese weight status (versus non-obese; coeff = − 1.38; SE = 0.54, p = 0.010), and teaching in a middle school (versus elementary; coeff = − 3.86; SE = 0.54, p < 0.001) were associated with lower teacher PA practices scores. LPA was not associated with teacher PA promoting practices. Conclusions Teachers with higher MVPA, but not higher LPA, and those without obesity were more likely to implement PA promoting practices that could positively impact their students’ PA. Similar to prior studies, these practices were more commonly implemented in elementary schools and by male teachers. Future studies in schools should explore whether improvement of teacher health behaviors subsequently impacts student health behaviors. Trial registration Clinical Trials, NCT03432715; Registered on 02/2/2018.

Physical Activity, Confidence, and Social Norms Associated With Teachers’ Classroom Physical Activity Break Implementation

“…Teachers’ objectively measured PA and SED behaviors were not associated with CPA break implementation, which is contrary to a previous study’s findings in which teachers’ daily average MVPA was associated with their PA promoting practices at school (Pulling Kuhn et al, 2021). One reason for this finding is that the current study only examined frequency of CPA break implementation in the classroom, whereas the previous study examined school-wide PA promoting practices that were not limited to the classroom environment.…”

“…WCC is a school-based cluster-randomized controlled trial examining the impact of training teachers and students to implement school wellness policies on student nutrition and PA behaviors. A description of teacher recruitment has been previously documented (Lane et al, 2018; Pulling Kuhn et al, 2021). A total of 465 teachers from 20 schools participated.…”

“…Based on the Social Ecological Model, which examines multiple levels of influence on health behaviors, various teacher- and school-level factors that may influence provision of CPA break implementation have been identified (Macdonald et al, 2021; Michael et al, 2019; Sallis et al, 2006). At the intrapersonal level, a study of barriers to general promotion of PA in schools found that teachers’ daily average moderate to vigorous PA (MVPA) levels were associated with increased PA promotion, whereas identifying as female, teaching at a middle school, and having an obese weight status were associated with less PA promotion (Pulling Kuhn et al, 2021). Furthermore, teachers’ confidence level related to implementing PA is a well-documented intrapersonal factor associated with teachers’ CPA break implementation (Abi Nader et al, 2018; Macdonald et al, 2021; Michael et al, 2019).…”

Preliminary Effectiveness of a Strategy to Promote Healthy Lifestyle Habits in Schoolchildren

“…However, two considerations arise: First, although it is an important achievement to go from an overall average of 66.9% to 70.1% regarding health knowledge, attitudes, and behavior evaluation results, it must be recognized that these strategies need continuity over time to close the gap between the progress achieved and the desired scenarios to transform health for this population. The second, but equally relevant, is the commitment and motivation that teachers should have, since they did not show a change in this preliminary evaluation, but their knowledge, attitude and behavior can be definitive to modify the health habits of schoolchildren [ 43 , 44 ].…”

The Comprehensive School Physical Activity Program: An Invited Review

“…37 Moreover, when teachers are more physically active, they are also more likely to promote physical activity with their students. [38][39][40] Returning employee wellness to the component's name may help to invigorate inquiry related to this important aspect of a CSPAP.…”