Exploring the Role of Physical Education Teachers’ Doman-Specific Innovativeness, Educational Background, and Perceived School Support in CSPAP Adoption

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Purpose: A comprehensive school physical activity program (CSPAP) is designed to help school-aged youth meet physical activity guidelines as well as develop the knowledge, skills, and dispositions that foster meaningful lifelong physical activity participation. In this study, we employed a “diffusion of innovations theory” perspective to examine the adoption of CSPAPs in relation to physical education teachers’ domain-specific innovativeness, educational background, demographics, and perceived school support. Methods: Physical education teachers (N = 407) responded to an electronic survey with validated measures for each of the above-mentioned variables. Results: Latent profile analysis classified teachers into three domain-specific innovativeness levels (high, average, and low). CSPAP-related professional training, knowledge, and perceived school support were found to be significant factors in domain-specific innovativeness and CSPAP adoption. Discussion/Conclusion: This study provides novel evidence to inform professional development initiatives so that they can be tailored to physical education teachers who may be less likely to adopt a CSPAP.

Webster, Orendorff, and Taunton are with the Department of Physical Education, University of South Carolina, Columbia, SC. Mindrila is with the Department of Leadership, Research, and School Improvement, University of West Georgia, Carrollton, GA. Moore is with the Department of Educational Studies, University of South Carolina, Columbia, SC. Stewart is with the Department of Physical Education and Health Education, Methodist University, Fayetteville, NC.

Webster (websterc@mailbox.sc.edu) is corresponding author.
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