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Collin A. Webster, Diana Mîndrilă, Chanta Moore, Gregory Stewart, Karie Orendorff and Sally Taunton

%–87% of the variance in rate of adoption ( Rogers, 1995 ). DOIT research with elementary classroom teachers, who can play a major role in CSPAP implementation ( Webster et al., 2015 ), found that perceived COM, perceived simplicity (SIM), and perceived OBS were significant direct predictors of teachers

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Laura Prior and Matthew Curtner-Smith

school districts. They did not write, talk about, or teach in a fashion that suggested that they were interested in realizing any kind of educational objectives. Rather, they believed that their main role was to “babysit for classroom teachers,” and hence, they espoused the classic “busy, happy, good

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Lisa E. Bolger, Linda A. Bolger, Cian O’ Neill, Edward Coughlan, Wesley O’Brien, Seán Lacey and Con Burns

delivered by a physical education specialist and/with the classroom teacher ( National Association for Sport and Physical Activity, 1997 ) in contrast to the classroom teacher only in Ireland. Considering the reported low levels of both physical activity and PE participation among Irish primary school

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Michael A. Hemphill and Tom Martinek

for middle school students to become leaders for fourth- and fifth-grade students. In Project Lead, the teacher and researcher identified potential leaders in the middle school who were willing to work with the younger students each week. Classroom teachers reported positive changes in the behaviors

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Dean J. Kriellaars, John Cairney, Marco A.C. Bortoleto, Tia K.M. Kiez, Dean Dudley and Patrice Aubertin

administered by the classroom teacher. Data collection for each assessment time period (baseline and endpoint) took approximately 2 weeks across all schools. For PLAY Fun, the average motor competence was computed as the mean of all the 18 skills assessed. For PLAY Fun, a flag is set by the trained observers

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Cheryl A. Howe, Kimberly A. Clevenger, Danielle McElhiney, Camille Mihalic and Moira A. Ragan

activities when I want to. No (+); Yes (–)  9. One or both of my parents like to watch me when I am being physically active. Yes (+); No (–)  10. When I am physically active, one or both of my parents smile and cheer for me. Yes (+); No (–)  11. Most of my classroom teachers criticize people who exercise. No

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Michelle Flemons, Fiona Diffey and Dominic Cunliffe

and pedagogical considerations . Quest, 56 , 226 – 240 . doi:10.1080/00336297.2004.10491823 10.1080/00336297.2004.10491823 Egan , C.A. , & Webster , C.A. ( 2018 ). Using theory to support classroom teachers as physical activity promoters . Journal of Physical Education, Recreation, and Dance

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Chan Woong Park and Matthew D. Curtner-Smith

wouldn’t do anything. (Mandy, progressive, formal interview 3) The paraprofessionals that I had to work with followed the classroom teachers and they didn’t have any respect for me. They saw how I was treated by their classroom teachers. . . . They didn’t recognize me as a teacher. . . . My speculation

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Robert G. Weaver, Aaron Beighle, Heather Erwin, Michelle Whitfield, Michael W. Beets and James W. Hardin

.1 10.4   Other 8.4 3.8 4.0 5.4  Free and reduced lunch, % 65.0 22.0 6.9 31.4  Classroom teachers, n 45 47 41 132  Physical education teachers, n 1 1 1 3 Participant characteristics  Total participants, n 293 167 126 586  Boys, % 51.2 52.7 50.0 51.3  Participating classroom teachers, n 12 7 5 24

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Amparo Escartí, Ramon Llopis-Goig and Paul M. Wright

school year. Among the participants, three were classroom teachers, three taught physical education, and one taught music. Four of them (including two physical education teachers) taught in a public school and three (including one physical education teacher) taught in a private school with a religious