A social cognitive perspective of physical-activity-related behavior in physical education

Jeffrey J. Martin, Pamela Kulinna

Research output: Contribution to journalReview articlepeer-review

47 Scopus citations


The purpose of the current study was to examine student and teacher physical-activity-related behavior using the theory of planned behavior and self-efficacy theory. Although teachers reported an overwhelmingly positive attitude toward teaching physical activity lessons to promote fitness development, they only devoted 4% of their class time to actually demonstrating and promoting fitness. Students were quite sedentary during class spending 61% of class time sitting, standing, or lying down. Using hierarchical regression analyses, teachers' attitudes toward teaching physically active physical education classes accounted for 50% of the variance in teachers' intention. Teachers who demonstrated/promoted fitness and who limited their general instruction and management of students were more likely to have students involved in moderate to vigorous physical activity than teachers who spent less time demonstrating/promoting fitness and more time in general instruction and management.

Original languageEnglish (US)
Pages (from-to)265-281
Number of pages17
JournalJournal of Teaching in Physical Education
Issue number3
StatePublished - Jul 2005


  • Physical activity
  • Social cognitive theory
  • Teacher intentions
  • Theory of planned behavior

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Education


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