The role of classroom teacher social capital in a comprehensive school physical activity program

Michelle Jordan, Kent Lorenz, Michalis Stylianou, Pamela Kulinna

Research output: Contribution to journalArticlepeer-review

5 Scopus citations


This study examined classroom teachers' involvement in a yearlong Comprehensive School Physical Activity Programs (CSPAP) implemented in one K-8 rural U.S. school district. Its purpose was to describe patterns of social interaction among teachers, administrators, and families associated with the intervention (i.e., social capital) and whether those interactions were associated with teachers' program participation. Twenty-two teachers' social capital as related to CSPAP activities was measured using a validated social capital instrument for teachers four times across one academic year and teachers reported their participation during wellness weeks. Regression and RM-ANOVA were used to analyse the data. Teacher social capital was significantly positively related to implementation of physical activity breaks. The more often a classroom teacher spoke with someone else, the greater the likelihood of that teacher leading a physical activity break. This study provides evidence for the importance of social capital in supporting the implementation of CSPAPs.

Original languageEnglish (US)
Pages (from-to)218-224
Number of pages7
JournalJournal of Teaching in Physical Education
Issue number2
StatePublished - Apr 1 2018


  • Comprehensive school health programs
  • School-wide intervention
  • Social capital
  • Social interaction

ASJC Scopus subject areas

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


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