Determinants of teachers' intentions to teach physically active physical education classes

The purpose of the present investigation was to examine determinants of tea chers' intentions to teach physically active physical education classes (i. e., spend at least 50% of class time with the students engaged in moderate to vigorous physical activity). Based on the theories of reasoned action, p lanned behavior, and self-efficacy, a model was examined hypothesizing that teachers' intentions were determined by subjective norm, attitude, perceiv ed behavioral control, and self-efficacy, rising hierarchical regression an alyses, the theories of reasoned action and planned behavior were supported by accounting for 65% of the variance in intention due to the main effects of attitude and subjective norm, as well as their interaction effects. The role of perceived behavioral control and self-efficacy theory were not sup ported.