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Comparing Canadian Generalist and Specialist Elementary School Teachers' Self-Efficacy and Barriers Related to Physical Education Instruction

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Title: Comparing Canadian Generalist and Specialist Elementary School Teachers' Self-Efficacy and Barriers Related to Physical Education Instruction
Language: English
Authors: Truelove, Stephanie, Johnson, Andrew M., Burke, Shauna M., Tucker, Patricia
Source: Journal of Teaching in Physical Education. Jan 2021 40(1):10-20.
Availability: Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Peer Reviewed: Y
Page Count: 11
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Physical Education Teachers, Elementary School Teachers, Self Efficacy, Teacher Effectiveness, Barriers, Physical Education, Specialists, Predictor Variables, Gender Differences, Women Faculty
Geographic Terms: Canada
DOI: 10.1123/jtpe.2019-0091
ISSN: 0273-5024
Abstract: Purpose: We aimed to explore and compare generalist and physical education (PE) specialist (males and females) elementary teachers' self-efficacy to teach and the barriers perceived when teaching PE. Methods: Canadian elementary school teachers completed the validated online survey, Teacher Efficacy Scale in PE, with 11 additional questions examining the perceived strength of barriers related to teaching quality PE. Results: Specialist teachers' self-efficacy (n = 296) was significantly higher (p < 0.05) than that of generalist teachers (n = 818). Gender was found to predict teachers' self-efficacy, with female generalists reporting the lowest scores on the Teacher Efficacy Scale in PE. There was a statistically significant difference between the perceived strength of nine out of the 11 listed barriers, with generalist teachers reporting barriers as more inhibitory than specialists. Discussion/Conclusion: This study highlights the gap between generalists' and specialists' self-efficacy to teach and the perceived barriers when teaching PE. Efforts specifically targeted to supporting female generalists teaching PE are necessary.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1294026
Database: ERIC
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  Value: &lt;anid&gt;AN0150001069;0do01jan.21;2021Apr28.01:49;v2.2.500&lt;/anid&gt; &lt;title id=&quot;AN0150001069-1&quot;&gt;Comparing Canadian Generalist and Specialist Elementary School Teachers&#39; Self-Efficacy and Barriers Related to Physical Education Instruction&#160;&lt;/title&gt; &lt;p&gt;Purpose: We aimed to explore and compare generalist and physical education (PE) specialist (males and females) elementary teachers&#39; self-efficacy to teach and the barriers perceived when teaching PE. Methods: Canadian elementary school teachers completed the validated online survey, Teacher Efficacy Scale in PE, with 11 additional questions examining the perceived strength of barriers related to teaching quality PE. Results: Specialist teachers&#39; self-efficacy (n = 296) was significantly higher (p &amp;lt;.05) than that of generalist teachers (n = 818). Gender was found to predict teachers&#39; self-efficacy, with female generalists reporting the lowest scores on the Teacher Efficacy Scale in PE. There was a statistically significant difference between the perceived strength of nine out of the 11 listed barriers, with generalist teachers reporting barriers as more inhibitory than specialists. Discussion/Conclusion: This study highlights the gap between generalists&#39; and specialists&#39; self-efficacy to teach and the perceived barriers when teaching PE. Efforts specifically targeted to supporting female generalists teaching PE are necessary.&lt;/p&gt; &lt;p&gt;Keywords: confidence; educator; physical activity&lt;/p&gt; &lt;p&gt;Engaging in physical activity during childhood is extremely important, as it helps children develop the skills and confidence to remain active throughout their lifespan ([&lt;reflink idref=&quot;bib22&quot; id=&quot;ref1&quot;&gt;22&lt;/reflink&gt;]). As Canadian elementary school children (i.e., kindergarten to Grade 8) spend the majority of their waking hours in the school environment, this is a valuable setting to promote and engage children in physical activity ([&lt;reflink idref=&quot;bib41&quot; id=&quot;ref2&quot;&gt;41&lt;/reflink&gt;]). In particular, physical education (PE) class allows for regular and structured opportunities for students to be active and a chance to learn, practice, and execute new motor skills ([&lt;reflink idref=&quot;bib33&quot; id=&quot;ref3&quot;&gt;33&lt;/reflink&gt;]). However, the activity levels of children in PE tend to vary within and between classes due to pedagogical, individual, and environmental factors ([&lt;reflink idref=&quot;bib48&quot; id=&quot;ref4&quot;&gt;48&lt;/reflink&gt;]). Although the frequency and duration of PE at the elementary school level in Canada varies as curriculum development is the responsibility of each province and territory, it is a requirement that all students be provided with PE in each grade to satisfy requirements for graduation ([&lt;reflink idref=&quot;bib20&quot; id=&quot;ref5&quot;&gt;20&lt;/reflink&gt;]). However, there are rising concerns regarding the quality of PE instruction at the elementary school level in Canada and around the world ([&lt;reflink idref=&quot;bib2&quot; id=&quot;ref6&quot;&gt;2&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib24&quot; id=&quot;ref7&quot;&gt;24&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib31&quot; id=&quot;ref8&quot;&gt;31&lt;/reflink&gt;]). Issues including who is responsible for delivering PE within the elementary school system and whether these individuals possess the necessary skills and confidence to do so effectively have been noted ([&lt;reflink idref=&quot;bib7&quot; id=&quot;ref9&quot;&gt;7&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib23&quot; id=&quot;ref10&quot;&gt;23&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib50&quot; id=&quot;ref11&quot;&gt;50&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib51&quot; id=&quot;ref12&quot;&gt;51&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Teachers have a strong influence on the physical activity levels of their students ([&lt;reflink idref=&quot;bib38&quot; id=&quot;ref13&quot;&gt;38&lt;/reflink&gt;]). They are responsible for planning and structuring PE classes to meet provincial/territorial curriculum requirements, as well as maximizing opportunities to be active while motivating students to participate. In Canada, PE at the elementary school level is most often led by the classroom teacher, and only three provinces (New Brunswick, Quebec, and Prince Edward Island) have policies that require educators to have a specialization in PE in order to teach PE. In other countries, including Australia, New Zealand, and the United Kingdom, outsourcing the instruction of PE to external providers or sport coaches has become common over the last decade or so ([&lt;reflink idref=&quot;bib6&quot; id=&quot;ref14&quot;&gt;6&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib50&quot; id=&quot;ref15&quot;&gt;50&lt;/reflink&gt;]). Although elementary schools have been found to embrace external providers due to their perceived content expertise, there is limited evidence that external providers have the pedagogical or curricular knowledge to construct classes that meet curriculum outcomes ([&lt;reflink idref=&quot;bib30&quot; id=&quot;ref16&quot;&gt;30&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib46&quot; id=&quot;ref17&quot;&gt;46&lt;/reflink&gt;]). On the other hand, teachers specifically trained in PE have advanced content knowledge in this area ([&lt;reflink idref=&quot;bib25&quot; id=&quot;ref18&quot;&gt;25&lt;/reflink&gt;]), as they &quot;have either majored or minored in PE (often 3–5 years) prior to completing their bachelor of education degree or have received specialized and intense training during their preservice program&quot; ([&lt;reflink idref=&quot;bib45&quot; id=&quot;ref19&quot;&gt;45&lt;/reflink&gt;], p. 84). The advanced training and knowledge specialist teachers receive can have a large influence on their teaching self-efficacy, as teachers are typically more efficacious when they are confident in their skills ([&lt;reflink idref=&quot;bib43&quot; id=&quot;ref20&quot;&gt;43&lt;/reflink&gt;]). With additional training, preservice and in-service generalist teachers have been found to improve their self-efficacy to instruct PE ([&lt;reflink idref=&quot;bib25&quot; id=&quot;ref21&quot;&gt;25&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib42&quot; id=&quot;ref22&quot;&gt;42&lt;/reflink&gt;]), but their overall self-efficacy still falls short in comparison to specialist teachers ([&lt;reflink idref=&quot;bib15&quot; id=&quot;ref23&quot;&gt;15&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt; &lt;emph&gt;Self-efficacy&lt;/emph&gt; is defined as people&#39;s beliefs about their capabilities to produce designated levels of performance that exert influence over other events that affect their lives ([&lt;reflink idref=&quot;bib4&quot; id=&quot;ref24&quot;&gt;4&lt;/reflink&gt;]). More specifically, confidence, or self-efficacy, refers to the extent to which teachers believe they have the capacity to affect a student&#39;s performance ([&lt;reflink idref=&quot;bib3&quot; id=&quot;ref25&quot;&gt;3&lt;/reflink&gt;]). In line with social cognitive theory ([&lt;reflink idref=&quot;bib4&quot; id=&quot;ref26&quot;&gt;4&lt;/reflink&gt;]), self-efficacy is a major determinant underlying teacher&#39;s behavior, and researchers in PE and exercise science have recognized the important role that self-efficacy plays in both the initiation of exercise among children and in children&#39;s sport performance ([&lt;reflink idref=&quot;bib44&quot; id=&quot;ref27&quot;&gt;44&lt;/reflink&gt;]). Specifically, Chase, Lirgg, and Carson ([&lt;reflink idref=&quot;bib11&quot; id=&quot;ref28&quot;&gt;11&lt;/reflink&gt;]) theorized that teachers&#39; self-efficacy effects their commitment to teach, persistence in teaching, use of time providing instruction, and the quality and type of feedback provided to students, all of which have the potential to influence the PE experience of their students. Bandura ([&lt;reflink idref=&quot;bib4&quot; id=&quot;ref29&quot;&gt;4&lt;/reflink&gt;]) suggested that efficacious teachers work harder, use more problem-solving strategies, develop greater skills, are more competent, and persist more when faced with barriers compared with less efficacious teachers.&lt;/p&gt; &lt;p&gt;As generalist classroom teachers tend to have limited training in PE, they may lack the necessary confidence to implement their provincial/territorial PE curriculum to effectively enhance the learning (and physical activity) of their students ([&lt;reflink idref=&quot;bib25&quot; id=&quot;ref30&quot;&gt;25&lt;/reflink&gt;]). For example, Spence et al. ([&lt;reflink idref=&quot;bib45&quot; id=&quot;ref31&quot;&gt;45&lt;/reflink&gt;]) conducted a survey of teachers and principals in Alberta and found that specialists were more confident, felt better trained, enjoyed teaching PE more, and prioritized more time to PE compared with classes taught by generalist teachers. Similarly, Decorby et al. ([&lt;reflink idref=&quot;bib14&quot; id=&quot;ref32&quot;&gt;14&lt;/reflink&gt;]) explored the quality of PE in two schools in Manitoba, one of which had a specialist teaching PE for the entire school, and the other, which utilized generalist teachers to instruct their own PE. Although many comparisons were made between the quality of PE at the two schools, key findings suggested that the specialist teacher was more confident in her ability to plan safe, developmentally appropriate lessons for the students, focus on basic movement skills, create a noncompetitive environment to increase participation rates, and expose students to novel activities to encourage lifelong participation in a variety of activities. Besides lack of training, the gender of classroom teachers has also been found to predict their self-efficacy teaching PE. Callea et al. ([&lt;reflink idref=&quot;bib9&quot; id=&quot;ref33&quot;&gt;9&lt;/reflink&gt;]) surveyed 111 generalists (32.4% male), using the Teaching Fundamental Motor Skill Self-efficacy Questionnaire, and found a significant difference (&lt;emph&gt;p&lt;/emph&gt; &amp;lt;.05) in the perceived self-efficacy of male and female generalists in the area of teaching fundamental motor skills, with males reporting higher self-efficacy than females. Though the influence of gender on self-efficacy in teaching PE has yet to be compared between generalists and specialists, it remains necessary, as the quality of instruction can be impacted. Given the prevalence of females teaching at the elementary school level, it is vital to increase the self-efficacy of female generalist teachers who teach PE so that their students have a quality PE experience. Overall, Morgan and Bourke ([&lt;reflink idref=&quot;bib38&quot; id=&quot;ref34&quot;&gt;38&lt;/reflink&gt;]) suggested that the quality of PE programs in elementary schools is strongly associated with a teacher&#39;s perceived self-efficacy to instruct PE. Despite consensus from researchers, experts, and professional organizations regarding the enhanced quality of PE instruction provided by specialists, many of the PE classes at the elementary school level in Canada are taught by generalist teachers. For example, 63% of schools in Ontario reported PE was taught by a nonspecialist ([&lt;reflink idref=&quot;bib16&quot; id=&quot;ref35&quot;&gt;16&lt;/reflink&gt;]). Globally, there is a mixture of generalists (79%) and specialists (53%) teaching elementary school PE classes; thus, the majority of countries have both types of teachers responsible for PE instruction, as the percentages do not add to 100 ([&lt;reflink idref=&quot;bib24&quot; id=&quot;ref36&quot;&gt;24&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;To enhance the quality of PE instruction in the elementary school system, it is important to understand not only the self-efficacy of generalist and specialist teachers, but also the unique barriers these two types of teachers face when serving in this capacity. Previous barriers identified by elementary school teachers (both generalists and specialists) have been classified as either institutional (i.e., outside the teachers&#39; control) or teacher related (i.e., arising from the teachers&#39; behavior; [&lt;reflink idref=&quot;bib5&quot; id=&quot;ref37&quot;&gt;5&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib28&quot; id=&quot;ref38&quot;&gt;28&lt;/reflink&gt;]). Major institutional barriers recognized by teachers include a lower priority of PE in relation to other subjects, the absence of performance/assessment criteria for PE, inadequate infrastructure (i.e., equipment and facilities), and budget constraints ([&lt;reflink idref=&quot;bib5&quot; id=&quot;ref39&quot;&gt;5&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib14&quot; id=&quot;ref40&quot;&gt;14&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib16&quot; id=&quot;ref41&quot;&gt;16&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib28&quot; id=&quot;ref42&quot;&gt;28&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib32&quot; id=&quot;ref43&quot;&gt;32&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib39&quot; id=&quot;ref44&quot;&gt;39&lt;/reflink&gt;]). On the contrary, teacher-related barriers reported including having poor personal experiences in PE; lack of training, knowledge, expertise, and qualifications; low levels of confidence; and being unable to provide developmentally appropriate lessons that are safe ([&lt;reflink idref=&quot;bib5&quot; id=&quot;ref45&quot;&gt;5&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib14&quot; id=&quot;ref46&quot;&gt;14&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib16&quot; id=&quot;ref47&quot;&gt;16&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib28&quot; id=&quot;ref48&quot;&gt;28&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib52&quot; id=&quot;ref49&quot;&gt;52&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;The literature suggests that both types of teachers face barriers (institutional and teacher related) when teaching PE ([&lt;reflink idref=&quot;bib5&quot; id=&quot;ref50&quot;&gt;5&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib14&quot; id=&quot;ref51&quot;&gt;14&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib16&quot; id=&quot;ref52&quot;&gt;16&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib28&quot; id=&quot;ref53&quot;&gt;28&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib32&quot; id=&quot;ref54&quot;&gt;32&lt;/reflink&gt;]); however, it is theorized that PE specialists may be able to overcome barriers with less difficulty and perceive them as less inhibitory due to higher levels of self-efficacy. Despite having national physical activity recommendations for children, PE requirements differ across Canada, emphasizing the importance of incorporating a representative sample when conducting research. Acknowledging that previous work has explored the self-efficacy of elementary school teachers when teaching PE ([&lt;reflink idref=&quot;bib25&quot; id=&quot;ref55&quot;&gt;25&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib45&quot; id=&quot;ref56&quot;&gt;45&lt;/reflink&gt;]), in a field that is constantly evolving, influenced by a range of political, sporting, health, commercial, and community groups with a vested interest in PE, it remains necessary to continue to explore ways to support teachers&#39; self-efficacy. Lacking from the literature is an updated study incorporating a large, nationwide sample to compare the self-efficacy and strength of barriers faced by male and female elementary school generalist and specialist teachers when teaching PE. As such, the purpose of this study was to explore and compare generalist and PE specialist (males and females) elementary teachers&#39; self-efficacy to teach and the barriers perceived when teaching PE. To our knowledge, this is the first study to explore the association between gender and generalist and specialist elementary school teachers&#39; self-efficacy in teaching PE.&lt;/p&gt; &lt;hd id=&quot;AN0150001069-2&quot;&gt;Methods&lt;/hd&gt; &lt;p&gt;To maximize the reach across Canada, this exploratory study utilized an online survey, collected via Qualtrics (Provo, UT), between March and May 2018. Ethical approval for the study protocol and all related documents was obtained from the Office of the Research Ethics Board at the University of Western Ontario (REB #110491).&lt;/p&gt; &lt;hd id=&quot;AN0150001069-3&quot;&gt;Participants and Recruitment&lt;/hd&gt; &lt;p&gt;Canadian elementary school (i.e., kindergarten to Grade 8) teachers were eligible to participate if they were employed full- or part-time (contract, permanent, or long-term occasional), taught at least one period of PE a week, and could read and write in English. Participants were excluded from completing the online survey if they were a supply teacher or did not teach at least one period of PE a week.&lt;/p&gt; &lt;p&gt;Elementary school teachers (generalists and specialists teaching at least one period of PE a week) across Canada were recruited to the study via two channels. First, using social media, a link to the online survey was shared on Twitter and Facebook by the research team members once a week for 3 months. Second, to increase the reach of the survey outside the province of Ontario (where the research team originates), a list of all English-speaking school boards across Canada was compiled, and the researchers contacted the superintendents of each school board via email to gain approval to conduct research within their jurisdiction. School boards in Ontario were not contacted due to the high response rate of participants from Ontario using social media. With the large number of school boards across Canada, if the superintendent (or alternative contact personnel) did not respond to the initial research request within 1 month, the school board was deemed unable to participate. As it was not possible to obtain a listing of teachers by schools, once a school board agreed to participate, an email was sent by the research team to every elementary school principal within the jurisdiction, inviting participation in the study, or the superintendent sent the email to the principals. If a principal agreed to participate, a recruitment email containing a link to the online survey was provided to share with the teachers at the participating school.&lt;/p&gt; &lt;p&gt;Of the 186 school boards contacted across Canada, 25 opted to participate in the present study, 105 did not reply, and 81 declined to take part in the study. The boards that declined to participate primarily did so due to competing research demands or the time of year in which the research was taking place. The ethics application deadline had already passed for some school boards, and many school boards do not allow research at all at the end of the school year during the months of May and June. Due to the fact that the email distribution list that formed the sampling frame was (for ethical reasons) masked to the researchers, a response rate could not be calculated.&lt;/p&gt; &lt;p&gt;Of the 1,303 individuals who accessed the online survey, 53 participants submitted blank surveys and 136 did not meet the inclusion criteria (52 were supply or occasional teachers, and 84 did not teach at least one class of PE); as such, they were removed from the study. A total of 1,114 elementary school teachers (n&lt;subs&gt;generalist&lt;/subs&gt; = 818; n&lt;subs&gt;PEspecialist&lt;/subs&gt; = 296) had complete survey data and were retained for this study. A full description of the participating teachers&#39; demographic information is presented in Table 1. The ratio of males to females was significantly higher for specialists compared with generalist teachers, χ2(&lt;reflink idref=&quot;bib2&quot; id=&quot;ref57&quot;&gt;2&lt;/reflink&gt;) = 76.14, p &amp;lt;.001. No significant differences between each group were found when comparing age, ethnicity, teaching experience, and number of students enrolled in the school. There was representation from all provinces and territories, with the highest number of participants from Ontario (&lt;emph&gt;n&lt;/emph&gt; = 425) and the lowest from Nunavut (&lt;emph&gt;n&lt;/emph&gt; = 10). This was not unexpected, as Ontario is the largest province in Canada and inhabits one third of the population of Canada. The data regarding the number of participants from each province, separated by type of teacher (i.e., generalist or PE specialist), are presented in Figure 1.&lt;/p&gt; &lt;p&gt;Table 1 Descriptive Characteristics of Generalist and Specialist Teachers (N = 1,114)&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;colgroup&amp;gt;&amp;lt;col align=&quot;left&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;/colgroup&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th&amp;gt;Characteristic&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Generalist teacher (&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 818)&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;PE specialist (&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 296)&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; value&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Age (years), &amp;lt;italic&amp;gt;M&amp;lt;/italic&amp;gt; (&amp;lt;italic&amp;gt;SD&amp;lt;/italic&amp;gt;)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;39.36 (10.18)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;40.10 (10.09)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.290&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Sex, &amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;107/694&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;107/187&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Employment status&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;.004&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Full time&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;680&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;257&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Part time&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;68&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;31&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Long-term occasional&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;67&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;8&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Ethnicity&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;.507&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; White&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;727&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;268&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; African Canadian&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Native/Aboriginal&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;11&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Arab&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Latin American&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;38&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;12&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Asian&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;9&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Other&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;13&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Teaching experience (years)&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;.098&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; &amp;amp;#60;1&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;30&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 1&amp;amp;#8211;5&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;186&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;54&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 6&amp;amp;#8211;10&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;173&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;60&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 11&amp;amp;#8211;15&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;149&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;52&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 16&amp;amp;#8211;20&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;111&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;53&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; &amp;amp;#62;20&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;166&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;72&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Frequency teaching PE (per week)&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Daily&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;221&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;212&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 2&amp;amp;#8211;3 times&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;500&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;78&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Once&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;85&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Less than once&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;9&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Grade(s) taught&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Primary (Kindergarten &amp;amp;#8211; Grade 3)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;340&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;66&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Junior (Grades 4&amp;amp;#8211;6)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;262&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;41&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; Intermediate (Grades 7 and 8)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;77&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;38&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; More than one above&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;134&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;151&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;No. of students enrolled in school&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;td&amp;gt;.154&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; &amp;amp;#60;200&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;139&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;41&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 200&amp;amp;#8211;399&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;321&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;114&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 400&amp;amp;#8211;599&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;239&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;83&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; 600&amp;amp;#8211;799&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;79&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;43&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt; &amp;amp;#8805;800&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;28&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;13&amp;lt;/td&amp;gt;&amp;lt;td /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt; &lt;emph&gt;Note&lt;/emph&gt;. Frequencies (&lt;emph&gt;n&lt;/emph&gt;) unless otherwise noted. Groups were compared using independent samples &lt;emph&gt;t &lt;/emph&gt;tests for continuous data, and χ&lt;sups&gt;2&lt;/sups&gt; tests were used for categorical data. Numbers may not add to group totals due to missing data for individual characteristics. PE = physical education.&lt;/p&gt; &lt;p&gt;Graph: Figure 1 —Number of participants (N = 1,114) based on the province/territory in which they teach, separated by type of teacher (generalist vs. physical education specialist).&lt;/p&gt; &lt;hd id=&quot;AN0150001069-4&quot;&gt;Instruments&lt;/hd&gt; &lt;p&gt;The questionnaire for this study was comprised of three parts. First, the participants answered questions related to their personal characteristics. Second, the participants completed the Teacher Efficacy Scale in PE (TESPE; [&lt;reflink idref=&quot;bib11&quot; id=&quot;ref58&quot;&gt;11&lt;/reflink&gt;]). Lastly, the participants answered questions related to &lt;emph&gt;Major Barriers Inhibiting the Delivery of PE.&lt;/emph&gt;&lt;/p&gt; &lt;hd id=&quot;AN0150001069-5&quot;&gt;Participant characteristics&lt;/hd&gt; &lt;p&gt;Designed to determine eligibility (i.e., employment status, teaching at least one class of PE), gather information regarding potential correlates of teachers&#39; self-efficacy (i.e., generalist teacher or PE specialist, years of experience), and participant demographics (i.e., sex, age, province, ethnicity), these questions were completed by the participants at the beginning of the online survey. To classify teachers as specialists or generalists, the participants were asked to self-identify as an educator specifically trained in PE (i.e., specialist) or a teacher who has not been trained in PE (i.e., generalist).&lt;/p&gt; &lt;hd id=&quot;AN0150001069-6&quot;&gt;Teacher Efficacy Scale in PE&lt;/hd&gt; &lt;p&gt;A valid and reliable measure of self-efficacy for elementary school teachers (Cronbach&#39;s α =.89; Spearman–Brown split-half coefficient =.86; [&lt;reflink idref=&quot;bib11&quot; id=&quot;ref59&quot;&gt;11&lt;/reflink&gt;]), this tool was used to assess how confidently elementary school teachers feel that they can positively affect the learning of their students during PE class. The scale consists of 16 items, spanning four dimensions of teacher efficacy, with four items in each dimension: (a) motivation (i.e., a teacher&#39;s confidence in his/her ability to motivate students), (b) analysis of skills (i.e., the teacher&#39;s ability to analyze students&#39; performance in skills), (c) preparation (i.e., the teacher&#39;s ability to prepare and plan for instruction), and (d) communication (i.e., the teacher&#39;s ability to communicate information to his/her students). Each item is rated on a 7-point Likert scale, ranging from 1 (&lt;emph&gt;no confidence&lt;/emph&gt;) to 7 (&lt;emph&gt;extremely confident&lt;/emph&gt;) following the probe, &quot;how sure are you in your ability to....&quot; The items were combined to generate four subscale scores: motivation (α =.77), analysis of skills (α =.79), preparation (α =.78), and communication (α =.79). An overall teaching efficacy score (α =.79) was generated by summing the four subscale scores. To gain more in-depth information, five additional questions were included, which focused on teachers&#39; self-efficacy to keep children engaged in high-intensity activity and incorporate unique skills such as fitness and yoga in PE class; however, to maintain the tool&#39;s reliability, these items were asked separately and were not included in the participants&#39; overall teaching efficacy score. The five additional questions were asked on the same 7-point Likert scale.&lt;/p&gt; &lt;hd id=&quot;AN0150001069-7&quot;&gt;Major barriers inhibiting the delivery of PE&lt;/hd&gt; &lt;p&gt;This section of the questionnaire was designed by the research team based on an extensive literature review examining relevant information about barriers faced when teaching PE (e.g., [&lt;reflink idref=&quot;bib14&quot; id=&quot;ref60&quot;&gt;14&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib39&quot; id=&quot;ref61&quot;&gt;39&lt;/reflink&gt;]). Based on this review, a list of 11 previously identified barriers were collated and presented to the study participants as follows: &quot;On a scale of 1–6 (1 = no barrier, does not inhibit; 6 = major barrier, strongly inhibits) indicate the strength of each barrier on your ability to instruct PE.&quot; The 11 barriers listed were both institutional (e.g., facilities, equipment, time) and teacher related (e.g., confidence, knowledge, motivation).&lt;/p&gt; &lt;hd id=&quot;AN0150001069-8&quot;&gt;Data Analysis&lt;/hd&gt; &lt;p&gt;All statistical analyses were performed using the SPSS program (version 25; Armonk, NY). Frequencies were run to examine the demographic characteristics of generalist teachers and PE specialists. To compare the two groups of participants, continuous variables (i.e., age) were evaluated using independent sample &lt;emph&gt;t&lt;/emph&gt; tests, whereas categorical variables (i.e., sex, employment status) were explored using Pearson chi-square calculations.&lt;/p&gt; &lt;p&gt;Multivariate analysis of covariance followed by univariate analysis of covariance were conducted to compare the means for each of the subscales of the TESPE and overall score across teacher type (generalist vs. specialist) and gender (male vs. female). These analyses controlled for years of teaching experience and age of the teacher (in years). In the event of multivariate significance, univariate tests were interpreted without adjustment to the Type I error, per the recommendations of Hummel and Sligo ([&lt;reflink idref=&quot;bib27&quot; id=&quot;ref62&quot;&gt;27&lt;/reflink&gt;]). Where multivariate analyses were nonsignificant, follow-up univariate analyses were adjusted to control for multiple comparison bias, using the Holm–Bonferroni correct method ([&lt;reflink idref=&quot;bib26&quot; id=&quot;ref63&quot;&gt;26&lt;/reflink&gt;]), wherein the strongest correction was applied to the largest effects.&lt;/p&gt; &lt;p&gt;The five additional self-efficacy items were not combined to form a subscale score, each of the five questions were analyzed individually (i.e., item by item) using a Mann–Whitney &lt;emph&gt;U&lt;/emph&gt;, and they were not included in the overall self-efficacy score of the generalist and specialist teachers to maintain the tool&#39;s reliability. To account for multiple comparison bias, the previously described Holm-Bonferroni correction method was applied to adjust the &lt;emph&gt;p&lt;/emph&gt; values.&lt;/p&gt; &lt;p&gt;Median scores and &lt;emph&gt;SD&lt;/emph&gt;s were calculated for the 11 barriers listed. To compare the strength of the perceived barriers in teaching PE between the two groups, 11 Mann-Whitney&lt;emph&gt;U&lt;/emph&gt; tests were run, one for each barrier listed. Again, the Holm-Bonferroni correction was applied to control the family-wise error rate ([&lt;reflink idref=&quot;bib26&quot; id=&quot;ref64&quot;&gt;26&lt;/reflink&gt;]).&lt;/p&gt; &lt;hd id=&quot;AN0150001069-9&quot;&gt;Results&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0150001069-10&quot;&gt;Generalists&#39; and Specialists&#39; Self-Efficacy in Teaching PE&lt;/hd&gt; &lt;p&gt;After adjusting for years of teaching experience and age of the teachers, the results of the multivariate analysis of covariance revealed a significant multivariate interaction between the type of teacher and gender, &lt;emph&gt;F&lt;/emph&gt;(&lt;reflink idref=&quot;bib4&quot; id=&quot;ref65&quot;&gt;4&lt;/reflink&gt;, 990) = 2.752, &lt;emph&gt;p&lt;/emph&gt; =.027. Follow-up analysis of covariances revealed statistically significant (&lt;emph&gt;p&lt;/emph&gt; &amp;lt;.05) differences between the type of teacher and each of the subscales of the TESPE (see Table 2). In each of these analyses, the men consistently reported higher levels of self-efficacy than the women, but these differences were greater among generalist teachers, which is evident by the profile plots presented in Figure 2. In fact, additional analysis of covariances revealed statistically significant (&lt;emph&gt;p&lt;/emph&gt; &amp;lt;.001) differences between the male and female generalist teachers across each of the subscales of the TESPE, whereas there was only a significant difference (&lt;emph&gt;p&lt;/emph&gt; &amp;lt;.05) between genders on the Analysis of Skill subscale for specialists. Descriptive statistics for the additional self-efficacy variables, as well as the results of the five Mann–Whitney &lt;emph&gt;U&lt;/emph&gt; tests, are presented in Table 3. Specialist teachers reported significantly higher self-efficacy scores across all items (&lt;emph&gt;p&lt;/emph&gt; &amp;lt;.001).&lt;/p&gt; &lt;p&gt;Table 2 Self-Efficacy of Generalist Teachers and PE Specialists Assessed by the TESPE&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;colgroup&amp;gt;&amp;lt;col align=&quot;left&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;/colgroup&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th rowspan=&quot;2&quot; style=&quot;width: 113px;&quot; /&amp;gt;&amp;lt;th colspan=&quot;3&quot; style=&quot;width: 264px;&quot;&amp;gt;Generalist teacher, M (&amp;lt;italic&amp;gt;SD&amp;lt;/italic&amp;gt;)&amp;lt;/th&amp;gt;&amp;lt;th colspan=&quot;3&quot;&amp;gt;PE specialist, M (&amp;lt;italic&amp;gt;SD&amp;lt;/italic&amp;gt;)&amp;lt;/th&amp;gt;&amp;lt;th rowspan=&quot;2&quot;&amp;gt;&amp;lt;italic&amp;gt;df&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th rowspan=&quot;2&quot;&amp;gt;&amp;lt;italic&amp;gt;MS&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th rowspan=&quot;2&quot;&amp;gt;&amp;lt;italic&amp;gt;F&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th rowspan=&quot;2&quot;&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th rowspan=&quot;2&quot;&amp;gt;Effect size&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th style=&quot;width: 85px;&quot;&amp;gt;Male&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Female&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Total&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Male&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Female&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Total&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td style=&quot;width: 113px;&quot;&amp;gt;Motivation&amp;lt;sup&amp;gt;a&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td style=&quot;width: 85px;&quot;&amp;gt;23.73 (3.26)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;22.34 (3.62)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;22.52 (3.60)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;24.53 (2.97)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;24.38 (3.03)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;24.44 (3.00)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;54.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.74&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.03&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.005&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td style=&quot;width: 113px;&quot;&amp;gt;Analysis of skill&amp;lt;sup&amp;gt;a&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td style=&quot;width: 85px;&quot;&amp;gt;22.03 (4.54)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;18.71 (4.76)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;19.14 (4.86)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;24.29 (2.74)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;23.32 (3.48)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;23.68 (3.25)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;197.07&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;10.54&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.01&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td style=&quot;width: 113px;&quot;&amp;gt;Preparation&amp;lt;sup&amp;gt;a&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td style=&quot;width: 85px;&quot;&amp;gt;21.77 (4.18)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;19.90 (4.49)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.15 (4.49)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;23.47 (3.17)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;23.21 (3.56)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;23.31 (3.42)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;89.29&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.31&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.02&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.005&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td style=&quot;width: 113px;&quot;&amp;gt;Communication&amp;lt;sup&amp;gt;a&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td style=&quot;width: 85px;&quot;&amp;gt;22.80 (3.71)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.43 (4.30)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;20.74 (4.30)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;24.37 (2.89)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;23.89 (3.41)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;24.07 (3.22)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;127.24&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;8.30&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.004&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.008&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td style=&quot;width: 113px;&quot;&amp;gt;Overall SE&amp;lt;sup&amp;gt;b&amp;lt;/sup&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td style=&quot;width: 85px;&quot;&amp;gt;90.33 (14.58)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;81.37 (15.80)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;82.55 (15.93)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;96.67 (10.72)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;94.80 (12.23)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;95.50 (11.71)&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1773.73&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;8.56&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.004&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.009&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt; &lt;emph&gt;Note&lt;/emph&gt;. Effect size was reported as partial eta squared. TESPE = Teacher Efficacy Scale in Physical Education ([&lt;reflink idref=&quot;bib11&quot; id=&quot;ref66&quot;&gt;11&lt;/reflink&gt;]); SE = self-efficacy; PE = physical education; &lt;emph&gt;MS&lt;/emph&gt; = mean square. &lt;sups&gt;a&lt;/sups&gt;Out of a possible score of 28. &lt;sups&gt;b&lt;/sups&gt;Out of a possible score of 112.&lt;/p&gt; &lt;p&gt;Graph: Figure 2 —Profile plots of estimated marginal means of self-efficacy for (a) motivation subscale, (b) analysis of skill subscale, (c) preparation subscale, (d) communication subscale, and (e) overall teacher efficacy score. Covariates (gender and type of teacher) appearing in the model are evaluated at the following values: age (years) = 39.61 and teaching experience (years) = 3.84. Error bars: 95% confidence interval.&lt;/p&gt; &lt;p&gt;Table 3 Medians, Mean Rank, and Mann-Whitney U of Additional Self-Efficacy Variables&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;colgroup&amp;gt;&amp;lt;col align=&quot;left&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;left&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;/colgroup&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th rowspan=&quot;2&quot;&amp;gt;Variable&amp;lt;/th&amp;gt;&amp;lt;th colspan=&quot;2&quot;&amp;gt;Generalist&amp;lt;/th&amp;gt;&amp;lt;th colspan=&quot;2&quot;&amp;gt;PE specialist&amp;lt;/th&amp;gt;&amp;lt;th rowspan=&quot;2&quot;&amp;gt;Mann-Whitney &amp;lt;italic&amp;gt;U&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th rowspan=&quot;2&quot;&amp;gt;&amp;lt;italic&amp;gt;z&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th rowspan=&quot;2&quot;&amp;gt;Adjusted &amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th rowspan=&quot;2&quot;&amp;gt;Effect size&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th&amp;gt;Median&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Mean rank&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Median&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Mean rank&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Keep students engaged in MVPA&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;483.45&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;636.17&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;75708&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;7.46&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.03&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Teach unique skills, such as yoga and dance&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;492.96&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;605.06&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;84122&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;5.38&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.01&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Incorporate fitness skills&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;459.28&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;702.14&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;57434&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;11.74&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.11&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Demonstrate fitness skills&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;462.85&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;6.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;688.94&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;60481&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;10.94&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.09&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Adapt class for students with disabilities&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;491.78&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;5.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;606.73&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;83216&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;5.57&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.02&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt; &lt;emph&gt;Note&lt;/emph&gt;. Scored out of 7, with a higher score indicating greater self-efficacy. The Holm-Bonferroni method was applied to adjust the &lt;emph&gt;p&lt;/emph&gt; values for each set of multiple comparisons. Effect size was reported as eta squared. PE = physical education; MVPA = moderate-to-vigorous physical activity.&lt;/p&gt; &lt;hd id=&quot;AN0150001069-11&quot;&gt;Perceived Strength of Barriers Teaching PE&lt;/hd&gt; &lt;p&gt;Descriptive statistics, separated by type of teacher, as well as the results of the 11 Mann-Whitney &lt;emph&gt;U&lt;/emph&gt; tests for the barrier-related questions, are displayed in Table 4. There was a statistically significant difference between the perceived strength of the barriers for all but two of the listed barriers (class size, &lt;emph&gt;z&lt;/emph&gt; = −1.29, &lt;emph&gt;p&lt;/emph&gt; =.196; no support from other teachers or principal, &lt;emph&gt;z&lt;/emph&gt; = −1.34, &lt;emph&gt;p&lt;/emph&gt; =.181), with generalist teachers reporting barriers as more inhibitory than specialist when teaching PE.&lt;/p&gt; &lt;p&gt;Table 4 Medians, Mean Rank, and Mann-Whitney U for Perceived Strength of Barriers Experienced by Generalist and PE Specialist Teachers&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;colgroup&amp;gt;&amp;lt;col align=&quot;left&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;col align=&quot;center&quot; /&amp;gt;&amp;lt;/colgroup&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th rowspan=&quot;2&quot;&amp;gt;Barrier&amp;lt;/th&amp;gt;&amp;lt;th colspan=&quot;2&quot;&amp;gt;Generalist&amp;lt;/th&amp;gt;&amp;lt;th colspan=&quot;2&quot;&amp;gt;PE specialist&amp;lt;/th&amp;gt;&amp;lt;th rowspan=&quot;2&quot;&amp;gt;Mann-Whitney &amp;lt;italic&amp;gt;U&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th rowspan=&quot;2&quot;&amp;gt;&amp;lt;italic&amp;gt;z&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th rowspan=&quot;2&quot;&amp;gt;Adjusted &amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th rowspan=&quot;2&quot;&amp;gt;Effect size&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th&amp;gt;Median&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Mean rank&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Median&amp;lt;/th&amp;gt;&amp;lt;th&amp;gt;Mean rank&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Lack of time/crowded curriculum&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;537.89&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;478.48&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;94435.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;2.87&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.004&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.001&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Overbooked gym&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;536.76&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;485.39&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;96570.50&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;2.48&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.013&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Inadequate facilities and equipment&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;4.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;543.63&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;454.99&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;87529.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;4.27&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.008&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Lack of required physical fitness&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;541.73&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;458.43&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;88481.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;4.11&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.007&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Lack of adequate training&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;607.99&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;293.93&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;42959.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;15.18&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.12&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Low levels of teaching confidence&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;568.35&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;400.21&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;72599.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;8.58&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.04&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Poor personal experiences in PE&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;572.33&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;386.53&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;68889.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;10.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.06&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Low levels of personal interest in PE&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;564.69&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;410.28&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;75407.50&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;8.22&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.03&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;Class size too big&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;514.84&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;3.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;541.52&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;101354.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;1.29&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.196&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;No support from other teachers or principal&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;530.20&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;503.24&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;101343.50&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;1.34&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.181&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;0&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td&amp;gt;No support from PE specialist&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;2.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;584.70&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;1.00&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;342.02&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;56237.50&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#8722;12.21&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;&amp;amp;#60;.001&amp;lt;/td&amp;gt;&amp;lt;td&amp;gt;.11&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt; &lt;emph&gt;Note&lt;/emph&gt;. Scored out of 6, with a higher score indicating the barrier is more inhibitory. The Holm-Bonferroni method was applied to adjust the &lt;emph&gt;p &lt;/emph&gt;values for each set of multiple comparisons. Effect size was reported as eta squared. PE = physical education.&lt;/p&gt; &lt;hd id=&quot;AN0150001069-12&quot;&gt;Discussion&lt;/hd&gt; &lt;p&gt;The purpose of this study was to explore Canadian elementary school teachers&#39; self-efficacy and perceived strength of barriers when teaching PE, with a particular interest in examining if gender influenced the level of self-efficacy in teaching PE between generalists and PE specialists. This study is unique from previous work, as it includes a national representation of generalist teachers and PE specialists, and it is the first study to explore teachers&#39; self-efficacy based on teacher specialization and gender. Results from the current study suggest that the self-efficacy of generalists and specialists differs significantly when teaching PE, as does the perceived strength of many barriers when attempting to provide quality PE classes. All analyses revealed that specialists have higher self-efficacy when teaching PE and perceived 9 of the 11 barriers to teaching presented as less inhibitory. As well, the results highlighted that men consistently reported higher levels of self-efficacy across the four dimensions of self-efficacy than women, but these differences are greater among generalist teachers. Although there was a large discrepancy in the size of each group, the underrepresentation of PE specialists in the study aligns with the wide variation for employing PE specialists across Canada, which is consistent with other countries ([&lt;reflink idref=&quot;bib24&quot; id=&quot;ref67&quot;&gt;24&lt;/reflink&gt;]).&lt;/p&gt; &lt;hd id=&quot;AN0150001069-13&quot;&gt;Self-Efficacy Teaching PE&lt;/hd&gt; &lt;p&gt;Teaching at the elementary school level is unique; in many countries, teachers are expected to instruct multiple subjects despite lacking training from their preservice programs ([&lt;reflink idref=&quot;bib31&quot; id=&quot;ref68&quot;&gt;31&lt;/reflink&gt;]). Despite some teachers&#39; best efforts to deliver quality PE to their students, their inexperience and shortage in training reduce their ability to facilitate engaging and energetic lessons ([&lt;reflink idref=&quot;bib14&quot; id=&quot;ref69&quot;&gt;14&lt;/reflink&gt;]). In the current study, compared with PE specialists, generalist teachers recorded lower levels of teacher efficacy across the four dimensions of the TESPE and a lower overall teacher efficacy score. Although we did not assess the quality of PE led by generalist and specialist teachers, previous research suggests that a teacher&#39;s self-efficacy strongly contributes to the quality of PE instruction ([&lt;reflink idref=&quot;bib38&quot; id=&quot;ref70&quot;&gt;38&lt;/reflink&gt;]). Teacher efficacy has been linked to motivation and enthusiasm for teaching ([&lt;reflink idref=&quot;bib1&quot; id=&quot;ref71&quot;&gt;1&lt;/reflink&gt;]), the ability to persist when faced with adversity ([&lt;reflink idref=&quot;bib14&quot; id=&quot;ref72&quot;&gt;14&lt;/reflink&gt;]), willingness to experiment with new methods ([&lt;reflink idref=&quot;bib19&quot; id=&quot;ref73&quot;&gt;19&lt;/reflink&gt;]), commitment to teaching ([&lt;reflink idref=&quot;bib11&quot; id=&quot;ref74&quot;&gt;11&lt;/reflink&gt;]), and high confidence levels and positive attitudes ([&lt;reflink idref=&quot;bib38&quot; id=&quot;ref75&quot;&gt;38&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;A teacher&#39;s ability to motivate his or her students to participate in PE class and create a positive learning environment that supports an ongoing desire to be active is essential to ensure they are reaping the numerous health benefits of being physically active. As PE is a standard component of the elementary school curriculum, it provides an ideal opportunity for students to be exposed to a plethora of activities and movements, accumulate minutes of physical activity, and develop fundamental movement skills (i.e., throwing, catching, running, kicking). However, in the current study, we found a significant difference between the two types of teachers on the motivation subscale of the TESPE. In addition, the results of our single-item questions suggest that PE specialists are significantly more confident in their ability to keep their students engaged in moderate-to-vigorous physical activity (MVPA) for the majority of a typical PE class. Studies comparing PE taught by specialists and generalists have provided similar findings ([&lt;reflink idref=&quot;bib34&quot; id=&quot;ref76&quot;&gt;34&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib35&quot; id=&quot;ref77&quot;&gt;35&lt;/reflink&gt;]). For example, using the System for Observing Fitness Instruction Time (SOFIT; [&lt;reflink idref=&quot;bib36&quot; id=&quot;ref78&quot;&gt;36&lt;/reflink&gt;]), McKenzie et al. ([&lt;reflink idref=&quot;bib34&quot; id=&quot;ref79&quot;&gt;34&lt;/reflink&gt;]) reported that students of specialist teachers averaged 2.9 more minutes of MVPA and 3.1 more minutes involved in skills and drills per PE class compared with students partaking in a class taught by a nonspecialist. These are large differences, considering that the duration of a typical PE class is approximately 40 min ([&lt;reflink idref=&quot;bib31&quot; id=&quot;ref80&quot;&gt;31&lt;/reflink&gt;]). Encouraging students to take part in PE class and to remain involved for its entirety can be influenced not only by the teachers&#39; ability to motivate students, but also the structure and organization of a class.&lt;/p&gt; &lt;p&gt;In this study, specialist teachers scored significantly higher on the preparation dimension of the self-efficacy scale compared with generalist teachers. Preparing PE classes that are developmentally appropriate, stimulate learning, and require little transition time in order to maximize movement and skill development is not an easy feat for elementary school teachers. The physical abilities of students in elementary school vary drastically, and it is extremely difficult for teachers to structure lessons that are flexible to meet the individual needs of each student. In a case study of two elementary schools in Manitoba, one had a specialist teaching PE for the entire school, and in the other, PE was taught by each of the classroom teachers; it was reported that the specialist was better able to prepare developmentally appropriate lessons that were safe and inclusive to all students, regardless of the students&#39; ability level ([&lt;reflink idref=&quot;bib14&quot; id=&quot;ref81&quot;&gt;14&lt;/reflink&gt;]). After surveying 480 teachers in Alberta, Spence et al. ([&lt;reflink idref=&quot;bib45&quot; id=&quot;ref82&quot;&gt;45&lt;/reflink&gt;]) found similar results; PE specialists reported significantly higher scores than generalist teachers for feeling prepared to teach. Specialists&#39; have increased their content knowledge through preservice programs and have likely accumulated more experience planning and teaching PE lessons throughout their years of teaching compared with generalists. However, when provided with additional support, classroom teachers have reported an increased sense of efficacy when it comes to preparing PE classes. For example, as mentioned previously, following a 1-year PE professional development program, generalists reported feeling better prepared for PE class and believed their classes were of higher quality ([&lt;reflink idref=&quot;bib42&quot; id=&quot;ref83&quot;&gt;42&lt;/reflink&gt;]). Although generalist teachers are capable of increasing their self-efficacy to prepare PE classes that are engaging and inclusive, it is still specialist teachers who have the upper hand in developing structurally sound lessons that enhance students&#39; physical and psychological growth ([&lt;reflink idref=&quot;bib14&quot; id=&quot;ref84&quot;&gt;14&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib37&quot; id=&quot;ref85&quot;&gt;37&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;The ability to analyze students&#39; movements and effectively provide feedback for improvement is an imperative role of elementary school teachers when teaching PE. Unfortunately, not all teachers have the knowledge and confidence necessary to assess their students&#39; movement and appropriately relay suggestions for progression. Using data from the School Health Policies and Programs Study, which included a nationally representative sample of school districts in the United States, Davis, Burgeson, Brener, McManus, and Wechsler ([&lt;reflink idref=&quot;bib12&quot; id=&quot;ref86&quot;&gt;12&lt;/reflink&gt;]) reported that nearly 70% of specialist teachers analyzed their student&#39;s movements using skill performance tests, compared with only 46.7% of teachers without PE training. In addition, 65.5% of the students in the study who were taught by a specialist teacher were provided with feedback regarding their performance executing movements, whereas only 38.0% of classroom teachers delivered feedback ([&lt;reflink idref=&quot;bib12&quot; id=&quot;ref87&quot;&gt;12&lt;/reflink&gt;]). Similarly, in the current study, PE specialists reported a significantly higher sense of efficacy on both the analysis of skill and communication subscales of the TESPE. PE is an ideal time to strengthen children&#39;s fundamental movement skills, as having these skills is an essential part of enjoyable participation and can create a lifelong interest in an active lifestyle. Teachers&#39; self-efficacy evaluating students&#39; movement and administering recommendations for improvement has the potential to not only impact students&#39; confidence and competence during PE, but also their future physical activity participation.&lt;/p&gt; &lt;hd id=&quot;AN0150001069-14&quot;&gt;Gender&lt;/hd&gt; &lt;p&gt;Generally, females tend to be less active than males ([&lt;reflink idref=&quot;bib21&quot; id=&quot;ref88&quot;&gt;21&lt;/reflink&gt;]), and this discrepancy in activity levels may influence the self-efficacy among generalist teachers. In fact, teachers&#39; own activity levels and past experiences participating in PE and sport have been shown to influence self-efficacy for teaching PE ([&lt;reflink idref=&quot;bib40&quot; id=&quot;ref89&quot;&gt;40&lt;/reflink&gt;]). Therefore, differences in teachers&#39; self-efficacy may be explained or compounded by factors unrelated to their training. A novel finding of this study was the difference in self-efficacy noted between male and female teachers, particularly for generalist teachers. Across all subscales of the TESPE, female generalist teachers reported the lowest self-efficacy to instruct PE, in comparison to male generalist teachers and specialist teachers of both genders. Specialist teachers, on the other hand, reported very similar levels of self-efficacy across genders, which may be explained by their knowledge and expertise in the field, counteracting other influential determinants of perceived self-efficacy (i.e., past PE experiences, physical activity levels). As the majority of teachers at the elementary school level are female (83.6%; [&lt;reflink idref=&quot;bib47&quot; id=&quot;ref90&quot;&gt;47&lt;/reflink&gt;]), it is important to acknowledge that these teachers may have additional barriers to overcome prior to teaching PE and may require more support and training in comparison to their male counterparts. Additional research is needed to understand what is contributing to the gender differences between male and female generalist teachers.&lt;/p&gt; &lt;hd id=&quot;AN0150001069-15&quot;&gt;Barriers Teaching PE&lt;/hd&gt; &lt;p&gt;This study confirmed that generalists and PE specialists both experience barriers when teaching PE, with the most inhibitory barriers being classified as institutional (i.e., outside of the teachers&#39; control), including lack of time, overbooked gym, and inadequate facilities and equipment. When comparing the two types of teachers, generalist teachers reported all but two of the listed barriers as significantly more inhibitory. The impact of institutional barriers on generalists&#39; self-efficacy in teaching PE is in line with previous literature ([&lt;reflink idref=&quot;bib14&quot; id=&quot;ref91&quot;&gt;14&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib16&quot; id=&quot;ref92&quot;&gt;16&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib32&quot; id=&quot;ref93&quot;&gt;32&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib39&quot; id=&quot;ref94&quot;&gt;39&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;The perceived strength of many teacher-related barriers was also found to differ significantly between the types of teacher in the current study. It was not unexpected that generalist teachers scored inadequate training as the strongest teacher-related barrier, as this has consistently been reported in the literature ([&lt;reflink idref=&quot;bib14&quot; id=&quot;ref95&quot;&gt;14&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib16&quot; id=&quot;ref96&quot;&gt;16&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib39&quot; id=&quot;ref97&quot;&gt;39&lt;/reflink&gt;]). For example, comparing the PE instruction of teachers in Ontario, Faulkner et al. ([&lt;reflink idref=&quot;bib16&quot; id=&quot;ref98&quot;&gt;16&lt;/reflink&gt;]) reported the only consistent barrier that differed between the generalist and specialist teachers was teacher training. The time dedicated toward PE during the generalist teachers&#39; preservice programs is minimal, reducing not only their content knowledge, but also their confidence to provide quality lessons. In a study conducted by Morgan and Bourke ([&lt;reflink idref=&quot;bib38&quot; id=&quot;ref99&quot;&gt;38&lt;/reflink&gt;]), teachers felt significantly less confident to teach units in which they perceived they had received poorer quality training. On the contrary, Fletcher, Mandigo, and Kosnik ([&lt;reflink idref=&quot;bib17&quot; id=&quot;ref100&quot;&gt;17&lt;/reflink&gt;]) found no significant difference in self-efficacy for overcoming barriers to teaching PE in their study, in which 308 classroom teachers attended a 12-hr PE methods course and two practicum placements. It is important to acknowledge that training is not the only factor influencing teachers&#39; self-efficacy. Other studies have identified additional barriers reducing teachers&#39; confidence, and hence, their ability to instruct quality PE. Carney and Chedzoy ([&lt;reflink idref=&quot;bib10&quot; id=&quot;ref101&quot;&gt;10&lt;/reflink&gt;]) found that the lack of confidence of nonspecialists teaching PE is related to the lack of belief in their own ability to perform skills competently. Moreover, Breslin et al. ([&lt;reflink idref=&quot;bib8&quot; id=&quot;ref102&quot;&gt;8&lt;/reflink&gt;]) indicated that if nonspecialist teachers did not personally enjoy an activity, did not participate in physical activity themselves, or had poor personal PE experiences in the past, they did not feel confident delivering an effective lesson. Similar results were noted in the current study, with generalist teachers reporting lacking required physical fitness, poor personal experience in PE, and low levels of enthusiasm in PE as more inhibitory to teaching PE than specialists.&lt;/p&gt; &lt;p&gt;Though the literature suggests that PE specialists incur many of the same barriers as generalist teachers, overall, they tend to rank barriers as less inhibitory to teaching quality PE. Regardless of training, all teachers may be facing subtle yet challenging barriers, limiting their quality of delivery. Teachers work in a demanding school environment and are expected to achieve outcomes in several subject areas. With an already crowded curriculum, teachers may feel pressured to prioritize subjects, such as numeracy and literacy, over PE ([&lt;reflink idref=&quot;bib49&quot; id=&quot;ref103&quot;&gt;49&lt;/reflink&gt;]). As well, insufficient facilities and affordance of equipment may challenge even the best-prepared teachers to deliver PE in the elementary school setting. Nevertheless, specialist teachers may be better able to persist when faced with barriers due to their efficacy in teaching PE, based upon the current findings.&lt;/p&gt; &lt;hd id=&quot;AN0150001069-16&quot;&gt;Limitations&lt;/hd&gt; &lt;p&gt;The strengths of this study include a large sample and wide representation of teachers from across the country and the use of a validated tool to assess self-efficacy to teach PE. However, this study has limitations that also must be acknowledged. Although every attempt was made to contact all English-speaking school boards across Canada (outside of Ontario), many boards (&lt;emph&gt;n&lt;/emph&gt; = 105) did not respond, reducing the generalizability of this study. In addition, despite acquiring responses from all 13 provinces and territories across Canada, the majority of the responders (40%) were from Ontario. The strong representation from one province could have influenced the results, as curriculum within schools and preservice training is not standardized across the country; however, it is important to note that the province of Ontario does have the most teachers in Canada. As well, provincial comparisons could not be made due to the low representation from some locations. Furthermore, as the survey was only available in English, this could have excluded many teachers from the province of Quebec, where French is the predominant language. Also, these are self-reported data; thus, those teachers who were trained in PE may have been aware of answers that would be considered professionally and socially desirable. Finally, teachers were required to classify themselves as a generalist teacher or PE specialist. Despite a definition being provided for each classification, as this is a nationwide study and preservice training varies across the country, some teachers might have interpreted the definition of a PE specialist differently. In addition, some teachers trained in PE may now be in a generalist role, whereas teachers not specially trained in PE may be responsible for teaching PE full-time. Though the intent was to categorize teachers based on their training (i.e., Do you identify yourself as a generalist teacher [not specifically trained in PE] or a gym teacher specifically trained in PE), it is important to acknowledge that some teachers may have classified themselves based on other factors, such as current employment type, sport experience and background, and coaching. Finally, the questionnaire pertaining to major barriers was adapted from multiple different studies, and therefore, has not been validated.&lt;/p&gt; &lt;hd id=&quot;AN0150001069-17&quot;&gt;Conclusion&lt;/hd&gt; &lt;p&gt;Despite stronger self-efficacy among specialists when teaching PE and their ability to persist in the face of institutional and teacher-related barriers, they are underrepresented in elementary school PE classes in Canada ([&lt;reflink idref=&quot;bib13&quot; id=&quot;ref104&quot;&gt;13&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib16&quot; id=&quot;ref105&quot;&gt;16&lt;/reflink&gt;]) and other countries ([&lt;reflink idref=&quot;bib24&quot; id=&quot;ref106&quot;&gt;24&lt;/reflink&gt;]). Generalists, specifically females, who make up the majority of teachers at the elementary school level, reported significantly lower self-efficacy in teaching PE compared to their male counterparts and specialists of both genders. Earlier research has demonstrated that PE during elementary school is the optimal time for children to develop positive skills, attitudes, and knowledge about physical activity ([&lt;reflink idref=&quot;bib18&quot; id=&quot;ref107&quot;&gt;18&lt;/reflink&gt;]). Given the documented evidence of the benefits of PE specialists on the quality of instruction ([&lt;reflink idref=&quot;bib16&quot; id=&quot;ref108&quot;&gt;16&lt;/reflink&gt;]; [&lt;reflink idref=&quot;bib25&quot; id=&quot;ref109&quot;&gt;25&lt;/reflink&gt;]) it seems logical to provide students with the appropriate instruction during elementary school PE to help them acquire these important skills during a critical developmental period in which healthy lifestyle behaviors (i.e., physical activity) are established. Unfortunately, although this argument has been made for many years, due to budget constraints and the focus on alternative curriculum subjects, PE specialists are unlikely to be hired to instruct all PE classes for elementary school students. Given that generalists are likely going to continue to play a pivotal role in teaching elementary school PE, it is necessary to focus on ways of enhancing their knowledge and self-efficacy in this environment. Although researchers have examined the implementation of additional PE training for preservice generalist teachers ([&lt;reflink idref=&quot;bib25&quot; id=&quot;ref110&quot;&gt;25&lt;/reflink&gt;]) and additional professional development sessions for in-service teachers ([&lt;reflink idref=&quot;bib42&quot; id=&quot;ref111&quot;&gt;42&lt;/reflink&gt;]), both of which have been found to be successful at improving teachers&#39; self-efficacy, no wider implementations of these trainings have taken place in these jurisdictions. Despite decades of findings similar to those found in the current study, no radical changes have been made to improve the self-efficacy of generalists teaching PE within Canada. In fact, very few changes have occurred regarding the PE curriculum or training for preservice teachers. In Scotland, Jess and McEvilly ([&lt;reflink idref=&quot;bib29&quot; id=&quot;ref112&quot;&gt;29&lt;/reflink&gt;]) have had success in improving teachers&#39; self-efficacy and knowledge by focusing on career-long professional learning opportunities influencing teachers as professional learners, including longer term, participative, and situated approaches. Although successful, this approach requires significant investment in human, financial, and material resources. The findings from this study, which included a nationwide sample of elementary school teachers and consideration of the influence of gender, support the need for a significant change in the PE training of generalist teachers—females, in particular—to enhance their self-efficacy, which could, in turn, lead to more effective PE instruction. This paper serves as a call to action for educators and advocates of PE in Canada and other countries to improve the landscape of PE preservice and education to make it a more proactive and far-reaching pedagogical approach to foster practical knowledge and self-efficacy in teaching PE. This is a far more cost-effective approach than offering ongoing professional development activities for all generalist teachers. If no action is taken to improve the knowledge and self-efficacy of generalist teachers with respect to PE, no improvements in children&#39;s school-based physical activity should be expected, given the common use of generalists for teaching this subject. Having confident, prepared, and knowledgeable teachers who are able to overcome barriers (which are frequently out of their control) when teaching PE can help set children on the path for lifelong engagement in physical activity.&lt;/p&gt; &lt;p&gt;Truelove is with Health and Rehabilitation Sciences, University of Western Ontario, London, Ontario, Canada. Johnson and Burke are with the School of Health Studies, University of Western Ontario, London, Ontario, Canada. Tucker is with the School of Occupational Therapy, University of Western Ontario, London, Ontario, Canada.&lt;/p&gt; &lt;hd id=&quot;AN0150001069-18&quot;&gt;Acknowledgments&lt;/hd&gt; &lt;p&gt;The authors have no conflicts of interest to declare. 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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Comparing Canadian Generalist and Specialist Elementary School Teachers&#39; Self-Efficacy and Barriers Related to Physical Education Instruction
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Truelove%2C+Stephanie%22&quot;&gt;Truelove, Stephanie&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Johnson%2C+Andrew+M%2E%22&quot;&gt;Johnson, Andrew M.&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Burke%2C+Shauna+M%2E%22&quot;&gt;Burke, Shauna M.&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Tucker%2C+Patricia%22&quot;&gt;Tucker, Patricia&lt;/searchLink&gt;
– Name: TitleSource
  Label: Source
  Group: Src
  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22Journal+of+Teaching+in+Physical+Education%22&quot;&gt;&lt;i&gt;Journal of Teaching in Physical Education&lt;/i&gt;&lt;/searchLink&gt;. Jan 2021 40(1):10-20.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles&lt;br /&gt;Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: &lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Elementary+Education%22&quot;&gt;Elementary Education&lt;/searchLink&gt;
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Foreign+Countries%22&quot;&gt;Foreign Countries&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Physical+Education+Teachers%22&quot;&gt;Physical Education Teachers&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Elementary+School+Teachers%22&quot;&gt;Elementary School Teachers&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Self+Efficacy%22&quot;&gt;Self Efficacy&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Teacher+Effectiveness%22&quot;&gt;Teacher Effectiveness&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Barriers%22&quot;&gt;Barriers&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Physical+Education%22&quot;&gt;Physical Education&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Specialists%22&quot;&gt;Specialists&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Predictor+Variables%22&quot;&gt;Predictor Variables&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Gender+Differences%22&quot;&gt;Gender Differences&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Women+Faculty%22&quot;&gt;Women Faculty&lt;/searchLink&gt;
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Canada%22&quot;&gt;Canada&lt;/searchLink&gt;
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1123/jtpe.2019-0091
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0273-5024
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: We aimed to explore and compare generalist and physical education (PE) specialist (males and females) elementary teachers&#39; self-efficacy to teach and the barriers perceived when teaching PE. Methods: Canadian elementary school teachers completed the validated online survey, Teacher Efficacy Scale in PE, with 11 additional questions examining the perceived strength of barriers related to teaching quality PE. Results: Specialist teachers&#39; self-efficacy (n = 296) was significantly higher (p &lt; 0.05) than that of generalist teachers (n = 818). Gender was found to predict teachers&#39; self-efficacy, with female generalists reporting the lowest scores on the Teacher Efficacy Scale in PE. There was a statistically significant difference between the perceived strength of nine out of the 11 listed barriers, with generalist teachers reporting barriers as more inhibitory than specialists. Discussion/Conclusion: This study highlights the gap between generalists&#39; and specialists&#39; self-efficacy to teach and the perceived barriers when teaching PE. Efforts specifically targeted to supporting female generalists teaching PE are necessary.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2021
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1294026
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1294026
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1123/jtpe.2019-0091
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 10
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Physical Education Teachers
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Physical Education
        Type: general
      – SubjectFull: Specialists
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Women Faculty
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: Comparing Canadian Generalist and Specialist Elementary School Teachers' Self-Efficacy and Barriers Related to Physical Education Instruction
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Truelove, Stephanie
      – PersonEntity:
          Name:
            NameFull: Johnson, Andrew M.
      – PersonEntity:
          Name:
            NameFull: Burke, Shauna M.
      – PersonEntity:
          Name:
            NameFull: Tucker, Patricia
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-print
              Value: 0273-5024
          Numbering:
            – Type: volume
              Value: 40
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Teaching in Physical Education
              Type: main
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