Do pre-service kindergarten teachers in Greece intent to include movement education? An application of Planned Behavior Theory
Teachers’ role referring to young children’s needs for movement education in school is important. Purpose of the present crosssectional study was to explore whether Greek pre-service kindergarten students intent to teach movement education within the Planned Behavior Theory (TPB) framework, including role identity, attitude strength and past behavior. A second purpose of the study was to examine if TPB variables differ between students in different academic year. In the study participated 394 pre-school teachersstudents, completing self referenced questionnaires (pre-post measures).
Hierarchical regression analysis of intention on the TPB variables (attitudes toward movement education, perceived behavioral control, subjective norms) and additional variables (role identity, attitude strength, past behavior) plus repeated analysis of variances with two levels were computed. The results of the study revealed that intention was predicted by TPB variables and the model of prediction was increased by attitude strength and role identity. Moreover, senior students, more than freshmen, intended to include movement education, had stronger attitudes and it was found that only perceived behavioral control increased from freshmen to senior students by the curriculum. For future research on the subject a mediation analysis through a longitudinal design is proposed.
