In the United States, the Comprehensive School Physical Activity Program (CSPAP) is a whole-of-school framework to ensure youth meet physical activity guidelines. Physical education teachers (PETs) are poised to be CSPAP leaders, but implementation is low. PETs’ involvement with CSPAPs may be better understood through the lens of their role breadth self-efficacy, which captures how professionals feel about their ability to undertake expanded workplace roles. Furthermore, investigating PETs’ CSPAP-related role breadth self-efficacy from the perspective of occupational socialization theory could help to identify critical intervention points in PETs’ career development to support CSPAP implementation. The purpose of this study, therefore, was to explore PETs’ perceptions of how the phases of occupational socialization theory influence their role breadth self-efficacy to be involved with CSPAPs. Stratified random sampling and convenience sampling were used to recruit 25 PETs ( n = 16 female) in the United States. Data were collected using individual, semi-structured interviews and analyzed using constant comparison. The findings are represented in three overarching themes, each accompanied by corresponding subthemes: (a) modeling and encouragement from socializing agents, (b) learn by doing: mastery experiences, and (c) agent of change: “I believe in this.” The PETs’ childhood physical activity experiences, physical activity leadership development within teacher education, mentorship from experienced educators who exemplify effective strategies, and the capacity to foster social capital within the workplace are key factors impacting PETs’ CSPAP-related role breadth self-efficacy. Further investigation into mentorship programs for novice PETs to lead CSPAPs and best practices for CSPAP training in teacher education is recommended.

中文翻译：

---

“我们能做到这一点”：从职业社会化的角度来看，体育教育工作者参与 CSPAP 的角色广度自我效能感


在美国，综合学校体育活动计划 (CSPAP) 是一个全校框架，旨在确保青少年符合体育活动准则。体育教师 (PET) 有望成为 CSPAP 的领导者，但实施率较低。通过角色广度自我效能感，可以更好地理解 PET 参与 CSPAP，该自我效能感反映了专业人士对其承担扩展工作场所角色的能力的感受。此外，从职业社会化理论的角度研究PETs与CSPAP相关的角色宽度自我效能感，有助于识别PETs职业发展的关键干预点，以支持CSPAP的实施。因此，本研究的目的是探讨 PET 对休闲社会化理论的各个阶段如何影响他们参与 CSPAP 的角色广度自我效能感的看法。采用分层随机抽样和便利抽样的方法在美国招募了 25 名 PET（n = 16 名女性）。通过个人半结构化访谈收集数据，并通过不断比较进行分析。研究结果体现在三个总体主题中，每个主题都伴随着相应的子主题：（a）来自社交代理的建模和鼓励，（b）边做边学：掌握经验，以及（c）变革的推动者：“我相信这一点。” PET 的童年体育活动经历、教师教育中的体育活动领导力发展、经验丰富的教育工作者（举例说明有效策略）的指导，以及在工作场所培养社会资本的能力，是影响 PET 与 CSPAP 相关的角色广度自我效能感的关键因素。 建议进一步调查新手 PET 领导 CSPAP 的指导计划以及教师教育中 CSPAP 培训的最佳实践。