Relationship between teachers' belief systems and actions toward teaching physical activity and fitness

The purpose of this study was to investigate the relationship between teachers' belief systems toward physical activity and fitness and what is taught in their classes. Forty-two physical education teachers were selected based on high physical activity and fitness or low physical activity and fitness belief system scores on a previously validated instrument. Each teacher was observed twice to measure instructional behaviors related to physical activity and fitness. The relationship between their belief systems and actions was determined. There were no significant differences between the high physical activity and fitness belief system and low physical activity and fitness belief system groups in the percent of class time spent in moderate to vigorous physical activity, fitness activities, or teacher behaviors related to fitness.