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Area of Science:

  • Education
  • Psychology
  • Health Sciences

Background:

  • Inclusive physical education (IPE) is crucial for student development.
  • Understanding teachers' intentions to implement IPE is vital for successful integration.
  • The Theoretical Domains Framework (TDF) and COM-B model offer robust theoretical lenses.

Purpose of the Study:

  • To apply the TDF and COM-B model to identify predictors of teachers' intentions for IPE implementation.
  • To examine cognitive, affective, and social factors influencing teachers' IPE intentions.

Main Methods:

  • An online questionnaire was administered to 383 primary and secondary teachers in Ontario.
  • The study assessed potential factors influencing intentions toward inclusive physical education implementation.
  • Statistical modeling was used to analyze the relationships between theoretical domains and implementation intentions.

Main Results:

  • The TDF and COM-B model explained 72% of the variance in teachers' intentions to implement IPE.
  • Significant predictors included knowledge, professional role and identity, memory/attention/decision-making, social influence, and emotion.
  • Motivation, within the COM-B model, was the strongest predictor of implementation intentions.

Conclusions:

  • The TDF and COM-B model provide valuable insights into teachers' intentions for IPE.
  • Multidimensional teacher training strategies are recommended to enhance motivation for IPE.
  • Future interventions should target social influences, professional identity, and knowledge to improve IPE implementation intentions.