Physical Educators’ Habitual Physical Activity and Self-Efficacy for Regular Exercise


  • Xihe Zhu Old Dominion University
  • Justin A. Haegele Old Dominion University
  • Summer Davis Old Dominion University



physical education, teacher, role model, occupation physical activity


The purpose of this study was to examine physical education teachers’ habitual physical activity and self-efficacy for regular exercise. In-service physical education teachers (N = 168) voluntarily completed an online questionnaire that included items to collect demographic information (gender, race/ethnicity, years of teaching experience, and perceived weight status), self-efficacy, and habitual physical activity. The physical educators reported a high level of physical activity with an estimated total weekly MET-minutes > 3,000, and a relatively high self-efficacy for exercise. A multiple regression analysis showed years of teaching experience as a significant negative predictor (? = -.35, p < .05), but self-efficacy as a positive predictor (? = .39, p < .05) for physical educators’ daily moderate to vigorous physical activity. These findings illustrate the positive role of self-efficacy for promoting physical activity participation, but indicate diminishing physical activity as a function of years of teaching experience among physical educators.

Subscribe to TPE

Author Biographies

Xihe Zhu, Old Dominion University

Associate Professor

Department of Human Movement Sciences


Justin A. Haegele, Old Dominion University

Assistant Professor

Department of Human Movement Sciences

Summer Davis, Old Dominion University

Department of Human Movement Sciences