AI Insight
This study applied the Norm Activation Model to examine preschool teachers' intention to organize physical activity for children, surveying 582 Chinese preschool teachers. Results showed that teachers' awareness of consequences from insufficient physical activity increased their sense of responsibility, which strengthened personal norms, ultimately predicting higher intention to provide physical activity opportunities. The model demonstrated that both direct awareness of developmental consequences and indirect pathways through responsibility and personal obligation significantly influenced teachers' behavioral intentions.
Why it matters
The findings suggest that interventions to increase physical activity in preschool settings should focus on educating teachers about developmental consequences of inactivity while clearly defining their professional responsibilities and providing organizational support. This approach addresses the normative and psychological factors that motivate teachers to prioritize physical activity, rather than focusing solely on skills or resources.
Understand the Science
BackgroundPreschool teachers play an important role in providing children with physical activity opportunities. Existing research has focused mainly on teachers’ professional competence and organizational environments, while responsibility-related normative correlates of their intention to organize physical activity remain less understood. Guided by the Norm Activation Model (NAM), this study examined associations among awareness of consequences, ascription of responsibility, personal norms, and intention to organize physical activity.MethodsA cross-sectional survey was conducted among 582 in-service preschool teachers in China using convenience sampling. Confirmatory factor analysis and structural equation modeling tested the measurement and structural models. Direct, indirect, and total associations were examined using bias-corrected bootstrapping with 5,000 resamples.ResultsThe retained partial mediation model showed good fit (χ2 = 119.984, df = 115, p = 0.357, RMSEA = 0.009, 90% CI [0.000, 0.023]). Awareness of consequences was positively associated with ascription of responsibility (β = 0.522), which was positively associated with personal norms (β = 0.617); personal norms were positively associated with behavioral intention (β = 0.727; all p < 0.001). Awareness of consequences was also directly associated with behavioral intention (β = 0.173, p < 0.001). The standardized sequential indirect association ascription of responsibility and personal norms was 0.234 (95% CI [0.188, 0.282]).ConclusionPreschool teachers’ intention to organize physical activity was associated with awareness of the developmental consequences of insufficient physical activity, perceived responsibility for addressing them, and a personal obligation to act. This pattern was consistent with NAM. Promotion efforts should connect teachers’ understanding of the developmental value of physical activity with clear professional responsibilities and the practical and organizational support needed to provide regular physical activity opportunities in preschool settings.