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Classroom teachers can play an important role in supporting the implementation of a Comprehensive School Physical Activity Programme (CSPAP) by integrating physical activity (PA) into academic lessons, providing PA opportunities at recess and becoming role models for school-aged children. Grounded in the expectancy-value model, the goal of this study was to explore preservice classroom teachers’ perspectives towards the programme in terms of their expectancy-related beliefs and subjective task values.

A large public research university in the southwestern region of the USA.

Participants were 192 preservice classroom teachers (M_age = 19.85 years, SD = 0.6; female = 92%) enrolled in a public university. Participants responded to open-ended questions about their beliefs and values related to the CSPAP after learning about the programme model. Using thematic analysis …