The Initial Development Of A Questionnaire to Evaluate Knowledge, Attitude, and Confidence of Implementation of Active Breaks Programs Among Japanese Elementary School Teachers (AB-KAC Questionnaire)

Active breaks (AB), short exercise sessions during class, have been shown to improve students’ academic performance and concentration. To support AB implementation in elementary schools, we developed a questionnaire assessing teachers’ knowledge, attitude, and confidence (KAC) regarding AB. The 43-item AB-KAC questionnaire was completed by 134 Japanese teachers and demonstrated strong construct validity (KMO: attitude = 0.857, confidence = 0.908) and internal consistency (Spearman-Brown = 0.86 for knowledge; Cronbach’s alpha ≥0.80 for attitude and confidence). Factor analysis identified two attitude factors (“Positive AB beliefs” and “Negative AB beliefs”) and two confidence factors (“Confidence in teaching AB” and “Confidence in creating materials and explaining AB”). KAC scores were significantly interrelated but not associated with years of teaching experience. The AB-KAC evaluates the promoting and inhibiting aspects of teachers’ perspectives on AB regardless of their professional background. The initial analyses suggested reliability and construct validity, but further validation is required.