Barriers and facilitators to the implementation of a school-based physical activity policy in Canada: application of the theoretical domains framework

Weatherson, Katie; McKay, Rhyann C.; Gainforth, Heather L.; Jung, Mary E.

doi:10.1186/s12889-017-4846-y

Cited by 53 publications

(55 citation statements)

References 47 publications

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“…For example, Olstad et al [ 43 ] reviewed DPA policies across Canada; they reported that Ontario had a moderately strong policy; Alberta and British Columbia had weak policies; and Manitoba, Nova Scotia, and Prince Edward Island did not have official DPA policies. Variations in provincial policies related to school-based PA, paired with the fact that DPA implementation [ 44 ] and PE curriculum delivery policies seem to be inconsistent across the country, suggest that school board level policies and school practices contribute to teacher practices, regardless of training.…”

Section: Discussionmentioning

confidence: 99%

Associations between teacher training and measures of physical literacy among Canadian 8- to 12-year-old students

et al. 2018

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BackgroundQuality physical education (PE) contributes to the development of physical literacy among children, yet little is known about how teacher training relates to this development. We assessed the association between teacher training, and the likelihood that children met recommended achievement levels for components of physical literacy as defined by the Canadian Assessment of Physical Literacy (CAPL).MethodsCanadian children (n = 4189; M = 10.72 years, SD = 1.19) from six provinces completed the CAPL. Logistic regression was used to examine the relationship between teacher training (generalist/PE specialist), adjusting for children’s age and gender, and physical competence protocols (sit and reach, handgrip, plank, Progressive Aerobic Cardiovascular Endurance Run [PACER], body mass index [BMI], waist circumference, Canadian Agility and Movement Skill Assessment [CAMSA]), the four CAPL domain scores, and the total CAPL score.ResultsTeacher training, in addition to children’s age and gender, explained only a very small proportion of variance in each model (all R2 < 0.03). Children taught by a generalist were less likely to reach recommended levels of motivation and confidence (OR = 0.83, 95% CI, 0.72–0.95) or CAMSA scores (OR = 0.77, 95% CI, 0.67–0.90), even when accounting for a significant increase in CAMSA score with age (OR = 1.18, 95% CI, 1.12–1.26). All other associations between measures of components of physical literacy and teacher training were not significant.ConclusionsWhile teacher training is hypothesized to contribute to the development of physical literacy among elementary school students, the observed effects in this study were either small or null. Children taught by PE specialists were more likely than those taught by generalists to demonstrate recommended levels of motivation and confidence, and to have better movement skills, which are hypothesized to be critical prerequisites for the development of a healthy lifestyle. Further research with more robust designs is merited to understand the impact of teachers’ training on the various components of physical literacy development.

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Section: Discussionmentioning

confidence: 99%

Associations between teacher training and measures of physical literacy among Canadian 8- to 12-year-old students

et al. 2018

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“…Beyond the issues already highlighted, the research findings need to be placed in the context of both the strengths and limitations of the study. First and foremost, this was a pragmatic trial where a school district invested in an intervention model that reduced the barriers that are consistently identified as a hindrance to the development of teacher knowledge in PE, namely time and lack of opportunity [5,58]. Conversely, school district, health and recreation stakeholders leveraged health promotion funding to support the initiative.…”

Section: Discussionmentioning

confidence: 99%

A Pragmatic Feasibility Trial Examining the Effect of Job Embedded Professional Development on Teachers’ Capacity to Provide Physical Literacy Enriched Physical Education in Elementary Schools

Wright

Buxcey

Gibbons

et al. 2020

IJERPH

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A gap in physical literacy (PL) oriented professional development (PD) for generalist teachers exists and thus their capacity to develop PL and maximize student health is potentially limited. We explored the feasibility of a novel job-embedded professional development (JEPD) program (10 weeks) and its impact on teachers’ capacity to deliver PL-enriched physical education (PE) and student PL. A pragmatic feasibility trial with mixed methods included quantitative measurements of teacher PL, knowledge and confidence (pre), and knowledge, confidence, satisfaction and intention (post), as well as self-reported change, to evaluate the impact on teacher capacity and practices. A pre–post comparison of student PL outcomes (motor skills using PLAYbasic, Sport for Life, Victoria, BC, Canada) during the JEPD and teacher implementation phase explored the impact on student PL. In total, 15/44 teachers participated in surveys and 11/44 completed interviews (87% female, mean age bracket = 25–44 years). Confidence to deliver PL enhancing PE increased significantly after JEPD (p < 0.0001). Teachers were highly satisfied with the JEPD (X = 4.67/5) and intended to change their practices (X = 4.09/5). At three months, teachers reported changes including enhanced lesson planning, increased activity variety (often from the JEPD), intentional skill development, student-focused discussions, introductory, transition, and closing activities, and more equipment adaptations. During JEPD, with the exception of throwing (p < 0.0001), children’s (47% female, mean age = 7.9 (1.7)) change in running, jumping, kicking and balance walking backwards did not differ from usual practice (UP). During teacher implementation, motor skill competence regressed; confounding factors could not be ruled out. JEPD appears feasible and effective for changing teacher capacity to deliver PL and enhancing PE; however, post-JEPD teacher implementation and outcomes need further exploration.

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“…Previous research has suggested that when teachers see the positive attributes and outcomes of PA they adopt their own strategies which help movement and PA to be truly integrated into classroom life [58]. Integration is particularly important due to the well reported time constraints within schools [20]. Time in relation to the ABs was talked about positively by participating teachers, stating that the overall implementation and transitions to learning afterwards were quick.…”

Section: Discussionmentioning

confidence: 99%

“…The increasing demands placed upon teachers and school staff to cover curriculum content and achieve academic targets should be considered alongside the feasibility and acceptability aspects. Teachers recognize the benefits of PA in improving learning, but they have reported lack of time as the key barrier to implementing daily PA [20,21]. School-based PA interventions need to be effective at increasing PA levels, but they also need to be feasible for teachers to implement within a time constrained school day.…”

Section: Introductionmentioning

confidence: 99%

Acceptability and Feasibility of Single-Component Primary School Physical Activity Interventions to Inform the AS:Sk Project

et al. 2018

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Multi-component school-based interventions provide physical activity (PA) opportunities for children but are often difficult for schools to execute and may not be implemented as intended. The primary aim of this study was to explore the acceptability and feasibility of three brief single-component primary school PA interventions targeting 9–10-year-old children. The secondary aim was to examine the effectiveness of the interventions on increasing PA levels and reducing sedentary time. The single-component interventions included active classroom breaks (AB; 3 schools; n = 119 children) Born to Move (BTM) exercise videos (2 schools; n = 50 children), and playground supervisory staff training (2 schools; n = 56 children). Qualitative data from participating children (n = 211), class teachers (n = 6), and playground supervisory staff (n = 8) explored the experiences, acceptability, and feasibility of each intervention component. Accelerometers were worn by 225 children during the last week of implementation. Teachers reported that they were able to implement ABs daily, but BTM videos were more difficult to implement daily because of accessing sufficient space. Playground staff reported difficulties in implementing activities due to children’s age and competing responsibilities on the staffs’ time. Children reported that the ABs and BTM videos were enjoyable. During half hour time windows, including the ABs and BTM videos, children engaged in 4.8 min and 8.6 min of moderate to vigorous PA (MVPA) on average, respectively. ABs and BTM videos positively affected MVPA. ABs were feasible to implement; however, teachers faced some barriers in implementing the BTM videos. Feasibility of playground interventions may be dependent on staff responsibilities and age of the children.

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Barriers and facilitators to the implementation of a school-based physical activity policy in Canada: application of the theoretical domains framework

Cited by 53 publications

References 47 publications

Associations between teacher training and measures of physical literacy among Canadian 8- to 12-year-old students

Associations between teacher training and measures of physical literacy among Canadian 8- to 12-year-old students

A Pragmatic Feasibility Trial Examining the Effect of Job Embedded Professional Development on Teachers’ Capacity to Provide Physical Literacy Enriched Physical Education in Elementary Schools

Acceptability and Feasibility of Single-Component Primary School Physical Activity Interventions to Inform the AS:Sk Project

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