Opportunities for Student Physical Activity in Elementary Schools: A Cross-Sectional Survey of Frequency and Correlates

Abstract

The objectives of this study were to describe opportunities for student physical activity (PA) in elementary schools and to identify factors in the school environment associated with higher PA opportunity. Self-report questionnaires were completed by school principals and physical education teachers in 277 schools (88% response) in metropolitan Montreal. Correlates of opportunity were identified using ordinal logistic regression. There was substantial variation in PA opportunities between schools. Higher opportunity was associated with role modeling of PA by school principals, their interest in increasing PA through links to the municipality, adequate financial and human resources, access to school sports facilities, adequate space for storing student sports equipment, and suburban location. There is both the need and the potential for intervention to increase PA opportunities in elementary schools. Addressing barriers related to resources and access to sports facilities may help reduce disparities between schools in opportunities for students to engage in PA.

School opportunities and physical activity frequency in nine year old children

“…9,10 Although it is unknown whether or not access to physical activity opportunities at school influence children's physical activity behaviour, substantial disparities in access to physical activity opportunities have been observed. 11,12 Studies suggest that improving the quality of the physical education (PE) class can increase school based physical activity favourably. 13,14 In addition, simple environmental measures including marking or painting playgrounds, supplying sports equipment, organizing active games, and increasing access to sports areas are also associated with increases in physical activity at school.…”

A Framework for Physical Activity Programs Within School–Community Partnerships

“…It is also preferable that the school principal is a member of the PA team because principals have the mandate to make important decisions regarding finances and extracurricular activities organized at school, such as PA programs during lunch break or after school hours. In addition, the attendance and presence of principals is appreciated by teachers who put additional effort into planning and realizing these activities (Barnett et al, 2008;Inchley et al, 2006). Additional representatives of the pupil and parent board, and potentially also the technical personnel, could be invited to become members of the PA team to create a sense of shared ownership (Epstein, 2001;Inchley et al, 2006).…”

“…For component 5, the organization of after-school sports and PA, it is advised that after-school programs can start immediately at the end of the school day, to meet the needs of pupils and working parents (Barnett, O'Loughlin, Gauvin, Paradis, & Hanley, 2008;De Martelaer, De Knop, Theeboom, & LeBlicq, 2002). Consistent with the after-school program principles recommended by Coatsworth and Conroy (2007) and Seghers, De Martelaer, and Cardon (2009), a wide range of games and sports could be offered with an emphasis on play, fun, and recreation, and not solely on competition.…”

Primary School Pupils’ Self-Concept In The Context Of Their Body Mass Index

“…Problems of social acceptance have a negative impact on the child's self-confidence, level of working capacity, ability to make friends and so on. Problems mentioned in literature include increased risk of depression, social rejection by peers, lower social participation or psychosomatic troubles (Griffiths, Parsons, & Hill, 2010;Barnett, O'Loughlin, Gauvin, Paradis & Hanley, 2006;Oliver, Schofield, & Kolt, 2007;Kornilaki, 2014). Researchers have identified found relationships between the child's cognitive skills, academic achievements and physical activity (Efrat, 2011;Smith, Hoza, Linnea, McQuade, Tom, & Vaughn, 2013).…”