School-based physical education, physical activity and sports provision: A concept mapping framework for evaluation

Abstract

Objective Physical education, physical activity and sports provision are important factors in whole school health promotion, however, a standardised evaluation framework to evaluate the contribution of these components is lacking. A framework that accounts for the distinct structures and associated factors, that impact upon provision would facilitate a more coherent evaluation. Methods A concept mapping methodology, involving the generation of factors relevant to school physical education, physical activity and sports provision and their subsequent thematic and numeric rating and sorting was utilised. Concept mapping effectively gathers, integrates, and visually and numerically represents the composite thinking of a group of relevant and expert stakeholders around a complex social phenomenon. Following a review of the extant literature and synthesis among 20 expert stakeholders, a list of 95 factor statements relevant to school physical education, physical activity and sports provision were developed. Results Each factor statement was rated and sorted by 197 multi-disciplinary participants. An eight-cluster framework that demonstrated good validity (stress value: 0.266), was derived from the data based on: 1. Partnerships and Pupil Centered Physical Education; 2. Physical Activity and Sports; 3. School Demographics; 4. Equipment, Facilities and Budget; 5. Extra Costs; 6. Curriculum and Policy; 7. School Management and 8. Timetable. Statements within the cluster on school management received the highest mean importance and modifiability ratings while statements within the cluster on school demographics received the lowest mean importance and modifiability ratings. Conclusions Eight overarching structures which account for school physical education, physical activity and sports provision have been identified. Within each of these, structures and overall factors of greatest importance and modifiability have been illuminated. Findings stemming from this rigorous methodology, provide the foundation for the development of a national provision evaluation index to inform both school-level and national policy and actions. It is recommended the current methodology is replicated in other nations to gain corresponding insights.

The Impact of Different Levels of Typical School Provision of Physical Education, Physical Activity and Sports on Adolescent Physical Activity Behaviors, Health and Wellbeing

“…Evidence-based insights into the impact of different levels of typical school provision of physical education, physical activity and sports on the physical activity behaviors, health and wellbeing of adolescents may further enable schools to optimize environments for health promotion and, thus, further enhance their contribution to public health policy. The provision evaluation index, developed in a previous study [55], was utilized to measure different levels of typical school provision of physical education, physical activity and sports [30]. Provision evaluation index variables pertained to a wide range of factors such as the personnel dedicated to provision, alignment with the curricular learning outcomes, accessibility and maintenance of facilities and equipment, availability of school sports teams and school budget, school ethos, advocating for active transport to schools and the development of partnerships to promote physical education, physical activity and sports.…”

“…In a previous study [30], a representative sample of 112 secondary schools (15% of the national total) were recruited via random stratified sampling based on school type (boys, girls, mixed), size (small < 300 pupils, medium 300-800 pupils, large <800 pupils), state demographic (Leinster, Munster, Connacht) and socioeconomic/DEIS status (school socioeconomic status in the Republic of Ireland is informed by a DEIS designation-Delivering Equality of Opportunities in Schools status). Schools were surveyed using a validated school physical education, physical activity and sports provision evaluation index [55] and ranked by levels of provision (i.e., higher, moderate, lower). Provision evaluation index variables pertained to a wide range of factors such as the personnel dedicated to provision, alignment with the curricular learning outcomes, accessibility and maintenance of facilities and equipment, availability of school sports teams and school budget, school ethos, advocating for active transport to schools and the development of partnerships to promote physical education, physical activity and sports.…”

The Ideological and Political Education in University Physical Education Courses: A New Concept of Physical Education

“…Physical education courses aim to concurrently cultivate both physical fitness and moral character, fostering a synergy between physical and mental development. However, influenced by pragmatist philosophy, these courses have long focused primarily on the economic and social functions of physical skills, emphasizing practical knowledge and exhibiting distinct characteristics of specialization, practicality, and technological orientation [11][12][13]. As a result, the pattern of synergizing physical education courses with IPE for comprehensive personal development has yet to be established, resulting in suboptimal implementation of holistic education.…”

A National Audit of Typical Secondary School Provision of Physical Education, Physical Activity and Sports in the Republic of Ireland

“…Participant response formats aligned with each question type. A detailed description of the methodological approach used to inform the development of the provision evaluation index can be found in Rocliffe et al [44].…”