Implementation Of Daily Physical Activity Research Articles

Reducing Key Barriers to Classroom Physical Activity Improves Implementation Fidelity in Ontario Elementary Classrooms

Background: Schools are the front lines of children’s physical activity. Students who participate in daily physical activity (DPA) within their classrooms show improved physical strength, physical fitness, academic success, and mental well-being. However, teachers face many barriers to DPA implementation. The current study evaluated whether providing a DPA toolkit that offers greater access to DPA resources and requires minimal training for teachers to implement could improve DPA implementation. Methods: A total of 343 teachers from Ontario, Canada, completed a pre-survey assessing DPA practices and were given access to a DPA toolkit containing easily accessible and usable DPA resources to implement between January and March 2023. A total of 142 participants completed the post-survey to assess for changes in DPA practice. Several repeated measures of ANOVA were conducted with a three-level factor of grade level (1–3, 4–6, and 7–8) and within the subject factor of time (pre- to post-survey) on key outcome variables. Results: Findings revealed that the DPA toolkit improved DPA fidelity (p = 0.007, η2p = 0.053) and promoted teacher confidence in implementing DPA (p < 0.001, η2p = 0.285) and enjoyment in implementing DPA (p < 0.001, η2p = 0.177). Many improvements were most prominent among teachers teaching grades 1–3 and 4–6. Conclusions: By providing teachers with adequate DPA resources that minimize teacher training, there can be significant improvements in DPA implementation with notable cognitive and psycho-emotional benefits for both teachers and students.

Pre-Service Teachers' Perceptions of and Experiences with Classroom Physical Activity.

Physical inactivity is one of the most modifiable factors linked to childhood obesity. Several Canadian provinces adopted daily physical activity (DPA) policies to promote physical activity during the school day. In Ontario, only 23% of in-service teachers meet DPA mandates. Promoting DPA implementation must occur at the pre-service level to foster self-efficacy and create long-term teaching habits. This study surveyed 155 pre-service teachers from an Ontario university to determine key perceptions and practices that should be targeted during their educational training to improve DPA fidelity. Findings revealed that over 96% of pre-service teachers viewed physical activity as beneficial for their own and their students mental and physical health, and as much as 33% received no education or training related to DPA. Pre-service teachers valued DPA more if they had opportunities to learn about and observe DPA during school placements. Pre-service teachers were more confident implementing DPA if they were more physically active, viewed themselves as more athletic, and had more positive physical education experiences. This work brings to the forefront important factors that could contribute to DPA implementation among in-service teachers and highlights target areas at the pre-service level for improved fidelity.

A mixed method investigation of teacher-identified barriers, facilitators and recommendations to implementing daily physical activity in Ontario elementary schools

BackgroundFewer than 17% of children worldwide are meeting the international recommendations for daily physical activity. Since most children are in school for the bulk of their day, the classroom has been identified as an ideal space to incorporate physical activity opportunities. In Ontario (Canada), the Daily Physical Activity (DPA) policy aims to ensure all elementary school children receive a minimum of 20 min of moderate to vigorous physical activity each school day during instructional time. However, a 2015 evaluation found that only half of Ontario teachers were meeting this expectation; this work advocated for additional research to monitor implementation and its predictors and to further identify fidelity recommendations. Thus, the current study investigated contemporary factors influencing DPA fidelity in Ontario elementary schools and provides teacher-identified recommendations to support DPA implementation.MethodsThe first part of the study was a quantitative approach surveying 186 elementary school teachers across Ontario. Descriptive statistics including frequencies and means were used to characterize barriers, facilitators, and recommendations to DPA implementation. Spearman’s correlations were used to assess the relation between the likelihood of DPA implementation and intrapersonal factors of gender, teaching experience, prior DPA training and personal physical activity participation. The second part of the study consisted of a qualitative approach using teacher interviews to explore in-depth teachers’ recommendations to support DPA implementation. A thematic analysis was used to analyze the transcripts and identify recommendations for DPA.ResultsSurvey results showed that only 23% of teachers met the mandated 20 min of DPA per day. Barriers to implementation included space and time constraints, inadequate training, student behavioural issues and low self-efficacy. Gender, teaching experience and prior DPA training were not related to the likelihood of DPA implementation. Teachers who rated themselves as more physically fit were more likely to implement DPA. Teacher interviews elucidated key areas for improving DPA implementation including greater DPA training opportunities, resources, community partnerships, accountability and strategies that support school-wide implementation.ConclusionThe current study demonstrated that fidelity to the DPA policy in Ontario elementary schools is on the decline. This work highlights unique factors implicated in DPA fidelity and brings to the forefront teacher recommendations to improve DPA implementation.

Policy-influencer perspectives on the development, adoption, and implementation of provincial school-based daily physical activity policies across Canada: A national case study.

ObjectivesSchool-based daily physical activity (DPA) policies represent a promising intervention for increasing physical activity levels among children. Between 2005 and 2010, five Canadian provinces adopted and implemented DPA policies. This national case study explored facilitators and challenges to developing, adopting and implementing DPA policies from the perspective of key stakeholders (‘policy-influencers’) in these five provinces.MethodsDevelopment, adoption and implementation of DPA policies at the provincial level was the phenomenon of interest, with each province constituting a distinct case. Semi-structured interviews were conducted with 15 purposively selected policy-influencers across the five case provinces. Cases were first analyzed separately, and then concurrently in a cross-case comparison. Qualitative content analysis was used to code interviews and develop themes.ResultsFour themes related to the development, adoption, and implementation of DPA policies emerged: existing resources and capacity for policy change; top-down policy development/adoption and bottom-up implementation; political will and windows of opportunity; and, ideology and policy change. Each of these themes encompassed facilitators and challenges related to policy processes surrounding development, adoption and implementation of DPA policies.ConclusionThese findings can inform development of future health-related polices in schools. Stakeholders can, for instance, remain attuned to the opening of political windows and capitalize on them as an opportunity to advocate for policy change or create communities of practice to enhance coordination among policy stakeholders. Future studies that explore why other jurisdictions have failed to adopt DPA policies might yield novel insights regarding leverage points to support widespread diffusion of DPA policies.

A program evaluation of an in-school daily physical activity initiative for children and youth

BackgroundThe school system is one setting in which children’s physical activity levels may be increased through daily physical activity (DPA) policies and initiatives. Adherence to DPA policies is typically poor and results are limited in regard to the associated benefits for participating children. Therefore, the purpose of this study was to evaluate a range of psychosocial outcomes following a community-led, in-school DPA initiative for 9–14 year old children and youth.MethodsThis program evaluation examined the impact of a DPA program consisting of 20 min of teacher-led DPA for 20 consecutive weeks. Student outcomes were measured using a questionnaire administered at three time points: baseline, mid-intervention, and post-intervention. A teacher questionnaire regarding program adherence and student behaviour was completed at post-intervention. Mixed effects models were used to test for intervention effects, with random intercepts for students, classes, and schools, as well as fixed effects for age and sex. Due to the large number of outcomes measured, we first conducted an omnibus test of the intervention effect followed by three exploratory analyses examining each outcome separately, associations between outcomes and program adherence, and results from the teacher survey.ResultsThirty classes (N = 19 experimental) from 7 schools participated in the study, with a total of 362 children (n = 265 experimental). There was no significant overall effect of the intervention (z = 0.89, p = 0.38) and the exploratory analyses demonstrated significant differences only for self-esteem and subjective happiness, with the control group slightly increasing relative to the experimental group. Teacher-reported adherence to the program was poor with only 21% of teachers adhering to the program. There was no association between overall adherence and student reported outcomes; however, positive correlations were present between adherence and teacher-reported student behaviour.ConclusionsThe DPA program evaluated here did not improve the psychosocial well-being of elementary school-aged children more than usual practices. However, adherence to the program was poor and it did not have a negative effect on the students. Future work is needed on how best to support DPA implementation in the context of the school day and how student well-being may be positively impacted through school-based physical activity.Trial registrationProgram Evaluation of an in-school Daily Physical Activity Initiative NCT03618927, August 6, 2018. Retrospectively registered.

School and classroom effects on Daily Physical Activity (DPA) policy implementation fidelity in Ontario classrooms: a multi-level analysis

BackgroundThis paper examines school and classroom effects on Daily Physical Activity (DPA) policy implementation in classrooms in Ontario, Canada. In 2005 the Ontario Ministry of Education mandated a policy requiring school boards to “ensure that all elementary students, including students with special needs, have a minimum of twenty minutes of sustained MVPA each school day during instructional time”. Based on an adaptation of Chaudoir’s conceptual framework, this paper contributes to understanding the extent to which school factors (as reported by administrators) and classroom factors (as reported by teachers) are associated with policy implementation fidelity at the classroom level.MethodsCross-sectional online surveys were conducted in 2014 with elementary school administrators and teachers, based on representative random samples of schools and classrooms. A measure assessing implementation fidelity was developed from the six required components of the policy and for this paper fidelity at the classroom level is treated as the outcome variable. Several school- and classroom-level measures were also included in the surveys and a number of these were selected for inclusion here. Data from the two surveys were merged and selected variables were included in the multi-level analysis. Two-level logistic regression models were conducted to account for nesting of classrooms within schools and a series of models were conducted to identify factors associated with implementation fidelity.ResultsThe analytic sample for this study included 170 school administrators and 307 classroom teachers from corresponding schools. Findings from the multi-level logistic regression analyses indicated that only classroom/teacher-level factors were significantly associated with implementation fidelity at the classroom level. None of the school/administrator predictors were significantly related to fidelity. The most parsimonious model included five significant classroom/teacher predictors: teachers’ perception of DPA as realistic and achievable; confidence (self-efficacy); scheduling DPA in timetables; lack of space; and lack of time.ConclusionsFindings from the study indicate the theoretical and practical importance of addressing classroom and teacher factors since they are most proximal to implementation fidelity to the policy. Several of these factors also reflect complex structural and organizational contexts, indicating that a systems approach to understanding and supporting DPA implementation fidelity is warranted.

Exploring the effectiveness of a school-based physical activity policy in British Columbia, Canada: a mixed-methods observational study.

The Daily Physical Activity (DPA) policy in British Columbia requires elementary schools to help students achieve 30 min of physical activity during instructional and noninstructional time on school days. The purpose of this study was to determine how elementary teachers implement the DPA policy, and examine differences in children's light physical activity (LPA) and moderate-to-vigorous physical activity (MVPA) at school, based on how the teacher implemented the DPA policy during the school day (provision of DPA during instructional time or only noninstructional time). In this observational mixed-methods study, 12 teachers were interviewed on their implementation approaches. Teachers provided DPA opportunities during instructional time (i.e., prescriptive implementers, n = 9) or relied on students to be active during noninstructional times (i.e., nonprescriptive, n = 3). Next, 10 students from each interviewed teacher's classroom were randomly selected to wear accelerometers for one school week. Hierarchical linear modeling was used to examine the contribution of teacher's implementation strategy on student's activity levels. t-Tests examined differences in students' activity levels between implementation groups. Teacher's DPA implementation strategy accounted for a significant proportion of variance in student's activity throughout the school day (p's < .05). The prescriptive group (n = 88) was more active (LPA and MVPA) and spent a greater proportion of their school days in MVPA during instructional time than the nonprescriptive group (n = 23). Heterogeneity in policy implementation creates variations in policy effectiveness. Students provided with opportunities to be active during instructional time may accumulate more MVPA compared with those who are not given these opportunities. Registration: Not applicable.

Budowanie właściwych wzorców żywieniowych u otyłego dziecka. Studium przypadku

Building proper nutritional patterns in an obese child: A case studyOne of the most common health and economic problems in developed countries is the issue of overweight. The aim of the study was to evaluate the effect of individual dietary intervention on weight reduction and build proper nutritional patterns in obese children. A boy at age 11 was referred by a pediatrician to a Metabolic Disorders and Obesity Disorders Clinic. At the time of the first visit, the body weight of the patient was 68.7 kg with a height of 1.54 m value above 97 centile of the OLAF program, obesity. Analysis of the food diary from the seven days before the visit, developed jointly by the patient and his mother, revealed excessive energy supply relative to daily requirements and an incorrect composition of the daily ration. For a half-year period, a balanced diet with a daily caloric deficit of 300 kcal was introduced. During regular follow-up visits, the nutritional education of the child and parents was further enhanced, and the importance of daily physical activity in the treatment and prevention of obesity. After six months of dieting, weight reduction was achieved. Proper dietary patterns have been implemented to the patient and his immediate family. Comprehensive education has resulted in the implementation of daily physical activity. This cannot only be an emergency intervention but also a basis for the prevention of obesity and its complications.

Enhancing university practicum students’ roles in implementing the Ontario Daily Physical Activity (DPA) policy

In Canada, the Ontario Daily Physical Activity (DPA) policy promotes comprehensive school physical activity programmes (CSPAP) mandating 20 min of DPA in schools. As community and teacher involvement is a key component of the CSPAP framework, developing partnerships to implement CSPAPs is worth exploring to facilitate the meaningful and relevant engagement of partners. One understudied role is that of university Physical Education practicum students who intern in the CSPAP context. Thus, the purpose of this study was to explore university practicum students’ perceptions of DPA engagement and identify strategies to enhance their roles in implementing DPA. Using abductive reasoning to create meaningful and practical findings for CSPAP partners, the experiences of nine practicum students before and after DPA implementation were analysed using the CSPAP framework. The findings were contextualised using the CSPAP and community-based participatory research literature. Three non-hierarchical themes provided insight into how to prepare practicum students for, and enhance their roles in, DPA: (1) building relationships to enhance DPA and facilitate school partners’ engagement, (2) maximising use of resources and (3) co-learning DPA implementation knowledge and skills. The main contribution to the DPA literature is a group of guiding questions for school–university partners to facilitate the building of relationships, efficiency of resources and co-learning between partners. Methodologically, this study is an example of creating practical DPA partnership findings using the CSPAP framework and provides support for further use of abductive reasoning methodologies to explore DPA and CSPAP programmes and partnerships.

Evaluation of Daily Physical Activity (DPA) policy implementation in Ontario: surveys of elementary school administrators and teachers.

BackgroundSchool-based structured opportunities for physical activity can provide health-related benefits to children and youth, and contribute to international guidelines recommending 60 min of moderate-to-vigorous physical activity (MVPA) per day. In 2005, the Ministry of Education in Ontario, Canada, released the Daily Physical Activity (DPA) policy requiring school boards to “ensure that all elementary students, including students with special needs, have a minimum of twenty minutes of sustained MVPA each school day during instructional time”. This paper reports on the first provincial study evaluating implementation fidelity to the DPA policy in Ontario elementary schools and classrooms. Using an adapted conceptual framework, the study also examined associations between implementation of DPA and a number of predictors in each of these respective settings.MethodsSeparate cross-sectional online surveys were conducted in 2014 with Ontario elementary school administrators and classroom teachers, based on a representative random sample of schools and classrooms. An implementation fidelity score was developed based on six required components of the DPA policy. Other survey items measured potential predictors of implementation at the school and classroom levels. Descriptive analyses included frequency distributions of implementation fidelity and predictor variables. Bivariate analyses examining associations between implementation and predictors included binary logistic regression for school level data and generalized linear mixed models for classroom level data, in order to adjust for school-level clustering effects.ResultsAmong administrators, 61.4 % reported implementation fidelity to the policy at the school level, while 50.0 % of teachers reported fidelity at the classroom level. Several factors were found to be significantly associated with implementation fidelity in both school and classroom settings including: awareness of policy requirements; scheduling; monitoring; use of resources and supports; perception that the policy is realistic and achievable; and specific barriers to implementation.ConclusionsFindings from the surveys indicate incomplete policy implementation and a number of factors significantly associated with implementation fidelity. The results indicate a number of important implications for policy, practice and further research, including the need for additional research to monitor implementation and its predictors, and assess the impacts of study recommendations and subsequent outcomes of a reinvigorated DPA moving forward.

It's not as Easy as just Saying 20 Minutes a Day': Exploring Teacher and Principal Experiences Implementing a Provincial Physical Activity Policy

In 2005, the Ontario Ministry of Education implemented the Daily Physical Activity (DPA) Policy to provide every elementary student with at least 20 minutes of sustained moderate to vigorous intensity physical activity each day. This exploratory research sought to understand the factors shaping DPA implementation in schools and classrooms, from the perspective of elementary school teachers and principals. Semi-structured interviews were conducted with Ontario grade 1-8 teachers (n=14) and elementary school principals (n=5) regarding DPA implementation, facilitators, barriers, perceived outcomes, and suggestions for change. The majority of participants stated that students were not meeting the requirements daily. However, participants shared activities and techniques for incorporating physical activity into instructional time. Facilitators and barriers to implementation were organized using the Analysis Grid for Environments Linked to Obesity (ANGELO) framework in order to identify factors acting at four environmental levels. The facilitators and barriers identified indicate that staff and resources within individual schools strongly influence implementation. Although many positive outcomes for students were identified, increased fitness was not mentioned, highlighting additional benefits above physical health. The findings suggest DPA is not being implemented as intended, as school staff are finding it difficult to meet the time and intensity requirements. Policy makers must consider the local school environment and the roles of school staff when designing school-based health policies.

Ontario's daily physical activity policy for elementary schools: is everything in place for success?

The development, implementation, and evaluation of policies may play an important role in promoting health behaviours such as physical activity. The Ontario Ministry of Education (OME) recently mandated Memorandum No. 138 requiring daily physical activity (DPA) for Ontario elementary students in grades one through eight. The purpose of this paper is to examine implementation strategies. Hogwood and Gunn's 10 preconditions for "perfect implementation" are used to examine publicly available Ministry DPA policy documents to assess whether these implementation strategies have been considered in the policy documents. Several preconditions (e.g., allocation of resources, task specification) appear to have been considered, however a number of preconditions (e.g., the sustainability of resources, extent to which the policy is valued, and evaluation plans) thought to be important require additional attention to ensure optimal DPA implementation. Additional reflection upon Hogwood and Gunn's implementation preconditions would, in our opinion, assist in facilitating optimal DPA implementation as per Memorandum No. 138.

Ontario’s Daily Physical Activity Policy for Elementary Schools: Is Everything in Place for Success?

The development, implementation, and evaluation of policies may play an important role in promoting health behaviours such as physical activity. The Ontario Ministry of Education (OME) recently mandated Memorandum No. 138 requiring daily physical activity (DPA) for Ontario elementary students in grades one through eight. The purpose of this paper is to examine implementation strategies. Hogwood and Gunn’s 10 preconditions for “perfect implementation” are used to examine publicly available Ministry DPA policy documents to assess whether these implementation strategies have been considered in the policy documents. Several preconditions (e.g., allocation of resources, task specification) appear to have been considered, however a number of preconditions (e.g., the sustainability of resources, extent to which the policy is valued, and evaluation plans) thought to be important require additional attention to ensure optimal DPA implementation. Additional reflection upon Hogwood and Gunn’s implementation preconditions would, in our opinion, assist in facilitating optimal DPA implementation as per Memorandum No. 138.

Exploring the Relationship Between Physical Education and Physical Activity

The lack of knowledge within the educational profession, related to physical activity and physical education, is jeopardizing the implementation of quality physical education at both elementary and secondary school levels. Despite the effort of the academic community to broaden the awareness of each concept, an alarming number of people within the educational profession still reference each term interchangeably (AAHPERD, 2008; Fishburne &amp; Hickson, 2005). The purpose of the following paper is to re-examine the relationship between physical activity and physical education in an attempt to further progress the understanding of, and identify the appropriate function of, each within a teaching-learning environment. The paper will build on current literature involving the correlation between physical activity and physical education. Ultimately, by further clarifying the role of each, the paper can support every educator in the successful implementation of Daily Physical Activity (DPA) and a quality physical education program for every public school.