From Perception to Practice: Addressing Barriers and Facilitators in Daily Physical Activity Implementation in Ontario Elementary Schools
Abstract
This dissertation investigated the implementation challenges of daily physical activity in Ontario's elementary schools. Despite recognizing the benefits of physical activity for children's health and academic performance, many schools struggle to meet the province’s Daily Physical Activity (DPA) policy, which mandates 20 minutes of physical activity per school day during instructional time (i.e., beyond recess or physical education). The research aimed to identify barriers to DPA fidelity and suggest strategies for improvement. Utilizing a mixed methods approach across three papers, the dissertation delved into different aspects of DPA implementation.
Paper 1 focused on in-service teachers, revealing that only 23% meet the mandated 20 minutes of DPA per day. Various challenges were uncovered, including space constraints and inadequate teacher training for DPA implementation. Recommendations, such as enhanced training opportunities and community partnerships, were proposed to overcome these obstacles.
Paper 2 shifted attention to pre-service teachers, highlighting the importance of early exposure to DPA promotion. Survey findings underscored the role of personal physical activity levels, perceptions of athleticism, and physical education experiences in pre-service teachers' confidence implementing DPA. These findings emphasize the need for targeted training and support for pre-service teachers to foster DPA implementation skills and confidence.
Paper 3 evaluated the effectiveness of a DPA toolkit in improving implementation. The toolkit contained easily accessible and usable DPA resources aimed at minimizing teacher training. This paper demonstrated that the toolkit enhanced DPA fidelity, teacher confidence, and enjoyment, particularly among teachers of lower grade levels. The study highlighted the effectiveness of providing teachers with adequate resources to facilitate DPA implementation while minimizing the need for extensive training.
In conclusion, the dissertation emphasizes the need to address barriers and enhance support systems for successful DPA implementation in schools. It underscores the pivotal role of teacher training and resource provision in promoting physical activity in elementary schools, ultimately benefiting children's health and academic achievements. By addressing these challenges and implementing evidence-based recommendations, schools can better support the physical well-being and academic success of their students.