Thesis Format
Integrated Article
Degree
Doctor of Philosophy
Program
Education
Supervisor
Fenesi, Barb
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.
Summary for Lay Audience
Despite recognizing the benefits of physical activity for children's health and academic performance, many elementary schools in Ontario 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). This research aimed to uncover the reasons behind these challenges and propose solutions to improve the situation. The study was divided into three parts, each tackling different aspects of the issue. In the first part, the focus was on current teachers. The findings revealed that only 23% of teachers manage to provide the recommended 20 minutes of daily physical activity to their students. The barriers they face include limited space and inadequate training. The study suggested solutions such as offering more training opportunities and forming partnerships with community organizations to overcome these challenges. The second paper shifted attention to teachers in training. This research showed that exposure to physical activity programs during their education helped these future teachers feel more confident about incorporating DPA. Additionally, it found that those who are more physically active themselves were more confident in implementing DPA. The third paper evaluated the effectiveness of a toolkit designed to assist teachers in integrating DPA into their classrooms. Results indicated that when teachers had access to this toolkit, they were more successful in implementing DPA, felt more confident, and experienced more enjoyment. Overall, this research highlighted the importance of addressing barriers to physical activity in schools and provided actionable solutions. By providing teachers with better training, resources, and support, we can improve the physical health and academic success of students. Ultimately, ensuring children have adequate opportunities for physical activity in school is crucial for their overall well-being and future success.
Recommended Citation
Bigelow, Hannah B., "From Perception to Practice: Addressing Barriers and Facilitators in Daily Physical Activity Implementation in Ontario Elementary Schools" (2024). Electronic Thesis and Dissertation Repository. 10660.
https://ir.lib.uwo.ca/etd/10660
Included in
Educational Methods Commons, Health and Physical Education Commons, Higher Education Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons
