Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Master of Arts

Program

Education

Supervisor

Fenesi, Barbara

Abstract

The present study investigated whether a centralized toolkit containing easy-to-access resources, and that could be implemented without training, could help to promote greater adherence to Ontario’s Daily Physical Activity (DPA) policy and encourage more physical activity within the classroom. From January to March 2023, 142 Ontario elementary teachers completed pre-/post-surveys assessing DPA practices and were given access to the DPA toolkit. The findings demonstrate that access to the DPA toolkit improved DPA fidelity, as well as increased teacher engagement/enjoyment with DPA, and perception of students’ cognitive functioning, academic performance and mental health. In conclusion, providing accessible, easy-to-use resources that require no training for teachers to implement can aid in supporting DPA practices as well as provide cognitive and social benefits to teachers and students alike.

Summary for Lay Audience

Physical activity is critical for child development as it provides numerous mental and physical benefits, while also reducing risk of cardiovascular disease and obesity. Despite the benefits of physical engagement, there has been a significant decrease in the rates of physical activity amongst children. As a necessary response, the Ontario government created the Daily Physical Activity (DPA) policy in 2005, mandating that elementary schools incorporate at least 20 minutes of physical activity each school day during instructional time. Unfortunately, recent evaluations suggest that only 23% of elementary school teachers were meeting this mandate. Two major barriers identified by teachers to DPA implementation were a lack of resources and insufficient training on how to implement DPA. To address these concerns, a DPA toolkit was created containing over 200 physical activity videos, posters, and activities, all located within an easy-to-access website. The purpose of the current study was to evaluate whether a centralized DPA toolkit could help to promote greater adherence to the DPA policy and encourage more physical activity within the classroom. To investigate this further, 142 teachers from Ontario elementary schools were distributed pre-/post-surveys assessing DPA practices and were given access to the DPA toolkit from January to March 2023 to use for DPA implementation. Findings demonstrate that access to the DPA toolkit improved DPA fidelity, as well as increased teacher engagement/enjoyment with DPA. In addition, teachers also perceived student increases in cognitive functioning, academic performance, and mental health. Lastly, after introducing the DPA toolkit, teachers also perceived that there was an increase in female students’ enjoyment with DPA as well as a decrease in male students’ restlessness in the classroom. In conclusion, providing accessible, easy-to-use resources that require no training for teachers to implement can aid and support DPA practice as well as provide cognitive and social benefits to teachers and students alike.

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