A mixed method investigation of teacher-identified barriers, facilitators and recommendations to implementing daily physical activity in Ontario elementary schools.
A mixed method investigation of teacher-identified barriers, facilitators and recommendations to implementing daily physical activity in Ontario elementary schools.
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DOI：
10.1186/s12889-022-14359-3
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发表时间：
2022-10-31
影响因子：
4.5
通讯作者：
中科院分区：
文献类型：
--
作者：
全世界只有不到17%的儿童达到了国际推荐的日常体育锻炼标准。由于大多数孩子一天中的大部分时间都在学校，教室被确定为包含体育活动机会的理想空间。在加拿大安大略省，每日体力活动(DPA)政策旨在确保所有小学生在教学期间每天至少有20分钟的中等到剧烈的体力活动。然而，2015年的一项评估发现，只有一半的安大略省教师达到了这一期望；这项工作主张进行更多的研究，以监测实施情况及其预测因素，并进一步确定忠诚度建议。因此，本研究调查了影响安大略省小学DPA忠诚度的当代因素，并提供了教师认同的建议，以支持DPA的实施。这项研究的第一部分是对安大略省186名小学教师进行量化调查。描述性统计数据，包括频率和手段，被用来描述实施DPA的障碍、促进者和建议。采用Spearman‘s相关分析评估DPA实施的可能性与性别、教学经验、既往DPA训练和个人参与体力活动等个人因素之间的关系。研究的第二部分包括定性方法，使用教师访谈来探索深入的教师建议，以支持DPA的实施。专题分析用于分析成绩单，并确定为政治部提出的建议。调查结果显示，只有23%的教师达到了规定的每天20分钟的DPA。实施的障碍包括空间和时间限制、培训不足、学生行为问题和自我效能感低。性别、教学经验和以前的DPA培训与实施DPA的可能性无关。那些认为自己身体更健康的教师更有可能实施DPA。教师访谈阐明了改善DPA实施的关键领域，包括更多的DPA培训机会、资源、社区伙伴关系、问责制和支持全校实施的战略。目前的研究表明，安大略省小学对DPA政策的忠诚度正在下降。这项工作突出了DPA保真度所涉及的独特因素，并将改进DPA实施的教师建议置于首要位置。
Fewer 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. The 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. Survey 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. The 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.
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影响因子：
3.4
作者：
Fowles, Jonathon R.;O'Brien, Myles W.;Shields, Christopher A.
通讯作者：
Shields, Christopher A.
急性运动和正念冥想对患有多动症的儿童和青少年的执行功能和心理情感福祉的不同影响。
影响因子：
3.8
作者：
Bigelow H;Gottlieb MD;Ogrodnik M;Graham JD;Fenesi B
通讯作者：
Fenesi B
DOI：
10.1186/s12966-020-01037-z
发表时间：
2020-11-26
期刊：
The international journal of behavioral nutrition and physical activity
影响因子：
--
作者：
Chaput JP;Willumsen J;Bull F;Chou R;Ekelund U;Firth J;Jago R;Ortega FB;Katzmarzyk PT
通讯作者：
Katzmarzyk PT
影响因子：
3.9
作者：
Dinkel, Danae;Schaffer, Connie;Lee, Jung Min
通讯作者：
Lee, Jung Min
影响因子：
2.2
作者：
Erwin, Heather E.;Beighle, Aaron;Noland, Melody
通讯作者：
Noland, Melody