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 implement...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Hannah Bigelow [verfasserIn] Shelby Singh [verfasserIn] Barbara Fenesi [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	daily physical activity (DPA) classroom physical activity physical activity barriers to classroom physical activity

Übergeordnetes Werk:	In: Education Sciences - MDPI AG, 2012, 13(2023), 1060, p 1060
Übergeordnetes Werk:	volume:13 ; year:2023 ; number:1060, p 1060

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3390/educsci13101060

Katalog-ID:	DOAJ093150466

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520			\|a 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 (<i<p</i< = 0.007, η2p = 0.053) and promoted teacher confidence in implementing DPA (<i<p</i< < 0.001, η2p = 0.285) and enjoyment in implementing DPA (<i<p</i< < 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.
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spelling	10.3390/educsci13101060 doi (DE-627)DOAJ093150466 (DE-599)DOAJbc013a0f6f4440d4b47d2f1da1fb4fd7 DE-627 ger DE-627 rakwb eng Hannah Bigelow verfasserin aut Reducing Key Barriers to Classroom Physical Activity Improves Implementation Fidelity in Ontario Elementary Classrooms 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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 (<i<p</i< = 0.007, η2p = 0.053) and promoted teacher confidence in implementing DPA (<i<p</i< < 0.001, η2p = 0.285) and enjoyment in implementing DPA (<i<p</i< < 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. daily physical activity (DPA) classroom physical activity physical activity barriers to classroom physical activity Education L Shelby Singh verfasserin aut Barbara Fenesi verfasserin aut In Education Sciences MDPI AG, 2012 13(2023), 1060, p 1060 (DE-627)737287543 (DE-600)2704213-3 22277102 nnns volume:13 year:2023 number:1060, p 1060 https://doi.org/10.3390/educsci13101060 kostenfrei https://doaj.org/article/bc013a0f6f4440d4b47d2f1da1fb4fd7 kostenfrei https://www.mdpi.com/2227-7102/13/10/1060 kostenfrei https://doaj.org/toc/2227-7102 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 13 2023 1060, p 1060
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allfieldsGer	10.3390/educsci13101060 doi (DE-627)DOAJ093150466 (DE-599)DOAJbc013a0f6f4440d4b47d2f1da1fb4fd7 DE-627 ger DE-627 rakwb eng Hannah Bigelow verfasserin aut Reducing Key Barriers to Classroom Physical Activity Improves Implementation Fidelity in Ontario Elementary Classrooms 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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 (<i<p</i< = 0.007, η2p = 0.053) and promoted teacher confidence in implementing DPA (<i<p</i< < 0.001, η2p = 0.285) and enjoyment in implementing DPA (<i<p</i< < 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. daily physical activity (DPA) classroom physical activity physical activity barriers to classroom physical activity Education L Shelby Singh verfasserin aut Barbara Fenesi verfasserin aut In Education Sciences MDPI AG, 2012 13(2023), 1060, p 1060 (DE-627)737287543 (DE-600)2704213-3 22277102 nnns volume:13 year:2023 number:1060, p 1060 https://doi.org/10.3390/educsci13101060 kostenfrei https://doaj.org/article/bc013a0f6f4440d4b47d2f1da1fb4fd7 kostenfrei https://www.mdpi.com/2227-7102/13/10/1060 kostenfrei https://doaj.org/toc/2227-7102 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 13 2023 1060, p 1060
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Results: Findings revealed that the DPA toolkit improved DPA fidelity (<i<p</i< = 0.007, η2p = 0.053) and promoted teacher confidence in implementing DPA (<i<p</i< < 0.001, η2p = 0.285) and enjoyment in implementing DPA (<i<p</i< < 0.001, η2p = 0.177). Many improvements were most prominent among teachers teaching grades 1–3 and 4–6. 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author	Hannah Bigelow
spellingShingle	Hannah Bigelow misc daily physical activity (DPA) misc classroom physical activity misc physical activity misc barriers to classroom physical activity misc Education misc L Reducing Key Barriers to Classroom Physical Activity Improves Implementation Fidelity in Ontario Elementary Classrooms
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topic_title	Reducing Key Barriers to Classroom Physical Activity Improves Implementation Fidelity in Ontario Elementary Classrooms daily physical activity (DPA) classroom physical activity physical activity barriers to classroom physical activity
topic	misc daily physical activity (DPA) misc classroom physical activity misc physical activity misc barriers to classroom physical activity misc Education misc L
topic_unstemmed	misc daily physical activity (DPA) misc classroom physical activity misc physical activity misc barriers to classroom physical activity misc Education misc L
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title	Reducing Key Barriers to Classroom Physical Activity Improves Implementation Fidelity in Ontario Elementary Classrooms
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title_full	Reducing Key Barriers to Classroom Physical Activity Improves Implementation Fidelity in Ontario Elementary Classrooms
author_sort	Hannah Bigelow
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author_browse	Hannah Bigelow Shelby Singh Barbara Fenesi
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title_sort	reducing key barriers to classroom physical activity improves implementation fidelity in ontario elementary classrooms
title_auth	Reducing Key Barriers to Classroom Physical Activity Improves Implementation Fidelity in Ontario Elementary Classrooms
abstract	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 (<i<p</i< = 0.007, η2p = 0.053) and promoted teacher confidence in implementing DPA (<i<p</i< < 0.001, η2p = 0.285) and enjoyment in implementing DPA (<i<p</i< < 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.
abstractGer	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 (<i<p</i< = 0.007, η2p = 0.053) and promoted teacher confidence in implementing DPA (<i<p</i< < 0.001, η2p = 0.285) and enjoyment in implementing DPA (<i<p</i< < 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.
abstract_unstemmed	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 (<i<p</i< = 0.007, η2p = 0.053) and promoted teacher confidence in implementing DPA (<i<p</i< < 0.001, η2p = 0.285) and enjoyment in implementing DPA (<i<p</i< < 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.
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title_short	Reducing Key Barriers to Classroom Physical Activity Improves Implementation Fidelity in Ontario Elementary Classrooms
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up_date	2024-07-03T15:34:34.076Z
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Reducing Key Barriers to Classroom Physical Activity Improves Implementation Fidelity in Ontario Elementary Classrooms

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