School and classroom effects on Daily Physical Activity (DPA) policy implementation fidelity in Ontario classrooms: a multi-level analysis

Autor: Erin Hobin, John J. M. Dwyer, Karen Vu-Nguyen, Heather Manson, Kenneth R. Allison, Ye Li, Bessie Ng, Anne N. Philipneri
Rok vydání: 2018
Předmět:
Male
media_common.quotation_subject
education
Fidelity
Sample (statistics)
Special needs
behavioral disciplines and activities
Daily physical activity policy
03 medical and health sciences
0302 clinical medicine
Surveys and Questionnaires
ComputingMilieux_COMPUTERSANDEDUCATION
Mathematics education
Humans
Medicine
030212 general & internal medicine
Child
Exercise
Multi-level analysis
Health policy
media_common
Ontario
Schools
030505 public health
School and classroom
business.industry
lcsh:Public aspects of medicine
Health Policy
Multilevel model
Public Health
Environmental and Occupational Health
lcsh:RA1-1270
Cross-Sectional Studies
Logistic Models
Conceptual framework
Multilevel Analysis
Female
Perception
School Teachers
Biostatistics
0305 other medical science
business
Inclusion (education)
Research Article
Zdroj: BMC Public Health
BMC Public Health, Vol 18, Iss 1, Pp 1-12 (2018)
ISSN: 1471-2458
DOI: 10.1186/s12889-018-5720-2
Popis: Background This paper examines school and classroom effects on Daily Physical Activity (DPA) policy implementation in classrooms in Ontario, Canada. In 2005 the Ontario Ministry of Education mandated a policy requiring school boards to “ensure that all elementary students, including students with special needs, have a minimum of twenty minutes of sustained MVPA each school day during instructional time”. Based on an adaptation of Chaudoir’s conceptual framework, this paper contributes to understanding the extent to which school factors (as reported by administrators) and classroom factors (as reported by teachers) are associated with policy implementation fidelity at the classroom level. Methods Cross-sectional online surveys were conducted in 2014 with elementary school administrators and teachers, based on representative random samples of schools and classrooms. A measure assessing implementation fidelity was developed from the six required components of the policy and for this paper fidelity at the classroom level is treated as the outcome variable. Several school- and classroom-level measures were also included in the surveys and a number of these were selected for inclusion here. Data from the two surveys were merged and selected variables were included in the multi-level analysis. Two-level logistic regression models were conducted to account for nesting of classrooms within schools and a series of models were conducted to identify factors associated with implementation fidelity. Results The analytic sample for this study included 170 school administrators and 307 classroom teachers from corresponding schools. Findings from the multi-level logistic regression analyses indicated that only classroom/teacher-level factors were significantly associated with implementation fidelity at the classroom level. None of the school/administrator predictors were significantly related to fidelity. The most parsimonious model included five significant classroom/teacher predictors: teachers’ perception of DPA as realistic and achievable; confidence (self-efficacy); scheduling DPA in timetables; lack of space; and lack of time. Conclusions Findings from the study indicate the theoretical and practical importance of addressing classroom and teacher factors since they are most proximal to implementation fidelity to the policy. Several of these factors also reflect complex structural and organizational contexts, indicating that a systems approach to understanding and supporting DPA implementation fidelity is warranted.
Databáze: OpenAIRE
Externí odkaz: