Factors That Influence The Adoption Of A Daily Physical Activity (DPA) Policy: Teacher And Principal Feedback
Bibliographic record
Abstract
Daily Physical Activity (DPA) policies in the school setting are being proposed as a possible option to address increases in childhood obesity. PURPOSE: The purpose of this study was to determine teachers' and principals' perceptions of facilitators and barriers to the implementation of a DPA policy in a school setting and to examine its perceived impact. METHODS: 50 semi-structured interviews were conducted with principals (n=17) and teachers (n=33) from a representative sample of schools (n=17) in British Columbia. Invited schools were chosen based on their responses to a survey previously filled out by an administrator, to select schools that reported low, moderate, and high levels of policy implementation. Interviews were coded in N-Vivo for thematic analysis using grounded theory. RESULTS: Preliminary findings show high support for the DPA initiative while some difficulties in fully implementing it were reported. Barriers to implementation include: lack of resources (e.g., gym space and teachers); & competing curriculum demands. Facilitators to implementation include: having daily physical education (PE) classes; incorporating school-wide activities (e.g. morning fun-run); & having a provincial program (e.g., Action Schools! BC) that offer workshops to educate teachers in providing age-appropriate physical activity (PA) opportunities outside of PE. Teachers reported that the DPA policy seemed to increase students' alertness in class and to increase their own awareness of their students' levels of PA. In contrast, they indicated that it took time away from other curriculum elements and they felt that it decreased their autonomy as a teacher. CONCLUSION: To improve the full implementation of DPA policies, it is imperative that policy makers address the barriers to implementation. Providing support to implement the DPA policy, such as having a provincial program that can provide the resources and skills for adding PA opportunities outside of school was instrumental.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.038 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".