Implementation and effectiveness evaluation of a school-based daily physical activity policy in British Columbia elementary schools
Bibliographic record
Abstract
This thesis comprises three integrated studies exploring the implementation and effectiveness of a school-based Daily Physical Activity (DPA) policy in elementary schools. The purposes of the three manuscripts were to: (i) summarize the implementation and effectiveness literature on DPA policies across Canada, (ii) explore the factors that affect implementation of the DPA policy during instructional time by teachers in British Columbia (BC), and (iii) determine if BC students are accumulating more physical activity and less sedentary behaviour during the school day when they are given additional opportunities to be active during instructional time compared to only non-instructional opportunities. Study 1 was a scoping review that summarized the implementation and effectiveness research of DPA policies across Canada and examined the barriers and facilitators to DPA policy implementation using the Theoretical Domains Framework (TDF). The findings revealed inconsistencies in DPA implementation and effectiveness and the majority of factors that affect implementation related to the Environmental context and resources, Beliefs about the consequences and Social influences. Study 2 used teacher interviews and the TDF to examine teachers’ barriers and facilitators to the implementation of the DPA policy in one BC school district. The first three domains of this study were comparable to the findings from Study 1. Study 3 used mixed methods to examine how teachers implement the DPA policy and compared the differences in children’s physical activity and sedentary behaviour at school based on DPA implementation approach. Children who were given additional PA opportunities during instructional time were more active and less sedentary than children who were only given non-instructional time to be active; however, neither group met the DPA guidelines. Collectively, this research has provided evidence suggesting that current implementation approaches differ by teacher and create variations in children’s physical activity levels at school. Based on this research, evidence-based intervention strategies can be employed to modify barriers and enhance facilitators associated with DPA policy implementation and improve the effectiveness of this policy. Future interventions targeting the theoretically relevant barriers are suggested as possible next steps to enhance the implementation and effectiveness of the DPA policy in BC.
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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 | 0.025 | 0.041 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.005 | 0.002 |
| Scholarly communication | 0.005 | 0.001 |
| Open science | 0.004 | 0.003 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
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".