Characteristic | Overall % school Administratorsa (n)b | Bivariate Associations at school levelc | Overall % Teachersa (n)b | Bivariate associations at classroom leveld | ||
---|---|---|---|---|---|---|
OR (95 % CI) | p-value | OR (95 % CI) | p-value | |||
Awareness of DPA policy requirements | ||||||
Overall awareness of policy requirements | ||||||
Aware of more than half | 81.1 (163) | 2.17 (1.05–4.46) | 0.036 | 62.6 (189) | 1.63 (1.00–2.65) | 0.048 |
Aware of less than half | 18.9 (38) | R | R | 37.4 (113) | R | R |
Scheduling and monitoring activities | ||||||
Scheduling in teachers’ timetables | ||||||
DPA is scheduled | 66.5 (137) | 4.39 (2.30–8.39) | <0.0005 | 67.0 (203) | 3.38 (1.99–5.73) | <0.0005 |
DPA is not scheduled | 29.6 (61) | R | R | 33.0 (100) | R | R |
I don’t know | 3.9 (8) | -- | -- | -- | -- | -- |
Presence of school DPA monitoring procedure | ||||||
A procedure exists | 25.2 (52) | 4.73 (2.09–10.75) | <0.0005 | 10.5 (32) | 4.89 (2.01–11.90) | 0.001 |
A procedure does not exist | 72.3 (149) | R | R | 69.9 (214) | R | R |
I don’t know | 2.4 (5) | -- | -- | 19.6 (60) | -- | -- |
Organization of DPA delivery | ||||||
Type of DPA participation | ||||||
Several/all classes participate at the same time | 8.9 (18) | 3.75 (0.96–14.65) | 0.057 | 10.2 (28) | 1.54 (0.64–3.72) | 0.332 |
Each class participates at separate times | 65.8 (133) | 1.21 (0.62–2.35) | 0.581 | 48.5 (133) | 1.10 (0.65–1.84) | 0.724 |
Participation varies throughout the year | 25.3 (51) | R | R | 41.2 (113) | R | R |
Individual instructing DPA | ||||||
Generalist teacher | 83.7 (170) | 0.46 (0.15–1.48) | 0.195 | 75.9 (208) | 0.95 (0.49–1.84) | 0.881 |
Teacher with HPE specialization | 8.4 (17) | R | R | 16.8 (46) | R | R |
Other | 7.9 (16) | -- | -- | 7.3 (20) | -- | -- |
Perceived self-efficacy in carrying out DPA activities | ||||||
Confidence level in planning DPA | ||||||
High | 65.2 (118) | 1.18 (0.62–2.25) | 0.613 | 62.3 (172) | 5.36 (3.06–9.37) | <0.0005 |
Low-to-moderate | 34.8 (63) | R | R | 37.7 (104) | R | R |
Confidence level in implementing DPA | ||||||
High | 62.8 (113) | 1.43 (0.76–2.69) | 0.273 | 60.1 (161) | 6.81 (3.87–11.97) | <0.0005 |
Low-to-moderate | 37.2 (67) | R | R | 39.9 (107) | R | R |
Use of DPA resources and supports | ||||||
Frequency of using DPA resources | ||||||
Often or always | 11.3 (23) | 4.84 (1.54–15.18) | 0.007 | 10.6 (32) | 5.39 (2.15–13.48) | <0.0005 |
Occasionally | 35.0 (71) | 3.00 (1.56–5.78) | 0.001 | 32.3 (98) | 1.99 (1.18–3.36) | 0.010 |
Never or rarely | 53.7 (109) | R | R | 57.1 (173) | R | R |
Frequency of using DPA supports | ||||||
Often or always | 8.7 (18) | 13.54 (1.74–105.50) | 0.013 | 5.3 (16) | 6.68 (1.79–24.86) | 0.005 |
Occasionally | 39.1 (81) | 1.35 (0.75–2.45) | 0.315 | 25.1 (76) | 3.91 (2.17–7.02) | <0.0005 |
Never or rarely | 52.2 (108) | R | R | 69.7 (211) | R | R |
Frequency of communicating with public health units regarding DPA | ||||||
Often or always | 6.8 (14) | 1.34 (0.43–4.20) | 0.616 | 1.0 (3) | -- | -- |
Occasionally | 23.3 (48) | 1.95 (0.95–4.00) | 0.070 | 4.3 (13) | 2.39 (0.70–8.14) | 0.164 |
Never or rarely | 69.9 (144) | R | R | 94.7 (286) | R | R |
Perceptions of DPA policy | ||||||
Clear and easy to understand | ||||||
Agree/strongly agree | 85.6 (178) | 1.40 (0.36–5.40) | 0.625 | 82.9 (247) | 1.98 (0.62–6.31) | 0.245 |
Neutral | 10.1 (21) | 0.73 (0.15–3.49) | 0.691 | 12.4 (37) | 1.24 (0.33–4.62) | 0.746 |
Disagree/strongly disagree | 4.3 (9) | R | R | 4.7 (14) | R | R |
Realistic and achievable | ||||||
Agree/strongly agree | 56.0 (117) | 3.29 (1.68–6.44) | 0.001 | 43.0 (129) | 8.61 (4.85–15.27) | <0.0005 |
Neutral | 18.2 (54) | 1.89 (0.80–4.43) | 0.145 | 16.0 (48) | 2.20 (1.089–4.46) | 0.028 |
Disagree/strongly disagree | 25.8 (38) | R | R | 41.0 (123) | R | R |
Equally important as other school curriculum requirements | ||||||
Agree/strongly agree | 75.4 (156) | 1.99 (0.81–4.89) | 0.135 | 58.4 (175) | 3.13 (1.72–5.68) | <0.0005 |
Neutral | 14.0 (29) | 2.28 (0.73–7.10) | 0.155 | 16.7 (50) | 1.37 (0.63–2.98) | 0.427 |
Disagree/strongly disagree | 10.6 (22) | R | R | 25.0 (75) | R | R |
Impact on students’ physical well-being | ||||||
Somewhat positive/very positive | 93.3 (194) | 1.22 (0.41–3.67) | 0.720 | 91.8 (279) | 1.54 (0.65–3.62) | 0.325 |
Neither positive nor negative | 6.7 (14) | R | R | 8.2 (25) | R | R |
Somewhat negative/very negative | 0.0 (0) | -- | -- | 0.0 (0) | -- | -- |
Impact on students’ emotional well-being | ||||||
Somewhat positive/very positive | 90.4 (188) | 1.08 (0.42–2.77) | 0.873 | 89.1 (269) | 1.37 (0.64–2.95) | 0.419 |
Neither positive nor negative | 9.6 (20) | R | R | 10.6 (32) | R | R |
Somewhat negative/very negative | 0.0 (0) | -- | -- | 0.3 (1) | -- | -- |
Impact on students’ academic outcomes | ||||||
Somewhat positive/very positive | 82.9 (170) | 1.32 (0.62–2.77) | 0.471 | 71.6 (220) | 1.46 (0.84–2.54) | 0.183 |
Neither positive nor negative | 16.6 (34) | R | R | 24.1 (71) | R | R |
Somewhat negative/very negative | 0.5 (1) | -- | -- | 1.4 (4) | -- | -- |
Impact on student conduct | ||||||
Somewhat positive/very positive | 87.3 (178) | 1.45 (0.61–3.41) | 0.401 | 78.7 (236) | 1.15 (0.64–2.09) | 0.636 |
Neither positive nor negative | 11.8 (24) | R | R | 19.3 (58) | R | R |
Somewhat negative/very negative | 1.0 (2) | -- | -- | 2.0 (6) | -- | -- |
Impact on students’ social well-being | ||||||
Somewhat positive/very positive | 82.4 (168) | 2.48 (1.18–5.21) | 0.016 | 75.0 (225) | 1.40 (0.81–2.41) | 0.231 |
Neither positive nor negative | 17.2 (35) | R | R | 24.3 (73) | R | R |
Somewhat negative/very negative | 0.5 (1) | -- | -- | 0.7 (2) | -- | -- |
Impact on the development of physical activity habits | ||||||
Somewhat positive/very positive | 87.1 (175) | 1.34 (0.57–3.12) | 0.501 | 80.6 (241) | 1.58 (0.86–2.91) | 0.142 |
Neither positive nor negative | 12.4 (25) | R | R | 19.4 (58) | R | R |
Somewhat negative/very negative | 0.5 (1) | -- | -- | 0.0 (0) | -- | -- |