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Table 1 Description of independent variables

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

Variable Description Coding Categories
School-level Variables
School board type Whether the respondent’s school belongs to a public or Roman Catholic school board • Public
• Roman Catholic
Awareness of DPA policy requirementsa The respondent’s awareness of the six components of the DPA policy • Aware of 4 or more policy requirements
• Aware of 3 or less policy requirements
Presence of DPA monitoring procedure Whether or not the respondent’s school has a procedure for monitoring DPA • Yes
• No
Frequency of using DPA supportsb How often the respondent uses available supports (e.g., School Board DPA Committee, public health units) to plan, implement and/or monitor DPA • Often use/always use
• Occasionally use
• Never use/rarely use
Competing curriculum prioritiesb The extent to which the respondent perceives that competing curriculum priorities act as a barrier to implementing DPA at their school • Disagree/strongly disagree
• Neutral
• Agree/strongly agree
Classroom-level Variables
Grade level Grade level taught by the respondent • Grade 3
• Grade 5
• Grade 7
Awareness of DPA policy requirementsa The respondent’s awareness of the six components of the DPA policy • Aware of 4 or more policy requirements
• Aware of 3 or less policy requirements
Scheduling DPA in teachers’ timetables Whether or not DPA is scheduled in the respondent’s classroom timetables • Yes
• No
Confidence level in implementing DPAc The respondent’s confidence level in successfully implementing DPA • High (quite confident/completely confident)
• Low-to-moderate (not at all confident/slightly confident/moderately confident)
Frequency of using DPA resourcesb How often the respondent uses available learning tools (e.g., DPA teacher resource guides, DPA eWorkshop) to help plan, implement and/or monitor DPA • Often/always use
• Occasionally use
• Never/rarely use
DPA is realistic and achievableb The extent to which the respondent perceives DPA implementation as being realistic/achievable • Agree/strongly agree
• Neutral
• Disagree/strongly disagree
Lack of timeb The extent to which the respondent perceives that lack of time acts as a barrier to implementing DPA • Disagree/strongly disagree
• Neutral
• Agree/strongly agree
Lack of spaceb The extent to which the respondent perceives that lack of space acts as a barrier to implementing DPA • Disagree/strongly disagree
• Neutral
• Agree/strongly agree
  1. aVariable was assessed through a cumulative score of six questions regarding the six components of the DPA policy. The score was dichotomized into two categories for analysis
  2. bResponses to the corresponding survey question were measured on a five-point Likert scale, and categorized into a three-level variable for analysis
  3. cResponses to the corresponding survey question were measured on a five-point Likert scale, and categorized into a two-level variable for analysis