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

Table 2 School and administrator characteristics (n = 170)

Characteristics	n	%^a
School Characteristics
School board Language
English	159	94
French	11	6
School board Type
Public	116	68
Roman Catholic	54	32
School location (based on postal code)
Urban	122	72
Rural	48	28
School size
Small (≤295 students)	89	52
Large (≥296 students)	81	48
Administrator Personal Characteristics
Gender
Male	47	31
Female	103	69
Position
Principal	152	91
Vice-Principal	15	9
Year of experience as an administrator
5 years or less	45	30
6 to 15 years	85	57
16 years or more	20	13
Level of health and physical education training
University-level training	17	11
Little to no training	116	77
Other training	17	11
Priority level of PA in daily life
High priority	89	59
Moderate priority	48	32
Low priority	14	9
Administrator Responses Regarding DPA
Awareness of DPA policy requirements
Aware of 4 or more	136	83
Aware of 3 or less	27	17
Presence of DPA monitoring procedure
Yes	46	28
No	119	72
Frequency of using DPA supports
Often/always use	15	9
Occasionally use	63	37
Never/rarely use	91	54
Competing curriculum priorities
Agree/strongly agree	124	77
Neutral	16	10
Disagree/strongly disagree	22	14

ISSN: 1471-2458