Table 2 Context- mechanism- and outcome- related variables for quantitative analysis
Variables | Measures | Categories | |
|---|---|---|---|
Variables related to context | Socioeconomic setting of the school | School-level SES calculated by Quebec Ministry of Education [34] | “High SES”; “Middle SES”; “Low SES” |
Geographic setting of the school | School postal code | “Rural”; “Urban” | |
Number of students at the school | Questionnaire, year 1, closed-ended question | NA – continuous variable | |
Teacher and PE teacher turnover | Questionnaire, year 2, closed-ended question | “Yes, major turnover (≥ 25%)”; “Yes, minor turnover (< 25%)”; “No” | |
School-team resistance encountered | Questionnaire, year 1, closed-ended question | “Yes, from more than half the members”; “Yes, from about half the members”; “Yes, from a minority of members”; “No” | |
Per-student financial amount received | Questionnaire, year 1, closed-ended question | NA—continuous variable | |
Variables related to mechanisms | Students involved in implementation | Questionnaire, year 3, closed-ended question | “Yes”; “No” |
Student participation | Questionnaire, year 3, closed-ended question | “Yes”; “No” | |
Educational plan modified | Questionnaire, year 3, closed-ended question | “Yes”; “No” | |
Champions recognized | Questionnaire, year 3, closed-ended and open-ended questions | “Yes”; “No” and qualitative data | |
Intention to maintain the leader’s role | Questionnaire, year 3, closed-ended question | “Yes”; “No”; “NA (we didn’t have a designated leader)” | |
Intention to maintain a DPA committee | Questionnaire, year 3, closed-ended question | “Yes”; “No”; “NA (we didn’t form a committee)” | |
Intention to maintain formal meetings about DPA | Questionnaire, year 3, closed-ended question | “Yes”; “No”; “NA (we didn’t hold formal meetings)” | |
Positive/negative changes in students observed | Questionnaire, year 3, closed-ended question | “Yes”; “No” | |
Strategies for finding alternative sources of funding | Questionnaire, year 3, closed-ended question | “Yes”; “No” | |
Strategies for supporting new staff | Questionnaire, year 3, closed-ended and open-ended questions | “Yes”; “No” and qualitative data | |
Strategies for updating activities | Questionnaire, year 3, closed-ended and open-ended questions | “Yes”; “No” and qualitative data | |
Partnerships maintained | Questionnaire, year 3, closed-ended question | “Yes”; “No”; “NA (we didn’t form any new partnerships)” | |
Variables related to outcomes | New in-class PA routines integrated | ||
Active breaks | Questionnaire, year 3, closed-ended question | “Yes”; “No” | |
Active learning activities | Questionnaire, year 3, closed-ended question | “Yes”; “No” | |
New PA routines integrated at the school | |||
Active recesses | Questionnaire, year 3, closed-ended question | “Yes”; “No” | |
Active corridors | Questionnaire, year 3, closed-ended question | “Yes”; “No” | |
Active assemblies | Questionnaire, year 3, closed-ended question | “Yes”; “No” | |
Outdoor field trips | Questionnaire, year 3, closed-ended question | “Yes”; “No” | |
New PA routines integrated at daycare services | Questionnaire, year 3, closed-ended question | “Yes”; “No” | |
Change in the perceived value of PA for its contribution to academic success | Questionnaire, year 3, closed-ended and open-ended questions | “Yes”; “No” and qualitative data | |
Change in the commitment of homeroom teachers to daily PA | Questionnaire, year 3, closed-ended and open-ended questions | “Increased”; “No change”; “Decreased” and qualitative data | |
Change in the commitment of PE teachers to daily PA | Questionnaire, year 3, closed-ended and open-ended questions | “Increased”; “No change”; “Decreased” and qualitative data | |
Change in the commitment of daycare staff to daily PA | Questionnaire, year 3, closed-ended and open-ended questions | “Increased”; “No change”; “Decreased” and qualitative data | |