Table 4 Mechanisms of change and MO links
Mechanism categories (referring to community empowerment domains) and subcategories | % of schools (N = 389 Nrural = 125; Nurban = 264 Nhigh SES = 89; Nmiddle SES = 159; Nlow SES = 141) | Salient Extracts of MO links |
|---|---|---|
Problem assessment capacities and critical awareness 2 subcategories: -Experiencing positive changes in students raises awareness of the importance of DPA -Sharing positive changes raises critical awareness among staff members | Total = 44% R = 49% U = 42% H = 47% M = 46% L = 40% | “The increased level of engagement on the part of the homeroom teachers comes from their students’ engagement in active classes and the benefits provided (reduced need to manage a class of students with a lot of energy, pleasure in learning, collaboration among peers, etc.).” RH-6a “The teaching staff recognize how beneficial in-class active breaks are for students. The positive aspects are obvious to homeroom teachers, and so they tend to plan activities themselves and don’t mind the lost teaching time.” UH-162 “Staff members see the positive effect of active time on students’ concentration.” RM-38 |
Local leadership (including the leadership of new organizational structure) 3 subcategories: -Leadership by the principal -Leadership by the designated leader -Leadership by a committee | Total = 35% R = 28% U = 39% H = 42% M = 32% L = 35% | “The staff’s engagement was supported by the leadership of the principal, who insisted that we be more active and that we invest the funds needed to meet the targets in the educational plan. The educational plan was a good lever, since the entire school team and parents were involved in preparing it.” RM-47 “The fact that the committee suggests new activities allows everyone to be involved in the projects. Theme weeks, class projects or a walk to the village centre—whatever the project, everyone gets on board and gets involved.” RL-101 “It was the support of the physical education teacher (leader), and her strong belief in the beneficial effects for students of playing sports and being active, that got everyone involved. She allowed teachers to personalize tools and provided ideas they could use. She called on educators at the daycare services as well as special education technicians at various times to implement activities for children. Through her actions, she influenced the school team.” UM-270 Negative aspects “Teachers have a lot to think about. As a leader, I didn’t assume a great enough leadership role during the program to encourage homeroom teachers and question their involvement.” RL-7 “There should have been more follow-up with homeroom teachers to increase their involvement.” UL-19 |
Resource mobilization (including establishing new collaboration and/or strengthening links with other organizations) 3 subcategories: -Use of financial and material resources provided by the Ministry -Creation of new resources adapted to the context -Development of partnerships | Total = 28% R = 26% U = 29% H = 30% M = 28% L = 27% | “The funding received over the last three years allowed us to take the time to plan and carry out various activities. The purchase of additional equipment greatly enhanced what we already had.” RM-60 “It has been helpful for teachers to have access to the tools (videos, brain break stations) as well as the support of the resource person. Previously it was not a priority for them to take time to plan activities. Having someone do that part of the work/planning enabled them to implement everything without feeling like it was “extra work.” UH-192 “The level of engagement increased at the daycare services because they received more support (training and coaching) to explain the implementation of activities, which made their work easier.” UH-176 “The availability of resources such as FORCE 4 and specific programs through outside organizations (e.g., our partnership with the Canadian Ski Marathon for the school ski program) allowed us to improve the support offered in our pavilions.” RL-99 “Having a resource person available nearby to help teachers plan and organize more active games created a higher degree of engagement. The person also led discussions on the importance of physical activity for groups of students and staff members.” UL-356 |
Participation 4 subcategories: -Participation of students in activities -Participation of students in setting up activities -Participation of staff in activities -Participation of staff in implementing the program | Total = 25% R = 29% U = 23% H = 38% M = 22% L = 20% | “I think that mobilization took place because we got together to discuss means and actions on a monthly basis. […] Many students also participate, which contributes to the staff’s engagement.” RM-40 “The increased level of engagement on the part of the homeroom teachers comes from their students’ engagement in active classes.” RH-6 “Members of the school team participate enthusiastically in the various activities proposed. In addition, homeroom teachers allow selected students to take time to help prepare activities and participate in them.” UM-280 Negative aspects “An increase in students arriving late for active mornings discouraged the staff, who attributed the lateness to students and parents not taking the activity seriously.” UM-14 “The homeroom teachers did not feel involved in the project, which sat squarely on the shoulders of the physical education teacher. They felt that the activities concerned them less. Since they were consulted very little over the first two years of the project, they withdrew somewhat from the proposed activities.” UM-12 “The first year, the involvement of teachers was mandatory, and they didn’t like the set-up.” UM-13 |