Skip to main content

Table 2 Physical activity behaviours in the classroom

From: A mixed method investigation of teacher-identified barriers, facilitators and recommendations to implementing daily physical activity in Ontario elementary schools

Survey Questions

Responses

Frequencies (%)

1. Do you incorporate DPA into your classroom?

 

N = 186

 

Yes

159 (86)

 

No

27 (14)

Teachers who implement DPA

2.What courses are you most comfortable implementing DPA within?

 

N = 217

 

All courses

71 (32.7)

 

Language

39 (18)

 

Math

37 (17.1)

 

Transitions between lessons

11 (5.1)

 

Science

10 (4.6)

 

Other

49 (22.5)

3. How many days/week do you incorporate DPA?

 

N = 159

 

1–2 days/week

4 (2.5)

 

2–3 days/week

26 (16.4)

 

3–4 days/week

41 (25.8)

 

4–5 days/week

25 (15.7)

 

5 days/week

56 (35.2)

 

Prefer not to answer

4 (2.5)

 

When no physical education class

3 (1.9)

4. How many times/day do you incorporate DPA?

 

N = 159

 

1–2 times/day

107 (67.3)

 

2–3 times/day

34 (21.4)

 

3–4 times/day

8 (5.1)

 

4–5 times/day

5 (3.1)

 

Prefer not to answer

5 (3.1)

5. How many minutes is each DPA bout?

 

N = 159

 

1–5 min

57 (35.8)

 

5–10 min

49 (30.8)

 

10–15 min

31 (19.5)

 

Over 15 min

22 (13.8)

6. What is the most common type of DPA you used in your classroom?

 

N = 377

 

Dancing

71 (18.8)

 

Movement videos

69 (18.3)

 

Yoga

42 (11.1)

 

Stretching

41 (10.9)

 

Cardio

36 (9.6)

 

General movement

35 (9.3)

 

Games

35 (9.3)

 

Walks

20 (5.3)

 

Outdoor play

15 (4.0)

 

Other

13 (3.4)

7. Does DPA include an academic component?

 

N = 159

 

Yes

126 (79.2)

 

No

33 (20.8)

8. What are the most observed benefits of DPA?

 

N = 288

 

Increases focus and learning

102 (34.2)

 

Brain break

36 (12.1)

 

Improves health

25 (8.4)

 

Releases energy

25 (8.4)

 

Activates body

24 (8.1)

 

Energizes student and teacher

20 (6.9)

 

Increases peer engagement

14 (4.7)

 

Increases relaxation

12 (4.0)

 

Other

30 (10.4)

9. What are some barriers to incorporating DPA?

 

N = 245

 

Lack of space

103 (42.0)

 

Lack of time

71 (29.0)

 

Lack of knowledge/resources

14 (5.7)

 

Unwilling students

11 (4.5)

 

Behavioural issues

11 (4.5

 

Other

35 (14.3)

10. How do students typically respond to DPA?

 

N = 179

 

Enjoy

137 (76.5)

 

Mixed feelings

12 (6.7)

 

Other

30 (16.8)

11. Have you ever received DPA training?

 

N = 159

 

No

93 (58.5)

 

Yes – Teachers college

25 (15.7)

 

Yes – DPA workshops

24 (15.1)

 

Yes - OPHEA

3 (1.9)

 

Yes – Peers

1 (0.6)

 

Prefer not to answer

13 (8.2)

Teachers who do not implement DPA

12. Are there any reasons why you do not incorporate DPA into your classroom?

 

N = 37

 

Lack of time

14 (37.8)

 

No training

7 (18.9)

 

Lack of space

5 (13.5)

 

Other

11 (29.7)

13. Would you consider incorporating DPA?

 

N = 27

 

Yes

22 (81.5)

 

No

1 (3.7)

 

Unsure

4 (14.8)

14. What knowledge or resources would help facilitate your implementation of DPA?

 

N = 38

 

More access to resources

9 (23.7)

 

More training

8 (21.1)

 

How to incorporate DPA into lessons

5 (13.2)

 

Prefer not to answer

9 (23.7)

 

Other

7 (18.4)

  1. Note. All “other” responses include frequencies of < 10; Q1 “other” includes drama, music, art, social studies, dance, health, history, end of day, religion and morning and end of day. Q6 “other” includes follow the leader and prefer not to answer. Q8 “other” includes models healthy living, breaks up lesson, increases physical engagement with learning, increases academic enjoyment, helps transitions and prefer not to answer. Q9 “other” includes inclusion, lack of training, self-conscious students, student buy-in, lack of institutional support, unwilling teacher, discomfort leading physical activity, exhausted teacher, prefer not to answer. Q10 “other” includes look forward to it, embarrassed, request more, view as distraction, unwilling, need to be motivated, don’t enjoy, prefer not to answer. Q12 “other” includes students receive physical activity elsewhere, academics more important, unwilling students, disruptive, teach special education, personally don’t enjoy physical activity. Q14 “other” includes knowledge on how to make DPA accessible and how to maximize use of space, more time, more space, more institutional support