Table 2.
Descriptive and independent bivariate analysis of predictors with overall implementation fidelity, school and classroom levels
| Characteristic | Overall % school Administratorsa (n)b | Bivariate Associations at school levelc | Overall % Teachersa (n)b | Bivariate associations at classroom leveld | ||
|---|---|---|---|---|---|---|
| OR (95 % CI) | p-value | OR (95 % CI) | p-value | |||
| Awareness of DPA policy requirements | ||||||
| Overall awareness of policy requirements | ||||||
| Aware of more than half | 81.1 (163) | 2.17 (1.05–4.46) | 0.036 | 62.6 (189) | 1.63 (1.00–2.65) | 0.048 |
| Aware of less than half | 18.9 (38) | R | R | 37.4 (113) | R | R |
| Scheduling and monitoring activities | ||||||
| Scheduling in teachers’ timetables | ||||||
| DPA is scheduled | 66.5 (137) | 4.39 (2.30–8.39) | <0.0005 | 67.0 (203) | 3.38 (1.99–5.73) | <0.0005 |
| DPA is not scheduled | 29.6 (61) | R | R | 33.0 (100) | R | R |
| I don’t know | 3.9 (8) | -- | -- | -- | -- | -- |
| Presence of school DPA monitoring procedure | ||||||
| A procedure exists | 25.2 (52) | 4.73 (2.09–10.75) | <0.0005 | 10.5 (32) | 4.89 (2.01–11.90) | 0.001 |
| A procedure does not exist | 72.3 (149) | R | R | 69.9 (214) | R | R |
| I don’t know | 2.4 (5) | -- | -- | 19.6 (60) | -- | -- |
| Organization of DPA delivery | ||||||
| Type of DPA participation | ||||||
| Several/all classes participate at the same time | 8.9 (18) | 3.75 (0.96–14.65) | 0.057 | 10.2 (28) | 1.54 (0.64–3.72) | 0.332 |
| Each class participates at separate times | 65.8 (133) | 1.21 (0.62–2.35) | 0.581 | 48.5 (133) | 1.10 (0.65–1.84) | 0.724 |
| Participation varies throughout the year | 25.3 (51) | R | R | 41.2 (113) | R | R |
| Individual instructing DPA | ||||||
| Generalist teacher | 83.7 (170) | 0.46 (0.15–1.48) | 0.195 | 75.9 (208) | 0.95 (0.49–1.84) | 0.881 |
| Teacher with HPE specialization | 8.4 (17) | R | R | 16.8 (46) | R | R |
| Other | 7.9 (16) | -- | -- | 7.3 (20) | -- | -- |
| Perceived self-efficacy in carrying out DPA activities | ||||||
| Confidence level in planning DPA | ||||||
| High | 65.2 (118) | 1.18 (0.62–2.25) | 0.613 | 62.3 (172) | 5.36 (3.06–9.37) | <0.0005 |
| Low-to-moderate | 34.8 (63) | R | R | 37.7 (104) | R | R |
| Confidence level in implementing DPA | ||||||
| High | 62.8 (113) | 1.43 (0.76–2.69) | 0.273 | 60.1 (161) | 6.81 (3.87–11.97) | <0.0005 |
| Low-to-moderate | 37.2 (67) | R | R | 39.9 (107) | R | R |
| Use of DPA resources and supports | ||||||
| Frequency of using DPA resources | ||||||
| Often or always | 11.3 (23) | 4.84 (1.54–15.18) | 0.007 | 10.6 (32) | 5.39 (2.15–13.48) | <0.0005 |
| Occasionally | 35.0 (71) | 3.00 (1.56–5.78) | 0.001 | 32.3 (98) | 1.99 (1.18–3.36) | 0.010 |
| Never or rarely | 53.7 (109) | R | R | 57.1 (173) | R | R |
| Frequency of using DPA supports | ||||||
| Often or always | 8.7 (18) | 13.54 (1.74–105.50) | 0.013 | 5.3 (16) | 6.68 (1.79–24.86) | 0.005 |
| Occasionally | 39.1 (81) | 1.35 (0.75–2.45) | 0.315 | 25.1 (76) | 3.91 (2.17–7.02) | <0.0005 |
| Never or rarely | 52.2 (108) | R | R | 69.7 (211) | R | R |
| Frequency of communicating with public health units regarding DPA | ||||||
| Often or always | 6.8 (14) | 1.34 (0.43–4.20) | 0.616 | 1.0 (3) | -- | -- |
| Occasionally | 23.3 (48) | 1.95 (0.95–4.00) | 0.070 | 4.3 (13) | 2.39 (0.70–8.14) | 0.164 |
| Never or rarely | 69.9 (144) | R | R | 94.7 (286) | R | R |
| Perceptions of DPA policy | ||||||
| Clear and easy to understand | ||||||
| Agree/strongly agree | 85.6 (178) | 1.40 (0.36–5.40) | 0.625 | 82.9 (247) | 1.98 (0.62–6.31) | 0.245 |
| Neutral | 10.1 (21) | 0.73 (0.15–3.49) | 0.691 | 12.4 (37) | 1.24 (0.33–4.62) | 0.746 |
| Disagree/strongly disagree | 4.3 (9) | R | R | 4.7 (14) | R | R |
| Realistic and achievable | ||||||
| Agree/strongly agree | 56.0 (117) | 3.29 (1.68–6.44) | 0.001 | 43.0 (129) | 8.61 (4.85–15.27) | <0.0005 |
| Neutral | 18.2 (54) | 1.89 (0.80–4.43) | 0.145 | 16.0 (48) | 2.20 (1.089–4.46) | 0.028 |
| Disagree/strongly disagree | 25.8 (38) | R | R | 41.0 (123) | R | R |
| Equally important as other school curriculum requirements | ||||||
| Agree/strongly agree | 75.4 (156) | 1.99 (0.81–4.89) | 0.135 | 58.4 (175) | 3.13 (1.72–5.68) | <0.0005 |
| Neutral | 14.0 (29) | 2.28 (0.73–7.10) | 0.155 | 16.7 (50) | 1.37 (0.63–2.98) | 0.427 |
| Disagree/strongly disagree | 10.6 (22) | R | R | 25.0 (75) | R | R |
| Impact on students’ physical well-being | ||||||
| Somewhat positive/very positive | 93.3 (194) | 1.22 (0.41–3.67) | 0.720 | 91.8 (279) | 1.54 (0.65–3.62) | 0.325 |
| Neither positive nor negative | 6.7 (14) | R | R | 8.2 (25) | R | R |
| Somewhat negative/very negative | 0.0 (0) | -- | -- | 0.0 (0) | -- | -- |
| Impact on students’ emotional well-being | ||||||
| Somewhat positive/very positive | 90.4 (188) | 1.08 (0.42–2.77) | 0.873 | 89.1 (269) | 1.37 (0.64–2.95) | 0.419 |
| Neither positive nor negative | 9.6 (20) | R | R | 10.6 (32) | R | R |
| Somewhat negative/very negative | 0.0 (0) | -- | -- | 0.3 (1) | -- | -- |
| Impact on students’ academic outcomes | ||||||
| Somewhat positive/very positive | 82.9 (170) | 1.32 (0.62–2.77) | 0.471 | 71.6 (220) | 1.46 (0.84–2.54) | 0.183 |
| Neither positive nor negative | 16.6 (34) | R | R | 24.1 (71) | R | R |
| Somewhat negative/very negative | 0.5 (1) | -- | -- | 1.4 (4) | -- | -- |
| Impact on student conduct | ||||||
| Somewhat positive/very positive | 87.3 (178) | 1.45 (0.61–3.41) | 0.401 | 78.7 (236) | 1.15 (0.64–2.09) | 0.636 |
| Neither positive nor negative | 11.8 (24) | R | R | 19.3 (58) | R | R |
| Somewhat negative/very negative | 1.0 (2) | -- | -- | 2.0 (6) | -- | -- |
| Impact on students’ social well-being | ||||||
| Somewhat positive/very positive | 82.4 (168) | 2.48 (1.18–5.21) | 0.016 | 75.0 (225) | 1.40 (0.81–2.41) | 0.231 |
| Neither positive nor negative | 17.2 (35) | R | R | 24.3 (73) | R | R |
| Somewhat negative/very negative | 0.5 (1) | -- | -- | 0.7 (2) | -- | -- |
| Impact on the development of physical activity habits | ||||||
| Somewhat positive/very positive | 87.1 (175) | 1.34 (0.57–3.12) | 0.501 | 80.6 (241) | 1.58 (0.86–2.91) | 0.142 |
| Neither positive nor negative | 12.4 (25) | R | R | 19.4 (58) | R | R |
| Somewhat negative/very negative | 0.5 (1) | -- | -- | 0.0 (0) | -- | -- |
aPercentage totals may not equal 100 % due to rounding
bCount totals (n) may not equal total sample (n = 209 for school administrators; n = 307 for teachers), and differ between variables, due to missing values
cBivariate analysis at school level conducted using logistic regression
dBivariate analysis at classroom level conducted using generalized linear mixed models to adjust for school-level clustering effects
RReference category
--Categories with low counts (overall frequency ≤ 2.0 %) omitted from bivariate analysis