ArticleCanadian journal of public health = Revue canadienne de sante publique2015
School factors associated with the provision of physical education and levels of physical activity among elementary school students in Ontario.
Article in Canadian journal of public health = Revue canadienne de sante publique, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 1 of them a synthesis that pooled it.
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Who cites it
8 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The evidence for the impact of policy on physical activity outcomes within the school setting: A systematic review.Journal of sport and health science · 2021Pooled it
- School-based physical education, physical activity and sports provision: A concept mapping framework for evaluation.PloS one · 2023Article
- Individual, Interpersonal, and Organizational Factors Affecting Physical Activity of School Adolescents in Pakistan.International journal of environmental research and public health · 2021Article
- Can school-based physical activity foster social mobility?Canadian journal of public health = Revue canadienne de sante publique · 2021Article
- School policies and practices associated with Thai children's overall and domain specific physical activity.PloS one · 2021Article
- School and classroom effects on Daily Physical Activity (DPA) policy implementation fidelity in Ontario classrooms: a multi-level analysis.BMC public health · 2018Article
- Examining individual, interpersonal, and environmental influences on children's physical activity levels.SSM - population health · 2018Article
- School environment and policies, child eating behavior and overweight/obesity in urban China: the childhood obesity study in China megacities.International journal of obesity (2005) · 2017Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesTo explore school and student characteristics associated with the number of physical education (PE) classes that elementary students received and to determine whether these characteristics and amount of PE were associated with the physical activity (PA) levels of elementary students.
methodsMulti-level modeling with school-level (n = 30) and student-level (n = 2,447) questionnaire data from the PLAY-ON study was used to explore the school factors associated with the number of PE classes that students in grades 5 to 8 report receiving, and how these factors were associated with their PA. The Theories of Organizational Change served to operationalize the main school factors measured in this study and included assessments of: organizational climate (school practices related to PE or PA), organizational capacity (school ability to provide students with more PE or PA), and school PA/PE policies.
resultsThe number of PE classes reported per week was higher in schools that had two PA facilities in addition to a gymnasium (β = 1.13, p = 0.048) and in schools with greater levels of parental involvement in school-based PA decisions and programs (β = 2.06, p = 0.001). However, students in schools that provided more intramural programs reported fewer PE classes than those without (β = -1.97, p < 0.001). The number of PE classes provided in the previous week was associated with greater odds of students being highly active compared to minimally active (OR = 1.14, p = 0.003).
conclusionOrganizational and structural factors within the school environment are related to the amount of PE that students receive at school. Strategies are required to resolve the resulting inequities.
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