The Role of the Teacher in the Implementation of a School-Based Intervention on the Physical Activity Practice of Children
Abstract
:1. Introduction
1.1. Factors That Influence Intervention Strategies Implementation
1.2. Team Pentathlon Background
1.3. Purposes of the Study
2. Materials and Methods
2.1. Participants
2.2. Instruments
2.2.1. Determination of PAP
- “Less active”, if they have accumulated an average of 0 to 1.9 PH per week;
- “Active”, if they have accumulated an average of 2 to 2.9 PH per week;
- “Very active”, if they have accumulated an average of 3 PH or more per week.
2.2.2. Procedure
2.2.3. TP Training Sessions
2.3. Data Analysis
2.3.1. Phase 1: Quantitative Data
2.3.2. Phase 2: Qualitative Data
3. Results
3.1. Intervention Effects on PAP
3.2. Effects of the Teacher on PAP
3.3. Factors Associated with a Successful Implementation
4. Discussion
4.1. Implications for Practitioners
- (1)
- The teacher is a key person in the success or failure for the implementation of the program. To maximize chances of success, the teacher must be motivated and deeply committed to the implementation of an IS. He or she has to be engaging and supportive with children throughout the implementation. He also has to respect carefully the steps of implementation without omitting any information. In addition, he/she needs the support of his colleagues (e.g., giving time in classroom, collecting data daily) to help him with the implementation. Finally, overloading a teacher or impelling them to conduct the program could be a reason for failure in the implementation of a program [15,24].
- (2)
- The intervention strategy team needs to design a clear and realistic implementation protocol that fits inside the school context and reality. This protocol has to be valid and strictly followed by the person in charge of the implementation [17,40]. Such an individual must respect the implementation protocol prepared by TP creators and researchers. Providing complete information to the participants with the right timing and creating good relations for collaboration tend to ensure positive results.
- (3)
- Teachers are generally busy with their basic job. To improve the quality of implementation, certain resources are required. IS team must provide support to the teacher and help him/she with all logistical aspects of the implementation (e.g., data collection and analysis, training sessions) in order to facilitate his job [15]. In this sense, IS coordinator working outside of the school and available for the teacher, is highly recommended.
- (4)
- Having a favorable context for the implementation is also recommended. On one hand, the school must be receptive about the IS implementation by facilitate administration tasks (e.g., authorization, communications with parents and others colleagues). On the other hand, sport facilities nearby schools can facilitate children’s PAP commitment outside of the school [15,41].
4.2. Strengths and Limitations
5. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
Appendix A
Contents of the Training | |
---|---|
Training #1 (W1) | Project introduction
|
Training #2 (W3) | Team Pentathlon Implementation First part (tasks before beginning TP)
|
Training #3 (W4) | Regulation process First part (follow up of the project)
|
Training #4 (W9) | Assessment step First part (follow up of the project)
|
Appendix B. Results of Team Pentathlon after 2 Weeks of Participation (French Version)
Appendix C
Team:_______________________ Name:_______________________ | ||||||
---|---|---|---|---|---|---|
Aquatics (11.3 or 13.5 PH) 1. Swimming training 3 2. Swimming lesson 3 3. Free swimming 2 4. Synchronized swimming 3 5. Inner-tube water-polo 3 | Team sports and games (26.3 or 31.5 PH) 6. Ultimate frisbee 3 7. Hockey 3 8. Soccer 3 9. Football 2 10. Basketball-Softball 3 11. Mini-volleyball 2 12. Baseball 1 13. Actives recess 2 14. Tchoukball 3 46. Kinball 3 | Endurance (aerobic activities) (11.3 or 13.5 PH) 15. Cycling 3 16. Cross-country 4 17. Inline skating 3 18. Free skating 3 19. Speed skating 20. Mountain hiking 3 21. Walking (leisure) 1 22. Cross-country skiing 3 23. Jogging 4 47. Snowshoeing 3 | Individual sports and games or artistic activities (26.3 or 31.5 PH) 24. Juggling 1 25. Diving 1 26. Rope jumping 2 27. Trampoline 2 28. Skateboard 2 29. Gymnastics 2 30. Figure skating 3 31. Golf 1 32. Dance 3 33. Ice sliding 1 34. Skiing 1 35. Snowboard 1 36. Hacky sack 1 48. Climbing 2 | Dual activities (7.5 or 9 PH) 37. Judo 3 38. Karate 3 39. Tae-kwon do 3 40. Aikido 3 41. Badminton 3 42. Tennis or mini-tennis 3 43. Ping-pong 1 44. One-on-one 1 45. Calisthenics 2 | ||
Days of the week | For each physical activity session you have done, write the activity number and the duration of the session. Use one space for each different activity you perform. | |||||
Tuesday 27 March | No: ______ Duration: _____min, No: ______ Duration: _____min, | No: ______ Duration: _____min, No: ______ Duration: _____min, | No: ______ Duration: _____min, No: ______ Duration: _____min, | |||
Wednesday 28 March | No: ______ Duration: _____min, No: ______ Duration: _____min, | No: ______ Duration: _____min, No: ______ Duration: _____min, | No: ______ Duration: _____min, No: ______ Duration: _____min, |
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School—Socio Economic Level (SEL)—Teacher | Students Groups (Grade) | Sex of Students | Total (N = 203) | |
---|---|---|---|---|
Girls (n = 91) | Boys (n = 112) | |||
School #1—Medium SEL—Teacher 1 * | Intervention Group (5th) | 14 | 13 | 27 students |
Control Group (5th) | 14 | 10 | 24 students | |
School #2—High SEL—Teacher 2 * | Intervention Group (5th) | 8 | 15 | 23 students |
Control Group (5th) | 8 | 12 | 20 students | |
School #3—High SEL—Teacher 3 * | Intervention Group (6th) | 8 | 13 | 21 students |
Control Group (5th) | 10 | 11 | 21 students | |
School #4—Low SEL—Teacher 4 * | Intervention Group (5th) | 7 | 12 | 19 students |
Control Group (6th) | 12 | 10 | 22 students | |
School #5—Low SEL—Teacher 5 * | Intervention Group (5th) | 5 | 9 | 14 students |
Control Group (5th) | 5 | 7 | 12 students |
Girls | Boys | Total | ||||||||
---|---|---|---|---|---|---|---|---|---|---|
Groups | N | Mean HP Before | Mean HP During | N | Mean HP Before | Mean HP During | N | Mean HP Before | Mean HP During | |
Teacher 1 | CG | 14 | 3.12 | 2.17 b | 10 | 4.11 | 4.13 | 24 | 3.53 | 2.99 |
IG | 14 | 2.77 | 3.90 b | 13 | 5.27 | 7.35 b | 27 | 3.97 | 5.56 ab | |
Teacher 2 | CG | 8 | 2.30 | 1.78 | 11 | 5.05 | 3.96 b | 19 | 3.89 | 2.98 b |
IG | 9 | 2.29 | 2.56 | 15 | 4.74 | 6.09 | 24 | 3.85 | 4.80 | |
Teacher 3 | CG | 9 | 2.59 | 2.16 | 12 | 1.85 | 2.30 | 21 | 2.17 | 2.24 |
IG | 8 | 1.76 | 2.08 | 13 | 3.06 | 4.68 b | 21 | 2.59 | 3.77 a | |
Teacher 4 | CG | 12 | 2.79 | 2.52 | 10 | 4.19 | 3.79 | 22 | 3.42 | 3.10 |
IG | 7 | 3.09 | 3.52 | 12 | 3.34 | 5.38 b | 19 | 3.25 | 4.70 b | |
Teacher 5 | CG | 5 | 4.27 | 3.82 | 7 | 3.15 | 4.20 | 12 | 3.49 | 4.04 |
IG | 5 | 1.88 | 1.70 | 9 | 4.22 | 4.24 | 14 | 3.25 | 3.33 | |
Total | CG | 49 | 3.01 | 2.49 b | 50 | 3.67 | 3.68 | 99 | 3.28 | 2.98 b |
IG | 42 | 2.34 | 2.75 | 62 | 4.13 | 5.54 b | 104 | 3.44 | 4.58 b | |
Grand Total | Total | 91 | 2.68 | 2.62 | 112 | 3.90 | 4.61 b | 203 | 3.69 | 4.51 |
Major Categories | Under Categories | English Translation of Verbatim |
---|---|---|
Teacher | Personal motivation | (T2) The teachers didn’t bring it up either, you know, sometimes we give ourselves challenges, but this time, there were none. (T4) The kids knew that I jog every day, and they asked me during recess if we could run together. Can we do this or …? Yes, yes, of course. It really helped the motivation. |
Workload | (T2) And when I used to do that, well me neither, I’m like her, I’m loaded so you know, I have no free time to go anywhere else (…) because, that’s it, me I don’t have the time to walk around all over the school. (T5) I was overwhelmed, I even wanted drop the project, I told you (…) I didn’t have any other moment because when I’m in that school, I have no free time. (…) at the other school I have a free time before dinner. (…) But the thing is I don’t have any time at this school. When I’m at this school, I have 5 periods, you know (…) no free time to go. So it had to do it in the gym. | |
Investment/engagement | (T3) It was super easy, I was already prepared, (…) before since we saw each other the 1st time. (T4) Well it’s my fault, I should’ve left them at the secretariat. (T2) I even made myself a chart with … on top of their chart I put a cardboard with the rewards they could reach. Both the individual level and the team. Anyway, I hope it’s going to motivate them. (...) Well it’s because it’s all papers that I made for them. | |
TP implementation | Implementation protocol | Conversation #2: (R) You didn’t make any adaptations? (T1 answer) No (…) The first time, I went in class and I really followed the plan #1. Conversation #3: (T5) Hum no, I relied on the plan (…) Ah, in order, I did it in the order that. (R) That was presented in the plan (T5) Yes. (…) (R) Did everybody send them? (T5) No, because I didn’t do my second regulation. (…) (R) And what system, T5, did you use for the Easter period? They left with a particular system? (T5) They had to write it in their agenda. (T4) It’s quite easy, it is part of their routine. We start our day, we declare yesterday’s physical activities. It became a routine. |
Team formation | (T2) With friends (…) they made their teams. Conversation #5: (T3) The teams were formed quickly and it started. (R) Ok. So it went well for that, they are really motivated (…) (T3) Oh yeah (…) (R) So it’s the students who made them themselves? Conversation #6: (T5) I made them. (R) Ok. On the base of? (T5) On the base of, I put the more athletics with the less athletics. (R) Ok. You balanced the teams. Conversation #7: (R) Paired according to complementary team groupings? (T1) Yeah. But, you know, it’s because, there’s like one who does it all, otherwise there are 3 categories where people never do anything. | |
Explanations | (T2) I wasn’t doing it in the gym, I had the class, but I was doing it during their outdoors period because they have like 2h20, but they were constantly whining. I even had to put my foot down. It wasn’t pleasant. (T3) On the other hand, the CM2 did that with their teacher. I went in class in class to implant it, and now they have their paper. (…) it lasted 20–25 min. They were placed by team with each their own sheet and, well, I have a good group, it’s smooth. (…) I did that in the gym. (…) Well no, because I told them to write on a paper somewhere. (…) Yeah, they left Thursday, and I told them to write Friday, Saturday, Sunday, Monday, Tuesday, when we see each other you have to write it all, you know. Conversation#9: (T5) but I didn’t talk about the hours, I didn’t really. (R) The HP? (T5) Yeah. (…) I explained it in 2 times (…) Well I explained in the class (…) So I went to explain it in the beginning of a class, and then when they came into class, in my class, I took over from for another 15–20 min to reexplain. (…) I had taken half an hour in one and half an hour in the other (…) Well I did the first one in the gym. It took 20–25 min. (…). Well, I still talked about it a little, but without explaining, you know, the prices that they could get. I still explained a little that it has to be done in teams, but that e didn’t have enough points. | |
Communication | (T2) Well, me it’s because I went on vacation and I kind of left that in the hands of the teacher, but she like did not verify the … I don’t know if she was stressed or if she had something important to do. She just sent it directly to the secretariat without making the students complete them. Conversation#11: (T4) I think Mrs Classroom teacher didn’t give them. (R) She has to give them in pairs. (T4) Ok, so I will ask her to give them to me (…) (R) You gave me the questionnaires, is there Mrs Classroom teacher’s? These ones? (T4) No. That’s what I mean, I will have to claim them. I didn’t receive them. (…) (T4) Me, I’m missing 2 (sheets) of the witness group that might have been lost. Yes, it was the weeks when Mrs Classroom teacher was replaced, and unfortunately, I think the substitute teacher didn’t check properly or … kid name #1 and kid name #2? It’s lost. | |
Monitoring and follow-up | (T3) Yeah, yeah. Their thing is in the morning, I pass by from time to time. Conversation#13: (R) You accompanied the teams, so when they were filling it up, you were there. (T1) Yeah. (T4) I obviously had the sheets, Mrs Classroom teacher had done her homework well. I made sure that all the students had handed it. And mine too (…) the way I made the feedbacks on my part was in class, of course. (…) The subject was brought back in class. And we discussed that each sport developed different things and I reminded them that the pentathlon aimed to make them try different things, that there are no sports with more values than others, that the important was to find what we liked. | |
Environment | Students types | (T2) Well, to be honest, since my groups are generally active, they like to move, to go to class and take the time to explain and to fill all that up (…) they were not very happy. (…) I realised I didn’t choose the right group (…) I had a turbulent group which was difficult. (…) the control group teacher is way more organised than the one who does the project. The other one you saw; her sheets are all completed; they’re all up to date. (T1) There are even students who wrote me letters stating they want to be chosen. So, there was lots of motivation from the get go. (T5) There’s a girl that went home and made herself a schedule. (…) She did it for her teammates too. So, they were running during recess. They are organised! |
Sport facilities | (T3) It’s pretty athletic, we move because there’s everything in the area. We have a pool, an arena, nature, everything is close. And Quebec City isn’t far so people move. (T4) However, they have a pool in the district you know (…) which is at a walking distance from school and the students are around 10 to 12 years old, usually their parents allow them to walk there. (…) There’s a pool, a rink and the Patro who is very close. Yeah, Patro Rocamadour, there’s lots of action there. (…) There’s the Marchand park, there are a lot of students who declare going skating, the park is right next to the school. So there’s the outdoor rink that allows … some of them spend all their winter there! Conversation#15: (R) versus T5 who is in a disadvantage environment and has doesn’t have access to such things. I don’t know if there’s a pool near you … (T5) Yes, yes, but they don’t go. (…) (R) Is the school turning in a dynamic way? (T5) Well, it’s mostly extracurricular in the school (…) Us, we don’t have pools … the pool is empty. (…) Well, it has never been open. |
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Gadais, T.; Caron, T.; Ayoub, M.-B.; Karelis, A.; Nadeau, L. The Role of the Teacher in the Implementation of a School-Based Intervention on the Physical Activity Practice of Children. Int. J. Environ. Res. Public Health 2020, 17, 7344. https://doi.org/10.3390/ijerph17197344
Gadais T, Caron T, Ayoub M-B, Karelis A, Nadeau L. The Role of the Teacher in the Implementation of a School-Based Intervention on the Physical Activity Practice of Children. International Journal of Environmental Research and Public Health. 2020; 17(19):7344. https://doi.org/10.3390/ijerph17197344
Chicago/Turabian StyleGadais, Tegwen, Theo Caron, Marie-Belle Ayoub, Antony Karelis, and Luc Nadeau. 2020. "The Role of the Teacher in the Implementation of a School-Based Intervention on the Physical Activity Practice of Children" International Journal of Environmental Research and Public Health 17, no. 19: 7344. https://doi.org/10.3390/ijerph17197344