A theoretical analysis of the barriers and facilitators to the implementation of school-based physical activity policies in Canada: a mixed methods scoping review.

ABSTRACT:

Background

Given the potential impact school-based daily physical activity (DPA) policies can have on the health outcomes of Canadian children, it is surprising that such little research has examined the implementation and student-level effectiveness of these policies, and that even less have used theory to understand the barriers and facilitators affecting uptake of this policy by teachers. This review descriptively summarizes the implementation status, approaches used to implement DPA, and the effectiveness of DPA at increasing the physical activity of children at school. In addition, the Theoretical Domains Framework (TDF) was used to explore the barriers and facilitators to DPA implementation.

Methods

A scoping review of English articles using ERIC, CINAHL, and Google Sc

SUBMITTER: Weatherson KA 

PROVIDER: S-EPMC5369225 | biostudies-literature | 2017 Mar

REPOSITORIES: biostudies-literature