The school system is one setting in which children's physical activity levels may be increased through daily physical activity (DPA) policies and initiatives. Adherence to DPA policies is typically poor and results are limited in regard to the associated benefits for participating children. Therefore, the purpose of this study was to evaluate a range of psychosocial outcomes following a community-led, in-school DPA initiative for 9-14 year old children and youth. This program evaluation examined the impact of a DPA program consisting of 20 minutes of teacher-led DPA for 20 consecutive weeks. Student outcomes were measured using a questionnaire administered at three time points: baseline, mid-intervention, and post-intervention. A teacher questionnaire regarding program adherence and student behaviour was completed at post-intervention.
Age range
9 Years – 14 Years
Sex
ALL
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Change in self-esteem from baseline to 20-weeks
Timeframe: Change from baseline to 20-weeks
Change in grit from baseline to 20-weeks
Timeframe: Change from baseline to 20-weeks
Change in Global Happiness from baseline to 20-weeks
Timeframe: Change from baseline to 20-weeks
Change in Commitment to School from baseline to 20-weeks
Timeframe: Change from baseline to 20-weeks
Change in Sense of Belonging at School from baseline to 20-weeks
Timeframe: Change from baseline to 20-weeks
Change in Physical Activity from baseline to 20-weeks
Timeframe: Change from baseline to 20-weeks
Change in Self-efficacy from baseline to 20-weeks
Timeframe: Change from baseline to 20-weeks