Abstract
Researchers (e.g., Stone et al. 2012) have highlighted low levels of implementation for Ontario’s Daily Physical Activity (DPA) policy. Teacher’s DPA experiences and the psychological variables associated with implementation remain unclear. The purpose of this study was to describe pre-service (PST) and practicing teacher’s (PT) implementation of DPA and their levels of DPA-related confidence and self-determined motivation. PSTs in a 1-year consecutive program and current PTs taking an Additional Qualification course through an Ontario Faculty of Education were recruited. Eligible PTs (N=26) completed an on-line survey about DPA and physical education, barriers, confidence, and self-determined motivation. PSTs completed similar on-line surveys (Time 1; N=17) and (Time 2; N=7) with additional questions about placement and program experiences. At Time 1, 53.3% of PSTs (n=15) reported leading at least one session of DPA during placements. PTs responsible for implementing DPA (n=18) reported an average of 3.5 days (SD=1.098). For both groups, percent confidence was highest to implement DPA 1 day per week (M=94.67, SD=13.02 for PST; M=79.87, SD=30.182 for PTs) but fell dramatically for implementation 5 days per week (M=58.07. SD= 34.615 for PSTs; M=41.07, SD=34.540 for PTs). For both groups, the main sources of motivation were identified and intrinsic regulation. DPA does not appear to be implemented at the criterion level or a priority placement experience halfway through a PST program. This coincides with low levels of confidence for DPA at criterion levels, yet more self-determined forms of motivation. Self-regulation skills may be required to enhance implementation.Acknowledgments: This study was funded by a Social Sciences and Humanities Research Council of Canada One- Year Standard Research Grant 410-2011-2097