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Table 3 TDF identified barriers and facilitators of DPA

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

Paper (author, year)

Province

Participants

Method

Scale

Theory

Total BFs identified (n)

TDF barriers (n)

Comments

Mâsse et al. 2013

BC

Principals and teachers

Interviews

N/A

DOI

24

ECR (9) Beliefs about consequences (4) SPRI (3) Social influences (2) Skills (2) Beliefs about capabilities (2) Knowledge (2)

Theory was used to arrange study findings, but did not guide interview.

Kennedy et al. 2010

AB

Principals, vice-principals, and PE teachers

Survey

Check all that apply

N/A

12

ECR (8) Social influences (4) Skills (1) Knowledge (1)

The survey contained preset answers; participants were allowed to give more than one answer. Frequencies (%) were reported, and factors were extracted if at least 50% of the respondents checked that the barrier was present.

Strampel et al. 2014

ON

Teachers

Survey

Likert scale (1 = strongly disagree to 5 = strongly agree)

N/A

13

ECR (8) Social influences (3) Beliefs about capabilities (1) SPRI (1) Skills (1) Knowledge (1)

Frequencies, means and standard deviations were reported. Extraction and coding was based off frequencies. The middle anchor was “neither agree nor disagree” and any responses for this option were not included in determining if the factor was extracted. Some items were reverse scored, and therefore, these were accounted for in item extraction. All open-ended responses were extracted.

Patton, 2012

ON

Teachers

Survey

Likert scale (1 = never to 5 = always)

N/A

14

Beliefs about consequences (6) ECR (4) Social Influences (2) Emotion (1) Reinforcement (1) Intentions (1)

Only extracted barriers that at least 50% of respondents believed sometimes, often, or always influenced delivery of DPA.

Allison et al. 2014

ON

Key informants (involved in initial development and implementation of DPA)

Interviews

N/A

N/A

24

ECR (13) Beliefs about consequences (3) Skills (3) Knowledge (3) Reinforcement (3) SPRI (2) Social Influences (2) Intentions (1) Beliefs about capabilities (1)

 

Brown and Elliot, 2015

ON

Teachers and principals

Interviews

N/A

SET and ANGELO

61

ECR (22) Beliefs about consequences (13) Social Influences (13) Skills (6) Reinforcement (5) Intentions (3) Beliefs about capabilities (3) Knowledge (3) SPRI (1) Behavioral regulation (1)

 

Rickwood, 2015

ON

Teachers and administrators

Interviews

N/A

CST

15

ECR (5) Beliefs about consequences (4) Social influences (3) Intentions (1) Beliefs about capabilities (1) SPRI (1)

Participants discussed barriers more in relation to PE, coaching, and overall general PA; not always DPA-specific. However, DPA policies do include PE as a method to meet DPA guidelines, and therefore, all reported barriers and facilitators were extracted.

Alberta Education, 2008

AB

Principals and teachers

Survey

Likert scale (1 = strongly agree to 5 = strongly disagree)

N/A

33

ECR (13) Beliefs about consequences (11) Social influences (7) Beliefs about capabilities (2) Skills (1) Knowledge (2) SPRI (1)

Only extracted barriers that received at least 50% agreement (somewhat agree, strongly agree). The middle anchor was “neither agree nor disagree” and any responses for this option were not included in determining if the factor was extracted. Principals reported less challenges associated with DPA implementation and perceived more positive outcomes than teachers. Despite this difference, the same extraction criteria applied irrespective of whether it was the teachers or principals agreeing/disagreeing that the factor was present.

Auditor General’s Office, 2013

ON

School boards (principals and teachers)

Surveys, interviews, document review

Not reported

N/A

3

ECR (3)

Survey question type was not reported. Descriptive results were presented on the most influential barriers. These factors were extracted.

Gilmore and Donohoe, 2016

ON

Teachers

Survey

Likert scale (7-pt scale from strongly disagree to strongly agree; anchors not provided)

FMST

4

Skills (2) ECR (1) Knowledge (1) Beliefs about capabilities (1) Intentions (1)

Only extracted barriers that received at least 50% agreement (agree, strongly agree). The middle anchor was “neither agree nor disagree” and any responses for this option were not included in determining if the factor was extracted.

  1. BC British Columbia, AB Alberta, ON Ontario, PE physical education, DPA daily physical activity policy, PA physical activity, DOI diffusion of innovations, SET Social Ecological Theory, ANGELO Analysis Grid for Environments Linked to Obesity Framework, CST Cultural Systems Theory, FMST Ford’s Motivation Systems Theory, TDF Theoretical Domains Framework, ECR environmental context and resources, SPRI social/professional role and identity, N/A not applicable