INCREASING PHYSICAL ACTIVITY - · activity: Encouraging physical activity ... preferences for physical activities, physical activity opportunities ... and the Physical Activity Unit

Canadian Fitness and Lifestyle Research Institute

2001 Capacity Study

—a CFLRI project initiated in partnership with—

Physical Activity Unit, Health Canada, and the Interprovincial Sport and Recreation Council

INCREASING PHYSICAL ACTIVITYEncouraging physical activity through school

Christine Cameron, B.A., Cora Lynn Craig, M.Sc., Cynthia Coles, B.A., Sue Cragg, M.B.A.

Canadian Fitness and Lifestyle Research Institute

INCREASING PHYSICAL ACTIVITYEncouraging physical activity through school

AcknowledgmentsThe Canadian Fitness and Lifestyle Research Institute commends and thanks Health Canada and the

Interprovincial Sport and Recreation Council for their partnership in and financial contribution toward thePhysical Activity Benchmarks Program:

Government

Our mission

A national research agency concerned with advising, educating and informing Canadians and profes-sionals about the importance of leading healthy, active lifestyles, the Canadian Fitness and LifestyleResearch Institute is directed by a Board of Directors comprised of eminent scholars and profession-als in the areas of public health, physical education, sport sciences, recreation and medicine, as wellas universities and federal and provincial levels of governments.

By creating and communicating knowledge about physical activity, its determinants and its out-comes, the Institute provides the evidence required so that individuals, professionals and policy mak-ers can take action in improving the lifestyles of Canadians. By doing so, the Institute improves thewell-being and the quality of life of Canadians and contributes to resolving health, societal and eco-nomic issues facing Canada.

Established in September 1980, in recognition of the need identified by national organizations, feder-al and provincial governments, and Canadian universities, the Institute is the leader in bridging thegap between knowledge on physical activity and its use. As a primary source of knowledge andthrough its network of national and international scholars, the Institute provides a comprehensiverange of services required for evidence-base decision making to governments at all levels as well asnational and private-sector organizations.

A registered not-for-profit applied research institution, the Institute operates on funds received on anannual basis from Health Canada, from contracts and grants and from publication sales. Its charitablenumber is 0740621-21-10.

201-185 Somerset Street WestOttawa, OntarioK2P 0J2

Tel.: (613) 233-5528Fax: (613) [email protected]

ISBN 1-895724-37-6

Suggested citation: Cameron, C., Craig, C.L., Coles, C., & Cragg, S. (2003). Increasing physicalactivity: Encouraging physical activity through school. Ottawa, ON: Canadian Fitness and LifestyleResearch Institute.

(The French edition—ISBN 1-895724-38-4—Encourager l’activité physique en milieu scolaire pouraccroître l’activité physique)

© 2003 Canadian Fitness and Lifestyle Research Institute

MD

Table of contents

Introduction....................................................................................................................... 1

Highlights........................................................................................................................... 5

Adequacy and availability of facilities for physical activity........................................ 25Indoor facilities for physical activity ............................................................................ 26Outdoor facilities for physical activity ......................................................................... 27Amenities supporting physical activity......................................................................... 28Municipal facilities for physical activity ...................................................................... 29Adequacy of space for physical activity ....................................................................... 30Meeting the needs of students....................................................................................... 31

Training and developmental opportunities .................................................................. 33Availability of health promotion programs for staff..................................................... 34Availability of physical activity resources for staff...................................................... 35

Physical activity programming, curricula, and instruction ........................................ 37Availability of physical education classes .................................................................... 38Passive and active time during physical education class .............................................. 39Components of the physical education program........................................................... 40Emphasis of physical activity programming................................................................. 41Staff resources for physical education .......................................................................... 42Student-teacher ratio in physical education classes ...................................................... 43Coordination of physical activity opportunities............................................................ 44Extracurricular programs for physical activity ............................................................. 45Transportation for extracurricular physical activities ................................................... 46Financing of physical activity opportunities................................................................. 47Estimated involvement in physical activity during free time ....................................... 48

School policies related to physical activity.................................................................... 49Policy to provide daily physical education ................................................................... 50Policy to hire qualified personnel ................................................................................. 51Policy to provide a broad range of physical activities .................................................. 52Policy for funding of equipment ................................................................................... 53Policies that support active commuting ........................................................................ 54

Evaluation of physical activity programming .............................................................. 55Evaluation criteria......................................................................................................... 56Frequency of physical activity resource evaluation...................................................... 57

Social climate and environment..................................................................................... 59Social support for the physical activity of students ...................................................... 60Integrating physical activity into the broader school life.............................................. 61Recognition and awards for physical activity participation.......................................... 62Promoting physical activity events ............................................................................... 63After school access for students.................................................................................... 64Physical activity as a disciplinary measure................................................................... 65Physical activity as a reward measure .......................................................................... 66

Community Links ........................................................................................................... 67Community consultation............................................................................................... 68Shared use of facilities .................................................................................................. 69Community access to school facilities.......................................................................... 70

Making a difference ........................................................................................................ 71Providing an environment to support children’s participation in physical activity ...... 72

Appendices....................................................................................................................... 81Appendix A. Detailed Tables........................................................................................ 82Appendix B. Methodology.......................................................................................... 127Appendix C. Notes...................................................................................................... 129

References...................................................................................................................... 131

Acknowledgments

The Canadian Fitness and Lifestyle Research Institute commends and thanks Health Canadaand the Interprovincial Sport and Recreation Council for their partnership in and financialcontribution toward the Physical Activity Benchmarks Program:

• Physical Activity Unit, Health Canada

• Newfoundland Department of Tourism, Culture and Recreation—Recreation andSport Division

• Prince Edward Island Department of Community and Cultural Affairs—Culture,Heritage, Recreation, and Sport Division

• Nova Scotia Sport and Recreation Commission, Government of Nova Scotia

• New Brunswick Culture and Sport Secretariat—Sport, Recreation and Active Living Branch

• Kino-Québec, Secrétariat au loisir et au sport

• Ontario Ministry of Tourism and Recreation—Sport and Recreation Branch

• Manitoba Department of Culture, Heritage and Tourism—Recreation and RegionalServices Branch

• Saskatchewan Culture, Youth and Recreation—Sport and Recreation Branch

• Alberta Community Development, Sport and Recreation Branch and the AlbertaSport, Recreation, Parks and Wildlife Foundation

• British Columbia Ministry of Community, Aboriginal and Women’s Services—Sportand Community Capital Branch

• Sport and Recreation Unit, Government of Yukon

• Northwest Territories Department of Municipal and Community Affairs—Sport,Recreation and Youth Division

• Nunavut Department of Community Government and Transportation—Sport Nunavut,Recreation and Leisure Divisions

The development of this report has benefited from the guidance and thoughtful input of thePhysical Activity Benchmarks Advisory Committee and Dr. Storm J. Russell. The Institutewishes to express its heartfelt gratitude to the members who volunteered their time andexpertise in reviewing the report. The Institute would also like to thank the staff at theCanadian Association for Health, Physical Education, Recreation, and Dance for theirvaluable input in the development and distribution of the survey, and with their review of thisreport.

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INTRODUCTIONBackground

Research indicates that physical inactivity in childhood is linked to sedentary behavioursin adulthood.1 Moreover, due to the fact that some chronic conditions, such as heartdisease, are often the result of a lifestyle of inactive behaviours which begin as early aschildhood and adolescence,2 the adoption of a regular physically active lifestyle duringchildhood and adolescence may be key to sustaining such behaviour in adulthood. Otherbenefits of an active lifestyle include: improved aerobic endurance, strength and physicalfitness; higher levels of self-esteem or “feeling good”; lower levels of anxiety and stress;increased ability to perform challenging tasks; and help to control body fatness.2,3

Despite these recognized benefits of regular physical activity, research on physicalactivity levels of children consistently show that activity levels decrease with age intoadolescence and that boys are more active than girls. Indeed, current Canadian researchindicates that 51% of children, aged 5 to 12, are considered inactive. This percentageincreases substantially to 64% for adolescents (aged 13 to 17).4 Moreover, differencesappear between boys and girls for both age groups, where 53% of boys aged 5–12compared to 44% of girls the same age are considered active, and 40% of adolescent boysversus 30% of girls this age are active.4 However, it is important to note that use ofassessment tools and measurement of physical activity among children and youth iscomplex, and measures of validity and reliability of these tests lack consistency.5

Exploring the contribution of schools in increasing physical activity in children

School can play a key role in encouraging physical activity among children and youth.Indeed, school may provide the most efficient and cost-effective means of improvingthe health and physical activity levels of Canadian children. The five million childrenenrolled in elementary and secondary schools in Canada spend a significant amount oftheir waking day at school. Schools reach large numbers of children of diverseethnicities, various income levels, and both genders. Schools typically have existingphysical resources (see the topics contained in the section entitled “Availability andadequacy of facilities for physical activity” in this report), and an existing supportsystem (through teachers, nurses, volunteers, parents, etc.), as well as a successfulcommunication system (through curriculum, announcements, newsletters, bulletinboards, and so on).6

Canadian schools have the potential to play an integral role in reducing physicalinactivity among our children and youth, and this warrants further examination. To thisend, the Canadian Fitness and Lifestyle Research Institute (CFLRI) conducted a surveyin 2001 to explore the role of schools in encouraging and supporting physical activityamong children and youth. The study involved a representative sample of Canadianelementary, middle, and high schools. It explored facilities, policies, programs, andother opportunities to be active within the Canadian school system.

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Monitoring Physical Activity in Canada

In the year 2000, the CFLRI conducted a study (the 2000 Physical Activity Monitor) ofthe physical activity behaviours of children and youth, as reported by their parents. It alsoexamined parents’ perceptions of their children’s preferences for physical activities,physical activity opportunities available through day care programs and the schoolsystem (including physical education and other types of physical activity), types ofactivities children participate in after school, use and availability of facilities in the localcommunity for children’s physical activity, and concerns related to safety. Thereport—Increasing physical activity: Supporting children’s participation—can bedownloaded at the Institute’s website atwww.cflri.ca/cflri/pa/surveys/2000survey/2000survey.html.

These two studies represent the two major thrusts of the Canadian Fitness and LifestyleResearch Institute’s Physical Activity Benchmarks Program, that examine a differenttheme related to physical activity annually: the Physical Activity Monitor (which focuseson individual Canadians) and a “Capacity” or “systems” component (which focuses onthe capabilities of a specific environment to support the physical activity patterns ofindividual Canadians).

The Canadian Fitness and Lifestyle Research Institute was mandated by theInterprovincial Sport and Recreation Council and the Physical Activity Unit of HealthCanada to monitor the progress toward a goal of reducing physical inactivity levels ofCanadians through 2008. The initial goal of reducing inactivity by 10% over five-yearspan from 1998 to 2003 was established jointly in 1997, by the federal, provincial, andterritorial governments.7

Scope of the report

This report provides an overview of survey data from the school survey. The analyses aredescriptive: they describe associations between factors that should not be construed ascausal relationships. Any statements implying causality or attribution of effects tophysical activity level are based on the cited scholarly literature. In addition tohighlighting the extent to which various facilities, programs, and opportunities areavailable in Canadian schools, the current analysis focuses on regional differences,school, and community characteristics within topics. Detailed tables are provided inAppendix A.

Structure of the report

The report provides a synopsis of the current situation in Canada that is relevant to policyand decision-makers in designing school-based initiatives to reduce physical inactivityparticularly among Canadian children.

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The findings are presented and discussed in nine sections:

Highlights—a summary of key findings and their implications for advancing the publicagenda and designing relevant strategies.

Availability and adequacy of facilities for physical activity—the availability of, andaccess to, facilities on or near school grounds, including: indoor facilities for physicalactivity (such as gymnasiums, dance studio, weight rooms, other type of rooms); outdoorfacilities (including playing fields, baseball diamonds, basketball hoops, playgroundareas, paved areas, running tracks, tennis courts); amenities (for example, showers,change rooms, lockers, and bicycle racks); and municipal opportunities (such as skatingrinks, sport and recreation facilities, community centres, walking or bicycling trails, orswimming pools). The extent to which these facilities meet needs and are consideredadequate are also explored.

Training and developmental opportunities—availability of health promotion programsand other types of physical activity provisions for teachers and staff.

Physical activity programming, curricula, and instruction—availability of physicaleducation classes; the percentage of active and passive time during physical education;components of physical education; emphasis of physical education curriculum; staffresourcing of physical education; student-teacher ratio; extracurricular activities andprogramming; provision of transport to extracurricular physical activities; financing ofphysical activities at school; coordination of physical activity opportunities; estimatedinvolvement in physical activity during free time.

Policies related to physical activity—school policies related to physical activity,including the provision of: daily physical education, qualified physical educationspecialists, a broad range of physical activities, funding for equipment; and supportingactive commuting.

Evaluation of physical activity programming—frequency of evaluation for physicalactivity opportunities and the evaluation criteria for physical activity at school.

Social climate and environment—social support; integrating physical activity intobroader school life; recognition and awards for physical activity participation; promotingphysical activity events; after school access for students; physical activity as adisciplinary measure; and physical activity as a reward.

Community links—community consultation, shared use of facilities, and communityaccess to school facilities.

Making a difference—considerations for developing initiatives with particular emphasison the role of the school system in Canada.

HIGHLIGHTS

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Key findings

Only half of schools have a policy to provide daily physical educationclasses, however, physical education classes are offered two times perweek by half of Canadian schools, and by only 16% of schools on a dailybasis.

Provision of physical education classes

• Physical education classes are offered two times per week by half of Canadianschools, and by only 16% of schools on a daily basis. The median class time increasesfrom 40 minutes for a junior elementary student to 75 minutes for a senior secondarystudent.

• The number of weeks of physical education classes decreases by grade. That is,secondary schools offer fewer weeks of physical education classes than doelementary schools, offering secondary classes for only 35 weeks per year comparedwith 40 weeks for elementary school students.

• The median duration of physical education classes is longer in Quebec schools than inCanada generally, however, given a slightly lower number of classes per week, thetotal time spent in classes may not differ.

• Larger schools offer longer physical education classes than do schools with less than500 students. However, they offer fewer weeks of classes per year.

• Although French schools have considerably longer physical education classes thanthe average Canadian school, they offer fewer classes per week than the median. Thisis related to the results noted above for Quebec, and is due in part to the largeconcentration of French schools in that province.

Passive and active time during physical education classes

• Half of schools report that students spend 80% of class time in physical education,engaged in physical activity. It should be noted that all students may not becontinuously active during this “active” time. The median proportion of time spent inpassive activity, such as standing around waiting, is 15% for all schools.

• There is no difference between elementary and secondary schools with regard to theproportion of active time and passive time spent in physical education class.

• Of students in any region, students in Quebec spend the greatest proportion of classtime standing around (20%), and the smallest average proportion of time engaged inactivity (70%). Students in regions other than Quebec spend at least 80% of their timeengaged in activity during physical education class.

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• French schools are less likely to report that students are physically engaged in activityduring physical education. This is related in part to differences in Quebec schoolscompared to schools elsewhere.

Policies to provide daily physical education

• 46% of schools do not have a policy to provide daily physical education classes tostudents. Of those that do, twice as many schools have written policies rather thangenerally understood, unwritten policies (36% versus 19%).

• Elementary schools are slightly more likely to have a policy for daily physicaleducation (57%) than are secondary schools (51%).

• Schools with a smaller student population are more likely than those with a largerpopulation to have a policy for daily physical education. Of those schools that dohave a policy, smaller schools are more likely than larger schools to have anunwritten policy.

• English schools are more likely than French schools to have an unwritten policy (22%versus 6%).

Although the majority of schools have a policy to hire qualified personnelfor physical education, only two in five schools use only a physicaleducation specialist to teach physical education.

Staff resources for physical education

• Physical education may be taught by more than one individual and these individualsmay have more than one role within the school. Those most often responsible forteaching physical education at school are physical education specialists only (39%)and classroom teacher only (21%). Sometimes the teaching of physical education is ashared responsibility between one or more individuals (i.e. physical educationspecialist and a classroom teacher, principal, vice-principal, or volunteer), and thisaccounts for 39% of schools.

• Although these proportions vary, this overall pattern is fairly consistent acrossprovinces. However, schools in the eastern provinces, and in Quebec, and Manitobaare more likely, whereas those in Saskatchewan, British Columbia, and the North areless likely to report using only a physical education specialist for teaching physicaleducation.

• Elementary schools are more likely than secondary schools to report that onlyclassroom teacher is responsible for teaching physical education (27% vs. 8%respectively), and less likely to report that only a physical education specialist isresponsible for this instruction (31% vs. 53% respectively).

• Physical education specialists are more likely to take responsibility for teachingphysical education at schools with a larger student population than at smaller schools.

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• French schools are far more likely than other schools to have a physical educationspecialist teaching physical education to students. A full 79% of French schoolsreport that only a specialist is responsible for teaching physical education.

Student-teacher ratio for physical education classes

• Four-fifths of Canadian schools report that the student-teacher ratio in physicaleducation classes is about the same as other classes. Of those schools reporting thatthis ratio is not the same as other classes, most report that it is either somewhat higheror substantially higher.

• Secondary schools are more likely than elementary schools to report that the student-teacher ratio is higher for physical education classes than for other classes.

• French schools more likely than English schools to report that the student-teacherratio is unequal to that of other classes. French schools are more likely to report boththat this ratio is higher, and to report that it is lower. This is due primarily to thedifferences between schools in Quebec compared to those in other provinces.

• The larger the student population in the school, the more likely it is that the student-teacher ratio in physical education classes is higher than that in other classes.

Coordination of physical activity opportunities

• People responsible for coordinating physical activity opportunities may play a varietyof other roles in the school. They are teachers or staff members (82%), and volunteers(90%). Students (11%) and paid monitors (5%) are less commonly responsible.

• Secondary schools are more likely than elementary schools to have teachers or staffmembers, students, or volunteers responsible for coordinating physical activityopportunities. Elementary schools are more likely than secondary schools todesignate municipally paid monitors to coordinate physical activity opportunities.

• Three-quarters (77%) of very small schools report that teachers or staff members areresponsible for physical activity coordination, compared with 88% of very largeschools. Additionally, only 10% of schools with less than 200 students report that astudent is designated to coordinate physical activity, compared with 19% of verylarge schools.

• Public schools are just as likely as non-public schools to have students, paid monitors,or volunteers to coordinate physical activity, but more likely to have teachers or staffmembers take on this role.

Policies to hire qualified personnel

• 46% of all schools have a written policy to hire qualified personnel for physicaleducation instruction, and an additional 28% have an unwritten or otherwise generallyunderstood policy.

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• Elementary schools are less likely than secondary schools to have policies to hirequalified personnel.

• Approximately one-third of all schools in the provinces of Ontario (36%),Saskatchewan (31%), Alberta (32%), British Columbia (37%), and in the North(40%) did not have a policy to hire qualified personnel for physical educationinstruction. Almost all schools in Quebec (97%) do have a policy to hire qualifiedpersonnel. Furthermore, Quebec schools are much more likely than schools in anyother province to have a written policy (85%).

• Schools with smaller student populations are more likely than those with largerpopulations not to have a policy to hire certified personnel for physical educationinstruction.

The majority of schools report having a policy for the provision of a broadrange of physical activities, and this seems to be supported in practice.

Components of the physical education program

• The most prevalent components of physical education classes for both junior andsenior students are health-related fitness, individual activity, and team or dual sports.These are the most prevalent components for both elementary and secondary schools;at least 90% of all schools report that these components are included in physicaleducation classes.

• Specialized movement skills, fitness testing, and seasonal activities are more likely tobe included in programming at secondary schools than at elementary schools.

• In general, the likelihood that specialized movement skills or fitness testing areincluded in fitness programming increases with student population size. The inclusionof seasonal activities is more prevalent in schools with 1,000 students or more than insmaller schools.

• French schools are less likely than other schools to include specialized movementskills and seasonal activities in physical education programming.

Emphasis of physical activity programming

• Physical activity programming at school may focus on a number of elements, such asparticipation, leadership and social skills, lifelong physical activity skills, and positiveattitudes. At least 85% of schools emphasize each of these elements, while leadershipis most commonly emphasized.

• Physical activity programming at elementary schools is more likely thanprogramming at secondary schools to emphasize leadership, lifelong activity skills,and positive attitudes.

• Virtually all schools in Prince Edward Island emphasize participation in physicalactivity leadership and social skills. In contrast, schools in Nova Scotia and Quebec

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are the least likely to emphasize participation, and those in the North are less likely toemphasize leadership and social skills and positive attitudes. Finally, schools in thePrairie provinces are more likely to emphasize lifelong physical activity whereasthose in Quebec are less likely to do so.

• The smaller the size of the school population, the more likely it is to emphasizelifelong physical activity in its programming.

Policies to provide a broad range of physical activities

• Just over half of all schools (51%) of schools have a written policy to provide a broadrange of physical activities to students, while an additional 35% have an unwrittenpolicy to provide the same.

• Elementary schools are more likely than secondary schools to have this type ofpolicy.

• Schools in the province of Quebec are less likely than schools in any other region tohave a policy for providing a range of physical activities to students. Schools in theWest and the province of Ontario are the most likely to have a policy.

• Public schools are slightly less likely than other schools to have a policy for providinga range of physical activities to students.

• Schools with a larger student population are more likely to have such a policy thanthose with smaller student populations.

One-third of schools have no policy for ensuring adequate funding ofequipment, and this is similar to the amount of schools expecting familiesto bear the cost of equipment.

Financing of physical activity opportunities

• The majority of schools expect students and their families to bear the cost oftransportation (77%) and admission (84%) to physical activity events. Slightly morethan two-fifths of all schools (43%) hold students and their families responsible forthe cost of equipment for physical activity.

• This varies widely by province and type of support, with the largest gap occurringbetween schools in Newfoundland and Manitoba for family responsibility oftransportation costs.

• Students of secondary schools are more likely than those of elementary schools tobear the cost of transportation to, equipment for, and admission to physical activityevents.

• The larger the size of the student population, the more likely it is that students andtheir families are responsible for the cost of admission to physical activity events,transportation and equipment for events.

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• Schools with the majority of students from families of lower income are less likelythan those with the majority of students from families with higher incomes to bear thecost of equipment costs, as well as transportation and admission to physical activityevents.

• Students in non-public schools are just as likely as public school students to beresponsible for the cost of transportation and admission to physical activity events.However, public school students are more likely to be responsible for equipmentcosts (46%) than are students in non-public schools (42%).

Policies for funding for equipment

• Approximately one-third of all schools do not have a policy to ensure ongoingfunding for adequate physical activity equipment to meet the needs of students.Although 67% of schools do have a policy, only 27% of schools have a writtenpolicy.

• Elementary schools are just as likely as secondary schools not to have a policy forequipment funding.

• There is a general east to west trend in the likelihood that schools have a policy forequipment funding (58% in the East to 74% in the West).

• Public schools are less likely than other schools to have a policy ensuring ongoingfunding of equipment.

• Schools with mostly low income students are less likely than other schools to have apolicy for equipment funding.

Policies to support of active commuting are generally lacking.

• 73% of schools do not have a policy to support active transportation to and fromschool among students. Of those schools that do have a policy, approximately halfhave written policies and half have policies that are otherwise understood.

• Elementary schools are more likely to have a policy to support active transportationthan are secondary schools.

• Schools in Ontario are more likely, and those in Quebec less likely, than the averageCanadian school to have a policy to support active transportation among students.

• Rural schools are less likely than other schools to have a policy for activetransportation.

• Schools in communities with a population of at least 75,000 are more likely thansmaller communities to have a policy that supports active transportation.

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There generally appear to be facilities for physical activity in Canadianschools, however, larger schools express concerns about the adequacy ofspace in terms of overcrowding and safety issues.

Indoor facilities for physical activity

• Almost all schools (96%) have access to a gymnasium. Dance studios are the leastcommon type of room available for physical activity: only 10% of schools haveaccess to a dance studio.

• Weight rooms and other rooms for physical activity are more likely to be available tosecondary schools than to elementary schools. As many as 68% of secondary schoolshave access to a weight room, compared with only 13% of elementary schools Sixty-five percent of secondary schools have access to other rooms, compared with 37% ofelementary schools.

• Schools with a larger student population are more likely than schools with fewerstudents to have access to a dance studio, a weight room, or other rooms for physicalactivity.

• Schools with students from mostly high income homes are more likely than schoolswith students from mostly low income homes to have access to a dance studio, weightroom, or other room for physical activity.

Outdoor facilities for physical activity

• Playing fields and baseball diamonds are the most prevalent outdoor facilitiesavailable to schools overall, with 94% of schools having access to playing fields and86% having access to baseball diamonds.

• Elementary schools are more likely than secondary schools to have access tobasketball hoops, playground areas, or paved areas, whereas secondary schools aremore likely than elementary schools to have access to running tracks or tenniscourts.

• Rural schools more likely than other schools to have access to baseball diamonds orplayground areas, while suburban schools are more likely than other schools to haveaccess to basketball hoops or paved areas.

• Schools with mostly high income students are more likely than schools with mostlylow income students to have access to facilities, such a basketball hoop, a tenniscourt, or paved areas.

• English schools are more likely than French schools to have access to playing fields,baseball diamonds, basketball hoops, running tracks, playground areas and pavedareas.

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Amenities supporting physical activity

• Change rooms and bike racks are among the most common amenities supportive ofphysical activity available to schools (77% and 76% respectively). Showers andlockers are less commonly available, with about half of all schools reporting availableshowers, and slightly more than one-third reporting availability of lockers.

• Secondary schools are more likely than elementary schools to have access to showers,change rooms, and lockers.

• Schools with a larger student population are more likely than smaller schools to haveaccess to amenities such as showers, change rooms, and lockers. Showers and changerooms are available at almost all very large schools (those with 1,000 or morestudents).

• Schools with mostly low income students are less likely than schools with mostlyhigh income students to have access to any amenity supporting physical activity.

Municipal facilities for physical activity

• The majority of schools report having access to municipal facilities such as skatingrinks (70%), sport and recreation facilities (67%), community centres (59%), orwalking or bicycling trails (66%). Less than half of all schools (41%) have access tomunicipal swimming pools.

• Elementary schools are less likely than secondary schools to have access to anymunicipal facilities except for community centres.

• Ontario schools are the least likely of schools in any region to have access to skatingrinks (60%). Schools in the East are the least likely to have access to sport andrecreation facilities (53%), and schools in the West are the most likely to have accessto swimming pools (57%).

• Although rural schools are less likely than other schools to have access to sport andrecreation facilities, walking or bicycling trails, or swimming pools, they are morelikely to have access to skating rinks.

Adequacy of space for physical activity

• At least two-fifths of all schools report that lack of adequate space for physicalactivity leads to overcrowding or safety concerns.

• Overcrowding is more often reported by secondary schools (48%) than by elementaryschools (40%), and less often reported by rural schools than by schools elsewhere.

• Schools with a student population numbering at least 500 are more likely than smallerschools to report that lack of space for physical activities leads to some concern; overhalf of all schools with at least 1,000 students report that lack of space leads toovercrowding (59%) and/or safety concerns (51%).

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• French schools are more likely than other schools to report that lack of space leads toovercrowding and safety concerns.

Meeting the needs of students

• 70% of all schools report that their facilities meet the needs of students quite well forphysical education and extracurricular programs. In addition, over half (58%) of allschools report that their facilities meet students' needs quite well for other physicalactivity and play.

• There is a general east to west regional increase in the proportion of schools reportingthat their facilities meet the needs of students quite well.

• Secondary schools are slightly more likely than elementary schools to report that thefacilities meet the needs of students quite well for physical education andextracurricular programs, whereas there is no difference for other physical activityand play.

• Schools with a student population of less than 200 are more likely than larger schoolsto report that their facilities don't meet the needs of students for either physicaleducation and extracurricular activity, or for other physical activity and play.

• Suburban schools are more likely than other schools to report that their facilities meetstudents' needs quite well for physical education and extracurricular activity or play.

The availability of health promotion programs and physical activityresources for staff, and physical education specialists in particular, aresorely lacking in Canadian schools.

Availability of health promotion programs for staff

• 70% of schools do not offer supportive programs, such as those for healthy weightmanagement or incorporating physical activity into everyday life, to faculty and staff.

• Schools with a smaller student population are less likely than schools with a largerstudent population to offer health promotion programs to staff or faculty.

• Schools in rural areas are less likely than other schools to have health promotionprograms available for staff and faculty.

• Non-public schools are no more likely than public schools to offer health promotionprograms to faculty and staff.

Availability of physical activity resources for staff

• Information about current research and guidelines is the most common resourceavailable to staff: 34% of schools provide this information to physical educationspecialists, and an additional 28% of schools provide all staff with this resource.

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• Although schools are more likely to provide each type of resource to physicaleducation specialists rather than to all staff, only 22% of schools provide ongoingprofessional development to physical education specialists, and only 20% of schoolsprovide information about physical activity promotion to this group.

• Certification for staff who are involved in students' physical activities and specificinstruction by external experts are each offered to physical education specialists inless than 20% of all schools.

• Secondary schools are more likely than elementary schools to make physical activityresources available only to physical education specialists.

• Schools with a larger student population are more likely than smaller schools to offerphysical activity resources exclusively to physical education specialists.

• French schools are less likely than English schools to provide all teachers and staffwith resources such as physical activity research and guidelines, information aboutpromoting physical activity, and certification for staff involved in students’ physicalactivity. When French schools do provide these resources, they are more likely thanEnglish schools to provide these resources exclusively to physical educationspecialists.

There appears to be a variety of extracurricular physical activities availableto students through Canadian schools.

Extracurricular programs for physical activity

• 85% of Canadian schools offer intramurals, 81% offer between-school activities, and82% offer other physical activity outings to students.

• Schools in Prince Edward Island are the most likely to offer intramural activitieswhereas those in Quebec and the North are less likely to do so. A similar patternholds for offering between-school activities, although Alberta is also less likely tooffer such activities. Physical activity outings are most likely to be offered by schoolin Saskatchewan and those in Quebec are least likely to offer outings.

• Secondary schools are more likely than elementary schools to offer between-schoolactivities and other physical activity outings, while both levels are equally likely tooffer intramurals. Intramurals are the most common activity provided by elementaryschools.

• Very small schools (those with less than 200 students) are less likely than otherschools to offer any extracurricular program for physical activity. The likelihood thata school offers between-school activities and other physical activity outings increaseswith student population size.

• English schools are more likely than French schools to offer extra-curricularactivities.

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Transportation for extracurricular physical activities

• 58% of schools provide transportation for between-school extracurricular activities,and 63% provide transportation for other activity outings.

• Secondary schools are more likely than elementary schools to provide transportationfor between-school activities, with 66% of secondary schools providing this kind oftransportation compared with only 55% of elementary schools.

• Schools with less than 200 students are more likely (71%) and schools with at least1,000 students are less likely (51%) than other schools to provide transportation tophysical activity outings.

• Public schools are less likely than other schools to offer students transportation forextracurricular activities.

Estimated involvement in physical activity during free time

• Seven in ten schools report that the majority of students are active at recess, and six inten report that the majority are active during lunch. Only about one in five schoolsreport that the majority of students are active before school or after school.

• Secondary schools are far less likely than elementary schools to report that themajority of students are active during any break from class.

• Schools with a smaller student population are more likely than larger schools toreport that a majority of students are active during breaks before, between, and afterclasses. In fact, at least 90% of very large schools (those with at least 1,000 students)report that less than half of all students engage in physical activity during any breakfrom class.

• Rural schools are more likely than other schools to report that a majority of studentsare active before and after school. Schools in urban areas are the least likely to reportthat at least half of students are active at lunch time, and all schools are equally likelyto report that a majority of students are active at recess.

The majority of schools use provincial or territorial standards of evaluation.

Evaluation criteria

• The criteria most often used to evaluate physical activity programs are provincial orterritorial curriculum standards: 91% of all schools use these. One-third of all schoolsuse national or international guidelines, and slightly more than one-quarter useQuality Daily Physical Education (QDPE) recognition award standards.

• Secondary schools are more likely than elementary schools to use any kind ofevaluation criteria.

17

• Schools in Quebec and New Brunswick are less likely and those in the North aremore likely to use provincial or territorial curriculum standards for programevaluation. Schools in Alberta are more likely, and those in British Columbia are lesslikely to use national or international guidelines to evaluate physical activityprograms. Schools in the East and in Ontario are less likely, and those in Manitoba,Saskatchewan and Alberta more likely to use QDPE recognition award standards forprogram evaluation.

• Public schools more likely than non-public schools to use QDPE award standards,and are equally likely to use provincial/territorial or national/international guidelineswhen evaluating physical activity programs.

Frequency of physical activity resource evaluation

• Most schools (66%) undertake an evaluation of their physical activity programs,facilities, and program instruction at least once a year. An additional 20% conduct anevaluation once every few years, and more than one in ten (13%) never evaluate theirphysical activity resources.

• Program evaluation occurs more frequently for secondary schools than for elementaryschools, with 70% of secondary schools conducting an evaluation at least once a year,compared with 64% of elementary schools.

• Schools in the Eastern provinces and those in Quebec are more likely than schools inother regions to report that they never evaluate their physical activity resources.

• Very large schools (those with at least 1,000 students) are more likely than otherschools to evaluate their physical activity resources at least once a year (77%). Verysmall schools (those with less than 200 students) are more likely than other schools toreport that they never evaluate their physical activity resources (17%).

Although a positive social climate towards physical activity appears to beprevalent in schools, accessibility to school facilities can be improved.

Social support

• Less than half (42%) of all schools have policies or programs which encouragesupport for student physical activity by other students. Support provided by teachersand parents is more commonly encouraged by schools: at least three-quarters of allschools encourage parental support (80%) and support by teachers (77%) for thephysical activity of students.

• Elementary schools are less likely than secondary schools to have policies orprograms that encourage any kind of support for student physical activity.

• Encouraging support from teachers, family, and other students is more likely to occurin Western schools and less likely to occur in Quebec schools

18

• Schools with mostly high income students are more likely than other schools toencourage peer support for student physical activity. Schools with mostly low incomestudents are less likely to encourage teacher or parental support for the physicalactivity of students than are other schools.

• French schools are far less likely than English schools or Bilingual/ Immersionschools to have policies or programs which encourage any kind of social support forthe physical activity of students.

Integrating physical activity into the broader school life

• Most schools demonstrate only a low (42%) or moderate (44%) degree of support forintegrating physical activity into broader school life.

• A low degree of support is particularly evident among schools in Quebec.

• Secondary schools are more likely than elementary schools to demonstrate a highdegree of support to integrate physical activity into other areas of school life (18% vs.13%).

• In general, a high degree of support for integrating physical activity into other schoolactivities is more likely to be demonstrated in larger schools than those with a smallerpopulation size.

• Schools with mostly low income students are the least likely to show a high degree ofsupport for integrating physical activity into school life, while schools with mostlyhigh income students are the most likely to show a high degree of support for suchintegration.

Recognition and awards for physical activity participation

• Most Canadian schools offer some kind of recognition for physical activity. Three-quarters of all schools (73%) offer certificates or rewards for physical activity, and66% offer awards or trophies for physical activity efforts (e.g. Most ImprovedPlayer). Approximately half of all schools host social events to publicly recognizeindividuals who participate in physical activity.

• Elementary schools are less likely than secondary schools to offer any kind ofrecognition for physical activity. Only 59% of elementary schools offer awards ortrophies, compared with 83% of secondary schools, and only 41% of elementaryschools host events to recognize students who participate in activities, compared with65% of secondary schools.

• Smaller schools are generally less likely than larger schools to provide any kind ofrecognition for participation in physical activity. At least three-quarters of schoolswith 1,000 or more students host events to recognize participation by students,compared with only 40% of schools with less than 200 students.

19

• Schools with mostly high income students are more likely than schools with mostlylow income students to host events to recognize individual students' physical activityachievements.

Promoting physical activity events

• Seven in ten Canadian schools promote physical activity by publicizing informationabout, or organizing student participation in, special physical activity events in thecommunity.

• Elementary schools are more likely than secondary schools to promote communityphysical activity events.

• Approximately three-quarters of schools in the North (79%), the West (77%), and theEast (73%) and Ontario (72%) report promoting community physical activity eventsto students, whereas just over half (53%) of schools in the province of Quebec reportpromoting such events.

• Public schools are more likely than other schools to promote physical activity eventsin the community to students.

After school access for students

• 52% of schools allow student access to indoor facilities after school hours, and three-quarters (76%) allow access to outdoor facilities after hours. However, 13% of allschools do not allow students to access either indoor or outdoor facilities after hours.

• Elementary schools are more likely to allow access to outdoor facilities after hours(77%) than are secondary schools (73%), and less likely to allow access to indoorfacilities (45% compared with 72%).

• Schools in Quebec and Ontario are less likely than other schools to permit studentsaccess to indoor facilities after hours. Schools in the West are more likely, andschools in Quebec are less likely than the average school to permit students access tooutdoor facilities after hours.

• Schools with larger populations are more likely than those with smaller populations toallow access to indoor facilities after hours.

• Public schools are more likely than other schools to allow student access to bothindoor and outdoor facilities after school hours.

• Schools in larger communities are more likely than those in smaller communities toreport that students are not allowed to access any facility after school.

Physical activity as a disciplinary measure

• Scheduled physical activities, such as recess or gym class, are sometimes cancelled asa disciplinary measure. Three in five schools report that cancellation of these

20

activities happens some of the time: 19% report that it happens occasionally, while41% report that it happens infrequently.

• Elementary schools are much more likely to use this kind of discipline at least someof the time (74%) than are secondary schools (38%).

• Schools in Ontario and the West are more likely than those in Quebec and the East toreport canceling physical activity as a disciplinary measure.

• Schools with less than 500 students are more likely than larger schools to cancelopportunities for physical activity as a form of discipline.

• Schools with mostly low income students are more likely to use this form ofdiscipline than are schools with mostly high income students.

• English schools are more likely than French schools to cancel opportunities forphysical activity as a form of discipline.

Physical activity as a reward measure

• Opportunities for physical activity, such as an extra recess or sporting events, can beoffered to students as a reward for good behavior or academic achievement. Four outof five Canadian schools do offer this type of reward at least some of the time, butmost offer it only occasionally (45%) or infrequently (27%).

• Elementary schools are more likely to offer this kind of reward to students (90%) thanare secondary schools (57%); however, less than one in ten elementary schoolsrewards students with physical activity opportunities on a frequent basis.

• Schools with less than 500 students are more likely than those with 1,000 students ormore to reward students with opportunities for physical activity.

• Schools in very small communities (those with a population of less than 1,000) aremore likely than schools in larger communities to reward students with opportunitiesfor physical activity.

There appears to be a strong relationship between Canadian schools andtheir communities.

Community consultation

• One in three Canadian schools report that their school board consults with somecommunity group, such as a municipal recreation department, to ensure thatcommunity needs for physical activity are considered before building or renovating aschool. Half as many (14%) report that no consultation of this kind takes place.However, the majority (51%) do not know whether or not the community isconsulted.

21

• Schools in the North are much more likely than schools in other regions to report thatsome kind of consultation between their school board and community groups takesplace before building or renovating a school: 67% of schools do so. Less than half(43%) of schools in the West report this kind of community consultation, whileapproximately one-third of schools in the province of Quebec (27%), the province ofOntario (31%), and the East (34%) do so.

• Schools having the majority of its student population from higher income families aremore likely to consult with local groups and recreation department than are thosewith the majority of its students from lower income families.

Shared use of facilities

• Almost two thirds (63%) of Canadian schools report that there is an agreementbetween either the school or school board and a municipality to share the use of eitherschool or municipal physical activity facilities. Slightly more than one in ten reportsthat no such agreement is in place, and one in four does not know.

• Secondary schools are more likely than elementary schools to report having a sharingagreement with a municipality.

• Of schools in any region, schools in the North and those in the province of Quebecare the most likely (75% and 80% respectively) to report that they have an agreementwith a municipality for shared use of facilities. Schools in Eastern Canada are theleast likely (49%) to report having such an agreement.

• Schools with a larger student population are more likely than those with a smallerpopulation to report that they have an agreement with a municipality to sharefacilities.

• Schools in rural areas are more likely than other schools to report that they do nothave a sharing agreement with a municipality.

Community access to school facilities

• Community groups or individuals in the community have access to facilities at mostCanadian schools (93%). Of those schools that offer community access, one-thirdcharges user fees to all groups, whereas one-quarter does not charge fees to children,and one-fifth does not charge fees to any group or individual.

• Secondary schools are more likely than elementary schools to allow communityaccess to facilities.

• Almost all schools in the West (96%), the East (93%), the province of Ontario (93%),and the North (91%) allow community access to school facilities. Schools in Quebecare less likely than the average Canadian school to allow community access tofacilities: only 84% of schools do so. Schools in the West are the most likely to offerall community members free access to physical activity facilities.

22

• The likelihood that all groups pay to access school facilities increases as the size ofthe student population increases.

• Public schools are more likely than non-public schools to allow community membersaccess to school facilities.

• Schools in rural areas are more likely than other schools to offer all communitymembers free access to school facilities.

Future considerations

Most schools have policies to support physical activity, however, many do not implementthem in practice. An integrated program for promoting physical activity at school is keyfor achieving the goal of reducing physical inactivity among children. To do so, thefollowing components should be addressed.

Provide comprehensive physical activity programming in schools

Quality Daily Physical Education (QDPE) is an important strategy of the CanadianAssociation for Health, Physical Education, Recreation and Dance (CAHPERD) forincreasing physical education in Canadian schools. Quality daily physical educationbuilds awareness of the benefits of an active lifestyle, teaches skills that will encouragelifelong physical activity behaviour, helps to reduce the current inactivity rates amongchildren and youth.8 Schools could:

• provide quality daily physical education to students from kindergarten to high schoolgraduation. Currently, physical education classes are offered two times per week byhalf of Canadian schools, and by only 16% of schools on a daily basis.

• ensure that physical education programs are taught by physical education specialists,or teachers with appropriate qualifications and training in physical education.

• promote physical activity programs and physical education classes that not onlyinvolve participation in physical activities, but teach lifelong skill-building andconfidence-building behaviours to children and youth.9 Physical activityprogramming at secondary schools are less likely than those at elementary schools toemphasize leadership and positive attitudes.

• promote participation in activities offered by physical activity programs and physicaleducation classes that encourage lifelong physical activity behaviour. Currently,physical activity programming at secondary schools are less likely than those atelementary schools to emphasize lifelong activity skills.

• maximize the amount of time that students spend actively participating in physicalactivity during physical education. Ensure that adequate equipment exists, or modifyactivities, so that “waiting” time to use the required equipment is minimized. The

23

median proportion of time spent in passive activity, such as standing around, waitingtime, is 15% for all schools.

• provide a variety of activities including both structured versus non-structured types ofactivities and competitive versus non-competitive activities in physical educationclasses. This will encourage participation by children and youth of all skill,development, and confidence levels, as well as promote lifelong physical activity.This is particularly important for pre-adolescent and adolescent girls.10 Physicaleducation classes seem to have a variety of physical activities, however, there is someroom for improvement for the availability of seasonal activities.

Provide a supportive environment through school

The school could be supportive through establishing a nurturing environment conduciveto promoting healthy behaviours in general. Schools could:

• ensure that school facilities are available to students for physical activity at varioustimes, including before school, recess, and after school. Currently, only half ofschools allow students to access indoor facilities after school hours.

• provide a variety of facilities. Although facilities are available at most schools, ruralschools are less likely to have access to some municipal facilities.

• provide promotional information on physical activity. Only 34% of schools makeavailable information about physical activity to their physical education specialists.

• incorporate physical activity themes into other classes. Data reveals that most schoolsonly demonstrate a low or moderate degree of support for integrating physical activityinto broader school life.

• promote active commuting of students to and from school. Most schools (73%) do nothave a policy to support active transportation of students to and from school.

• provide comprehensive health services that promote positive health behaviours.Seven in ten schools do not offer any health promotion programs (includingsupportive programs for healthy eating, seminars, and so on) for staff.

• ensure a healthy school environment by encouraging good nutrition and healthyeating among students.11

• provide adequate training for staff and volunteers who teach physical activity tostudents. Roughly 20% of schools provide ongoing professional development orcertification to physical education specialists.

• encourage school personnel to also be physically active during recess, lunch hours,before and after school. These individuals are in an influential position to act as rolemodels for appropriate physical activity behaviour.12

24

Creating partnerships with the community

Support from various facets of the community play a very important role in supportingand maintaining the physical activity of children and youth now and in the transitionperiod when they graduate from school. These can include partnerships or linkages withthe facilities and programs available in the community (including parks and outdoorspaces, sports and recreation facilities, public and private facilities and programs forphysical activity), local physical activity and sports organizations, private business, thehealth care sector, and with family members. For example,

• develop cooperative agreements between school boards and municipalities to shareuse of facilities and human resources. Over one-third of schools do not have, or donot know if they have a shared agreement with their municipalities.

• provide access to school facilities for groups participating in physical activity outsideof school hours.

• ensure that the hours and location of community programming and facilities forphysical activity are suitable and meet the needs of students.

• promote parental involvement in school physical activity functions

• provide education and interventions directed towards physical activity in the healthcare system.

ADEQUACY AND AVAILABILITY OF FACILITIESFOR PHYSICAL ACTIVITY

Adequacy and availability of facilities for physical activity26


Gymnasiums are the most common indoor facility available to schools, with almost allschools (96%) having access to one. Dance studios are the least common physical activityroom available: only 10% of schools have access to a dance studio. Although theproportions vary, the overall pattern of availability is consistent across provinces. Weightrooms and other rooms for physical activity are more likely to be available in secondaryschools than in elementary schools. As many as 68% of secondary schools have access toa weight room, compared with only 13% of elementary schools, and 65% of secondaryschools have access to other rooms for physical activity, compared with 37% ofelementary schools.

Student population size In general, schools with a larger student population are morelikely than schools with fewer students to have access to a dance studio, a weight room,or other rooms for physical activity. Although widely available (89%), schools withfewer than 200 students are less likely than others to have a gymnasium.

School type Public schools are just as likely as non-public schools to have access to aweight room, dance studio, or other room for physical activity.

Estimated family income Schools with students from mostly high income homes aremore likely than those with mostly low incomes to have access to a dance studio, weightroom, or other room for physical activity.

Implications Virtually all schools have access to gymnasiums either on, or near, schoolgrounds. The abundance of gymnasiums available for physical education or physicalactivity seem contrary to earlier research which reported that Canadian schools are“characterized by an alleged high level of inadequate provision” for physical activity,namely that have “deficiencies in provision of facilities” and “low levels ofmaintenance”.13 Although gymnasiums appear pervasive in schools, other rooms forphysical activity do not. Schools may consider partnering with municipal sports andrecreation facilities in order to provide a wider variety of indoor facilities for physicalactivity and education. Accessing existing facilities within the broader municipality maybe a particularly useful strategy for schools in lower income areas.

INDOOR FACILITIESby grade level

INDOOR FACILITIESby student population size

0%

20%

40%

60%

80%

100%

Gymnasium Other room Dance studio Weight room

Elementary Secondary

0%

20%

40%

60%

80%

100%

0–199 200–499 500–999 ≥ 1,000

Gymnasium Other room

Dance studio Weight room

2001 Survey of physical activity in Canadian schools, CFLRI 2001 Survey of physical activity in Canadian schools, CFLRI

Adequacy and availability of facilities for physical activity 27


Playing fields and baseball diamonds are the most prevalent outdoor facilities available toschools overall, with 94% of schools having access to playing fields and 86% havingaccess to baseball diamonds. Although the proportions vary, reported access to facilitiesis similar across provinces. Elementary schools are more likely than secondary schools tohave access to basketball hoops (84% vs. 70%), playground areas (91% vs. 52%), orpaved areas (91% vs. 59%), whereas secondary schools are more likely than elementaryschools to have access to running tracks (58% vs. 38%) or tennis courts (61% vs. 34%).

School setting Rural schools more likely than other schools to have access to baseballdiamonds or playground areas, while suburban schools are more likely than other schoolsto have access to basketball hoops or paved areas.

Estimated family income Schools with mostly high income students are more likelythan schools with mostly low income students to have access to facilities such asbasketball hoops, tennis courts, and paved areas.

Language English schools are more likely than French schools to have access to playingfields, baseball diamonds, basketball hoops, running tracks, playground areas and pavedareas.

Implications A variety of outdoor facilities appear to be readily available on, or near,school grounds. This is important, as play spaces and facilities that are convenient arepositively related to physical activity behaviours of children and youth. These types offacilities allow seasonal alternatives to typical indoor physical activity facilities. This,therefore, may help to alleviate concerns of safety and overcrowding due to a lack ofspace and to redress the lack of indoor facilities among schools having students fromlower income homes. (See “Indoor facilities for physical activity”). It is essential toensure that these facilities are maintained according to safety standards, and that theyprovide amenities appropriate for outdoor facilities (such as shade, availability of water,and so on).14 Moreover, adequate supervision must be available to ensure an environmentfree of harassment, discrimination, and intimidation.15

OUTDOOR FACILITIESby grade level

OUTDOOR FACILITIESby student population size

0%

20%

40%

60%

80%

100%

Basketball

hoop

Running

track

Tennis court Playground Paved area


0%

20%

40%

60%

80%

100%

0–199 200–499 500–999 ≥ 1,000

Basketball hoop Running track Playground Tennis court



Amenities supporting physical activity

Change rooms and bike racks are among the most common amenities supportive ofphysical activity available to schools (77% and 76% respectively). Showers and lockersare less commonly available, with about half of all schools reporting availability ofshowers, and slightly more than one-third reporting availability of lockers. Whereas theavailability of bike racks increases from East to West, showers and change rooms are lesscommon in Quebec schools and lockers and change rooms are less common in Ontarioschools. Availability of these types of amenities also varies by community size, althoughno clear pattern by size is evident. Secondary schools are more likely than elementaryschools to have available showers, change rooms, and lockers.

Student population size In general, schools with a larger student population are morelikely than smaller schools to have amenities such as showers, change rooms, andlockers. Showers and change rooms are available at almost all very large schools (thosewith 1,000 or more students).

Estimated family income Schools with mostly low income students are less likely thanschools with mostly high income students to have access to any amenity supportingphysical activity.

Implications Canadian schools, and in particular larger schools and those of highergrades, appear to generally have access to amenities supportive of physical activity. Inanother topic (see “Adequacy of space for physical activity”), schools reported that thelack of space for physical activity leads to concerns about safety and overcrowding inlarger schools. The promotion of active commuting may provide an effective means ofincreasing students activity level without increasing the burden of already perceiveddeficiencies in space. Coupled with the fact that larger schools and secondary schoolsappear more likely to have supportive amenities (such as showers, bicycle racks, and soon), the promotion of active transit may be a relatively simple and effective way ofencouraging physically active behaviours among adolescents.

AMENITIES SUPPORTING PHYSICAL ACTIVITYby grade level

AMENITIES SUPPORTING PHYSICAL ACTIVITYby student population size

0%

20%

40%

60%

80%

100%

Showers Change rooms Bicycle racks Lockers


0%

20%

40%

60%

80%

100%

Showers Change rooms Bicycle racks Lockers

0–199 200–499 500–999 ≥ 1,000



Municipal facilities for physical activity

The majority of schools report having access to municipal facilities such as skating rinks(70%), sport and recreation facilities (67%), community centres (59%), or walking orbicycling trails (66%). Less than half of all schools (41%) have access to municipalswimming pools. Although access to facilities generally varies by community size, ruralschools are less likely than those elsewhere to have access to a sport and recreationfacilities, walking or bicycling trails and swimming pools. Elementary schools are lesslikely than secondary schools to have access to municipal facilities, with the exception ofcommunity centres.

Region Access to facilities varies widely by province. Nonetheless, compared to otherregions, Ontario schools are the least likely to have access to skating rinks (60%).Whereas, schools in the East are the least likely to have access to sport and recreationfacilities (53%), and schools in the West are the most likely to have access to swimmingpools (57%).

School setting Although rural schools are less likely than other schools to have accessto sport and recreation facilities, walking or bicycling trails, or swimming pools, they aremore likely to have access to skating rinks.

Implications Whereas municipal facilities seem fairly available to most schools, thisdoes not appear to be so for rural schools. Therefore, schools in smaller or ruralcommunities may consider using facilities in the community that are not typicallyconsidered for physical activity, such as community centres or church halls. Moreover,schools could work in conjunction with communities to promote physical activity in thecommunity outside of school hours. Such promotion may include distribution ofschedules for activities, transportation schedules, maps to facilities, and so on. Inaddition, studies purport that the establishment of walking trails in rural communitiesmay be a cost-effective intervention for increasing walking.16 Considering that datareveals deficiencies in the availability of walking trails near or on school grounds, theestablishment and maintenance of municipal trails may be a low cost option forencouraging physical activity among students and the community as a whole.

MUNICIPAL FACILITIESby student population size

MUNICIPAL FACILITIESby school setting

0%

20%

40%

60%

80%

Sport and recreation

facility

Walking or biking trail Swimming pool

0–199 200–499 500–999 ≥ 1,000

10%

30%

50%

70%

90%

Skating rink Sport and

recreation

facility

Community

centre

Walking or

biking trail

Swimming

pool

Urban Suburban Rural




At least two-fifths of all schools report that lack of adequate space for physical activityleads to overcrowding or safety concerns. Issues related to lack of space varysubstantially by province for concerns about both overcrowding (from a low of 26% inNewfoundland to 51% in Quebec) and safety (from 27% in British Columbia to 60% inQuebec). Overcrowding is more often reported by secondary schools (48%) than byelementary schools (40%) and less often reported by rural schools than by schoolselsewhere.

Student population size Schools with a student population numbering at least 500 aremore likely than smaller schools to report that lack of space for physical activities leadsto some concern; over half of all schools with at least 1,000 students report that lack ofspace leads to overcrowding (59%) or safety concerns (51%).

Language French schools are more likely than other schools to report that lack of spaceleads to overcrowding and safety concerns. This is related in part to differences in theprevalence of concern about these issues in Quebec schools compared to schoolselsewhere.

Implications The concerns about safety and inadequate space appear more of an issue forschools with larger student populations. These larger schools may consider establishingshared use agreements with municipal sports and recreation facilities, as well as localcommunity facilities not primarily used for physical activity. As an alternative methodfor increasing physical activity among students yet not putting pressure on existingschool physical activity facilities, schools can be encouraged to promote activecommuting as a means of getting to and from school. Considering the majority ofCanadian schools do not have a policy related to promoting active transportation ofstudents to and from school (see topic in this report entitled “Support for activecommuting”), there is a great potential for using this type of promotion to increasephysical activity behaviour without placing additional strain on existing physical activityfacilities at school.

ADEQUACY OF SPACEby region

ADEQUACY OF SPACEby school setting

0%

20%

40%

60%

80%

East Quebec Ontario West North

Overcrowding Safety concerns

10%

20%

30%

40%

50%






Almost three-quarters (70%) of all schools report that their facilities meet the needs ofstudents quite well for physical education and extracurricular programs. In addition, overhalf (58%) of all schools report that their facilities meet students' needs quite well forother physical activity and play. Secondary schools are slightly more likely thanelementary schools to report that the facilities meet the needs of students quite well forphysical education and extracurricular programs, whereas there is no difference for otherphysical activity and play. There is a general east to west regional increase in theproportion of schools reporting that their facilities meet the needs of students quite well.In contrast, results vary by community size, with no clear pattern emerging.

Student population size Schools with a student population of less than 200 are morelikely than larger schools to report that their facilities don't meet the needs of students foreither physical education and extracurricular activity, or other physical activity and play.

School setting Suburban schools are more likely than other schools to report that theirfacilities meet students' needs quite well for physical education and extracurricularactivity or play.

Implications It is interesting to note that almost half of schools report that their physicalactivity facilities are not adequate in terms of overcrowding or safety concerns, yet 70%report that the facilities meet the needs of students quite well. One explanation may bethat the facilities are adequate to meet some basic level of service, but are less adequatein supporting a wide range of activities to provide a wide range of opportunities forstudents (e.g. to support extracurricular dance classes, see “Indoor facilities for physicalactivity”). Smaller and rural schools may consider partnering with other communityorganizations (such as sports and recreation facilities, community centres, churches, andso on) to supplement the physical activity facilities available at school.

MEETING STUDENTS NEEDS QUITE WELLby region

MEETING STUDENTS NEEDS QUITE WELLby student population size

0%

20%

40%

60%

80%


For physical education and extracurricular

For other physical activity and play

10%

30%

50%

70%

90%

For physical education and

extracurricular

For other physical activity and

play

0–199 200–499 500–999 ≥ 1,000


TRAINING AND DEVELOPMENTALOPPORTUNITIES

Training and developmental opportunities34


Schools can promote healthy living to faculty and staff by offering supportive programs,such as those for healthy weight management, promoting and supporting activecommuting, providing seminars on how to incorporate physical activity into everydaylife, providing access to school physical activity facilities and so on. Seven in ten schoolsdo not offer any such program, and this proportion is the same for both elementary andsecondary schools. In general, the availability of health promotion programs for staffincreases as community size increases. The availability of health promotion programs forstaff varies widely by province and region.

Student population size In general, schools with a smaller student population are lesslikely than schools with a larger student population to offer health promotion programs tostaff or faculty.

School setting Schools in rural areas are less likely than other schools to have healthpromotion programs available for staff and faculty.

School type Non-public schools are no more likely than public schools to offer healthpromotion programs to faculty and staff.

Implications Health promotion programs for both students and staff are important factorsin developing health-promoting behaviours, especially related to physical activity. Ahealth promotion program involving topics such as the benefits of physical activity,overcoming barriers to physical activity, establishing goals and monitoring progresstowards goals, as well as lectures and seminars from experts, are just some examples of acomprehensive program. Schools can impart to staff the importance of being physicallyactive during breaks and after schools hours, as staff members can serve as an importantrole model for students. Having an active staff can also contribute to creating a moreconducive environment for physical activity at school.

HEALTH PROMOTION PROGRAMS FOR STAFFby region

HEALTH PROMOTION PROGRAMS FOR STAFFby student population size

0%

10%

20%

30%

40%

50%

60%


0%

10%

20%

30%

40%

50%

0–199 200–499 500–999 ≥ 1,000


Training and developmental opportunities 35

Availability of physical activity resources for staff

Schools can help physical education specialists and other staff foster the physical activityof students by providing information about physical activity guidelines, methods ofpromotion, certification, and professional development. Information about currentguidelines is the most common resource available to staff: 34% of schools provide thisinformation to physical education specialists, and an additional 28% of schools provideall staff with this resource. Although schools are more likely to provide each type ofresource to physical education specialists rather than to all staff, only 22% of schoolsprovide ongoing professional development to physical education specialists, and only20% of schools provide information about physical activity promotion to this group.Certification for staff who are involved in students' physical activities and specificinstruction by external experts are each offered to physical education specialists in lessthan 20% of all schools. Secondary schools are more likely than elementary schools tomake physical activity resources available only to physical education specialists. Theprovision of resources varies by province, community size and type of resource.

Student population size In general, schools with a larger student population are morelikely than smaller schools to offer physical activity resources exclusively to physicaleducation specialists.

Language French schools are less likely than English schools to provide all teachers andstaff with resources such as physical activity guidelines, information about promotingphysical activity, and certification for staff involved in students’ physical activity. WhenFrench schools do provide these resources, they are more likely than English schools toprovide these resources exclusively to physical education specialists.

Implications The provision of resources on physical activity appear to be generallylacking in Canadian schools. It is important that teachers are provided with appropriateresources for physical activity related to children, including information on gender issues,guidelines for physical activity, the benefits of and barriers to physical activity, and soon. (One source of such information is the Leisure Information Network at www.lin.ca.)Ideally, concise resources should be compiled based on consultations with specialists,schools boards, provincial and territorial governments, as well as national organizations.

RESOURCES FOR P.E. SPECIALISTSby student population size

RESOURCES FOR P.E. SPECIALISTSby grade level

0%

20%

40%

60%

0–199 200–499 500–999 ≥ 1,000

Physical activity guidelines Information about activity promotion

Certification for involvement Professional development

Specific instruction

0% 10% 20% 30% 40% 50% 60%

Physical activity guidelines

Information about activity promotion

Certification for involvement

Professional development

Specific instruction



PHYSICAL ACTIVITY PROGRAMMING,CURRICULA, AND INSTRUCTION

Physical activity programming, curricula, and instruction38

Availability of physical education classes

Physical education classes are offered two times per week by half of Canadian schools,and by only 16% of schools on a daily basis. The median class time increases from 40minutes for a junior elementary student to 75 minutes for a senior secondary student. Thenumber of weeks of physical education classes decreases by grade. That is, secondaryschools offer fewer weeks of physical education classes than do elementary schools,offering secondary classes for only 35 weeks per year compared with 40 weeks forelementary school students. The median duration of physical education classes is longerin Quebec schools than in Canada generally, however, given a slightly lower number ofclasses per week, the total time spent in classes may not differ.

Student population size Larger schools offer longer physical education classes than doschools with less than 500 students. However, they offer fewer weeks of classes per year.

Language Although French schools have considerably longer physical education classesthan the average Canadian school, they offer fewer classes per week than the median.This is related to the results noted above for Quebec, and is due in part to the largeconcentration of French schools in that province.

Implications Physical education classes are typically considered the “core” of physicalactivity programming at school. National recommendations exist in both Canada and theUnited States, which advocate for the provision of daily and quality physical educationfor students in kindergarten to secondary school graduation, yet half of schools provideonly 2 classes per week. Data from this survey reveals that the median of scheduled classtime for physical education for elementary schools was substantially lower than that forsecondary schools. These times do include “transition” times where students changedclothes or moved to physical activity facilities. Schools can try to reduce these“transition” times in order to maximize time spent in physical education.17

DURATION OF P. E. CLASSESby grade level

WEEKS OF P.E. CLASSES PER YEARby grade level

0

10

20

30

40

50

60

70


29

30

31

32

33

34

35

36

37

38

39



Physical activity programming, curricula, and instruction 39

Passive and active time during physical education class

Half of schools report that students spend 80% of class time in physical education,engaged in physical activity. It should be noted that all students may not be continuouslyactive during this “active” time. For example, a game of baseball may be considered“active” time, however, all students are not active throughout the entire game. Themedian proportion of time spent in passive activity, such as standing around waiting, is15% for all schools. There is no difference between elementary and secondary schoolswith regard to the proportion of active time and passive time spent in physical educationclass.

Region Of students in any region, students in Quebec spend the greatest proportion ofclass time standing around (20%), and the smallest average proportion of time engaged inactivity (70%). Students in regions other than Quebec spend at least 80% of their timeengaged in activity during physical education class.

Language French schools are less likely to report that students are physically engaged inactivity during physical education. This is related in part to differences in Quebec schoolscompared to schools elsewhere.

Implications The Center for Disease Controls’ (CDC) Guidelines for School andCommunity Programs recommend that students be physically active for a largepercentage of class time. In fact, they establish minimum standards specifying thatstudents should be physically active for at least 50% of class time during physicaleducation. Generally, this active time should be characterized by moderate to vigorousintensity. In the Canadian situation, schools report that roughly three-quarters of the timeis spent being physically active. However, although 80% of class time may be devoted toactive time, not every student may be active throughout the entire ‘active’ portion of theclass–this may be an overestimate. Furthermore, this study did not determine the intensityof the activities done during this time. Although schools may report such a high amountof time spent being “physically active”, the intensity may be lower than recommended forhealth benefits. This warrants further research.

PASSIVE VERSUS ACTIVE TIMEby grade level

PASSIVE VERSUS ACTIVE TIMEby student population size

0%

20%

40%

60%

80%

Physically active time Passive time


10%

30%

50%

70%

90%

Physically active time Passive time

0–199 200–499 500–999 ≥ 1,000



Components of the physical education program

Overall, the most prevalent components of physical education classes for Canadianstudents are health-related fitness, individual activity, and team or dual sports. These arethe most popular components for both elementary and secondary schools; at least 90% ofall schools report that these components are included in physical education classes.Specialized movement skills, fitness testing, and seasonal activities are more likely to beincluded in programming at secondary schools than at elementary schools. These lattercomponents also vary more markedly by province than do health-related fitness,individual activities and team or dual sports components.

Student population size In general, the likelihood that specialized movement skills orfitness testing are included in fitness programming increases with student population size.The inclusion of seasonal activities is more prevalent in schools with 1,000 students ormore than in smaller schools.

Language French schools are less likely than other schools to include specializedmovement skills and seasonal activities in physical education programming.

Implications The provision of a broad variety of physical activities is important to appealto, and to address the needs (skill, developmental, and interest) of all students. Schoolscan ensure that there is a balance of structured and non-structured physical activities,including varying degrees of competitiveness. Moreover, the components of a physicalactivity and physical education program should provide the appropriate balance todevelop students’ awareness, attitudes, motor and behavioural skills to encourage lifelongphysical activity behaviours. Finally, it is important for physical education instructors torecognize and address gender issues related to childrens’ physical activity. For example,research shows that girls prefer activities such as dance, gymnastics, exercise classes,whereas boys participate more often in team sports.4

COMPONENTS OF PHYSICAL EDUCATIONby grade level

COMPONENTS OF PHYSICAL EDUCATIONby student population size

0% 20% 40% 60% 80% 100%

Specialized movement skills - Jrs

Specialized movement skills - Srs

Fitness testing - Jrs

Fitness testing - Srs

Seasonal activities - Jrs

Seasonal activities - Srs


0%

20%

40%

60%

80%

100%

Specialized

movement

skills - Jrs

Specialized

movement

skills - Srs

Fitness testing

- Jrs

Fitness testing

- Srs

0–199 200–499 500–999 ≥ 1,000




Physical activity programming at school may focus on a number of elements, such asparticipation, leadership and social skills, lifelong physical activity skills, and positiveattitudes. At least 85% of schools emphasize each of these elements, with leadershipbeing the most commonly emphasized (96% of all schools report that physical activityprogramming emphasizes leadership and social skills). Physical activity programming atelementary schools is more likely than that at secondary schools to emphasize leadership,lifelong activity skills, and positive attitudes.

Region Although prevalent in every province, the emphasis of physical activityprogramming varies by province. Virtually all schools in Prince Edward Islandemphasize participation in physical activity leadership and social skills. In contrast,schools in Nova Scotia and Quebec are the least likely to emphasize participation, andthose in the North are less likely to emphasize leadership and social skills and positiveattitudes. Finally, schools in the Prairie provinces are more likely to emphasize lifelongphysical activity whereas those in Quebec are less likely to do so.

School population size The smaller the size of the school population, the more likely itis to emphasize lifelong physical activity in its programming.

Implications Participation in physical activity, leadership and social skills, lifelongphysical activity skills, and positive attitudes are all key components of quality physicaleducation. Indeed, national strategies in Canada and the United States recommend thatphysical education programming focus on enjoyable physical activity or skills that willinduce a life of physical activity rather than a traditional focus on team and competitivesports.18 The development of positive attitudes may influence involvement in physicalactivity as well as incremental skill development, mastery, and confidence in theirabilities.18 The emphasis of these elements should be considered in regular evaluation ofthe physical education programming.

EMPHASIS OF PROGRAMMINGby region

EMPHASIS OF PROGRAMMINGby student population size

70%

80%

90%

100%

Participation in

physical activity

Leadership and

social skills

Lifelong

physical activity

Positive

attitudes


75%

80%

85%

90%

95%

100%

0–199 200–499 500–999 ≥ 1,000

Participation in physical activity Leadership and social skills

Lifelong physical activity Positive attitudes




Physical education may be taught by more than one individual and these individuals mayhave more than one role within the school. For example, a physical education teachermay also be a classroom teacher or a vice-principal. Those most often responsible forteaching physical education at school are physical education specialists only (39%) andclassroom teacher only (21%). Sometimes the teaching of physical education is a sharedresponsibility between one or more individuals (i.e. physical education specialist and aclassroom teacher, principal, vice-principal, or volunteer), and this accounts for 39% ofschools. Although these proportions vary, this overall pattern is fairly consistent acrossprovinces. However, schools in the eastern provinces, Quebec, and in Manitoba are morelikely, whereas those in Saskatchewan, British Columbia, and the North are less likely toreport using only a physical education specialist for teaching physical education.Elementary schools are more likely than secondary schools to report that only aclassroom teacher is responsible for teaching physical education (27% vs. 8%respectively), and less likely to report that only a physical education specialist isresponsible for this instruction (31% vs. 53% respectively).

Student population size Physical education specialists are more likely to takeresponsibility for teaching physical education at schools with a larger student populationthan at smaller schools.

Language French schools are far more likely than other schools to have a physicaleducation specialist teaching physical education to students. A full 79% of Frenchschools report that only a specialist is responsible for teaching physical education.

Implications The Canadian Association for Health, Physical Education, Recreation, andDance advocates the use of qualified teachers or specialists to teach physical education.8

Research shows that classes taught by physical education specialists tend to be of longerduration, of higher quality, and where students are more active, than those taught byclassroom teachers.12,19 Indeed, data from this survey reveals that only 39% of Canadianschools solely use a physical education specialist to teach this subject, and that this ishigher in secondary schools. This is particularly important, as participation in physicaleducation classes seem to decline during adolescence.

STAFF RESOURCES FOR PHYSICAL ACTIVITYby grade level

STAFF RESOURCES FOR PHYSICAL ACTIVITYby student population size

0%

20%

40%

60%

80%

100%

Principal or

vice-principal

Classroom

teachers

Volunteers Physical

education

specialists


0%

20%

40%

60%

80%

100%

0–199 200–499 500–999 ≥ 1,000

Principal or vice-principal Classroom teachers

Volunteers Physical education specialists



Student-teacher ratio in physical education classes

Four-fifths of Canadian schools report that the student-teacher ratio in physical educationclasses is about the same as other classes. Of those schools reporting that this ratio is notthe same, most report that it is either somewhat or substantially higher (14% in total).This appears particularly true in Alberta and Quebec. Secondary schools are more likelythan elementary schools to report that the student-teacher ratio is higher for physicaleducation classes than for other classes (24% compared with 9%).

School population size The larger the student population in the school, the more likelyit is that the student-teacher ratio in physical education classes is higher than that of otherclasses.

Language French schools are more likely than English schools to report that the student-teacher ratio is unequal to that of other classes. French schools are more likely to reportboth that this ratio is higher, and to report that it is lower. This is due primarily to thedifferences between schools in Quebec compared to those in other provinces.

Implications Large class sizes for physical education are perceived as an importantbarrier to providing “quality” physical education, and it is recommended that physicaleducation classes be of the same student-teacher ratio as other classes.12 In addition, classsize has been cited as an important element in enabling physical educators to target theirmessages and strategies for increasing physical activity based on each student’s readinessto change their behaviour.20 Although data in this topic show that Canadian schoolstypically report that this is indeed the case, physical education classes in Quebec andAlberta may face increased challenges in providing quality instruction due to class size.This warrants further investigation.

STUDENT-TEACHER RATIOby grade level

STUDENT-TEACHER RATIOby student population size

0%

20%

40%

60%

80%

100%

Higher than other

classes

Same as other

classes

Lower than other

classes


0%

20%

40%

60%

80%

100%

Higher than other

classes

Same as other

classes

Lower than other

classes

0–199 200–499 500–999 ≥ 1,000




People responsible for coordinating physical activity opportunities may play a variety ofother roles in the school. They are teachers or staff members (82%), and volunteers(90%). Students (11%) and paid monitors (5%) are less commonly responsible.Secondary schools are more likely than elementary schools to have teachers or staffmembers, students, or volunteers responsible for coordinating physical activityopportunities. Elementary schools are more likely than secondary schools to designate amunicipally paid monitor to coordinate physical activity opportunities. There is a muchhigher use of monitors who are more likely to be responsible for coordination in Quebecschools than in a typical Canadian school.

Student population size Three-quarters (77%) of very small schools report that teachersor staff members are responsible for physical activity coordination, compared with 88%of very large schools. Additionally, only 10% of schools with less than 200 studentsreport that a student is designated to coordinate physical activity, compared with 19% ofvery large schools.

School type Public schools are just as likely as non-public schools to have students, paidmonitors, or volunteers coordinate physical activity, but more likely to have teachers orstaff members take on this role.

Implications Few students are reportedly involved in the coordination of physicalactivity opportunities at school. Schools, however, should encourage students toparticipate in the development, organization, and administration of physical activityopportunities. Research reveals that students who are involved may increase their interestand physical activity participation.14 Moreover, schools should ensure that proper trainingand certification be provided to teachers and volunteers involved in teaching physicalactivity to students.

COORDINATION OF OPPORTUNITIESby region

COORDINATION OF OPPORTUNITIESby student population size

0%

20%

40%

60%

80%

100%


Teacher or staff Volunteer

70%

80%

90%

100%

0–199 200–499 500–999 ≥ 1,000

Teacher or staff Volunteer




Overall, 85% of Canadian schools offer intramurals, 81% offer between-school activities,and 82% offer other physical activity outings to students. Schools in Prince EdwardIsland are the most likely to offer intramural activities whereas those in Quebec and theNorth are less likely to do so. A similar pattern holds for offering between-schoolactivities, although Alberta is also less likely to offer such activities. Physical activityoutings are most likely to be offered by schools in Saskatchewan and less likely byschools in Quebec. Secondary schools are more likely than elementary schools to offerbetween-school activities and other physical activity outings, while both levels areequally likely to offer intramurals. Intramurals are the most common activity provided byelementary schools.

Student population size Very small schools (those with less than 200 students) are lesslikely than other schools to offer any extracurricular program for physical activity. Thelikelihood that a school offers between-school activities and other physical activityoutings increases with student population size.

Language English schools are more likely than French schools to offer extracurricularactivities, reflecting differences between schools in Quebec and elsewhere.

Implications Research indicates that extracurricular activities are positively associatedwith positive academic behaviours, including good conduct, reduced smoking, academicachievement, staying in school longer, and better social skills.14 It is thereforeencouraging that the data indicates a high level of extracurricular programming inCanadian schools, particularly in larger schools. The relative lack of such programmingin smaller schools may be due to a lack of resources (human and facilities) restricting theability to institute such programming. Schools could consider seeking out and trainingparents and other volunteers in the community to coordinate extracurricular programming(see topic entitled “Coordination of physical activity”). Moreover, schools can partnerwith municipal facilities to ensure that adequate physical activity facilities and programsare available to students after school hours.

EXTRACURRICULAR PROGRAMSby grade level

EXTRACURRICULAR PROGRAMSby student population size

70%

80%

90%

100%

Intramural activities Inter-scholastic

activities

Other physical activity

outings


60%

70%

80%

90%

100%

Intramural activities Inter-scholastic

activities

Other physical activity

outings

0–199 200–499 500–999 ≥ 1,000




About six in ten schools providing extracurricular activities also provide the requiredtransportation associated with these activities: 58% provide transportation for between-school activities, and 63% provide transportation for other activity outings. This varieswidely by province. Secondary schools are more likely than elementary schools toprovide transportation for between-school activities, with 66% of secondary schoolsproviding this kind of transportation compared with only 55% of elementary schools.

Student population size Schools with less than 200 students are more likely (71%) andschools with at least 1,000 students are less likely (51%) than other schools to providetransportation to physical activity outings.

School type Public schools are less likely than other schools to offer students therequired transportation for extracurricular activities.

Implications Only three-quarters of the schools offering extramural activities providetransportation to these activities (See “Extracurricular programs for physical activity”). Areport from the United States found that children and youth experience restrictedparticipation in physical activity programming due to a lack of transportation to and fromsuch activities.12 Generally, schools in Canada appear to provide transportation toextracurricular physical activities, however, it is important that schools ensure that thistype of provision be made available to all students, including those of low income, inrural communities, large communities, as well as to students in single incomehouseholds.12 The types of alternatives to school transportation that were available orexpected to be accessed were not investigated.

TRANSPORTATION TO ACTIVITIESby student population size

TRANSPORTATION TO ACTIVITIESby school type

50%

60%

70%

80%

0–199 200–499 500–999 ≥ 1,000

Between-school activities Other physical activity outings

50%

60%

70%

80%


Public schools Other




The majority of schools expect students and their families to bear the cost oftransportation (77%) and admission (84%) to physical activity events. Slightly more thantwo-fifths of all schools (43%) hold students and their families responsible for the cost ofequipment for physical activity. This varies widely by province and type of support, withthe largest gap occurring between schools in Newfoundland (86%) and Manitoba (63%)for family responsibility of transportation costs. Students of secondary schools are morelikely than those of elementary schools to bear the cost of transportation to, equipmentfor, and admission to physical activity events.

Student population size The larger the size of the student population, the more likely itis that students and their families are responsible for the cost of admission to physicalactivity events, transportation and equipment for events.

Estimated family income Schools with the majority of students from lower incomefamilies are less likely than those with the majority of students from higher incomefamilies to bear the cost of equipment costs, as well as transportation and admission tophysical activity events.

School type Students in non-public schools are just as likely as public school students tobe responsible for the cost of transportation and admission to physical activity events.However, public school students are slightly more likely to be responsible for equipmentcosts (46%) than are students in non-public schools (42%).

Implications Lack of financial support is considered a barrier for the establishment andmaintenance of intramural physical activity programs.14 Schools can ensure that allstudents, despite income status, are able to participate in extracurricular physical activityopportunities. Schools boards can consider providing extra financial support for schoolswith student population of lower incomes. Indeed, this appears to be supported in theCanadian context, as lower income students are less likely to bear the costs for physicalactivity. Schools may also want to approach local business for financial contributionstowards intra-scholastic sports teams, to share transportation costs, sponsor schoolphysical activity events, and so on.

FINANCING OF OPPORTUNITIESby student population size

FINANCING OF OPPORTUNITIESby estimated family income

0%

20%

40%

60%

80%

100%

0–199 200–499 500–999 ≥ 1,000

Transportation Equipment Admission

0%

20%

40%

60%

80%

100%


More lower income Even mix More higher income




Breaks before school, after school, and between classes provide students with anopportunity for physical activity. Seven in ten schools report that the majority of studentsare active at recess, and six in ten report that the majority are active during lunch. Thisvaries by province. For example, with the exception of British Columbia, schools inOntario and the West are more likely than those in the East and Quebec to report thatstudents are active at recess. Only about one in five schools report that the majority ofstudents are active before school, or after school. Secondary schools are far less likelythan elementary schools to report that the majority of students are active during any breakfrom class.

Student population size In general, schools with a smaller student population are morelikely than larger schools to report that a majority of students are active during breaksbefore, between, and after classes. In fact, at least 90% of very large schools (those withat least 1,000 students) report that less than half of all students engage in physical activityduring any break from class.

School setting Rural schools are more likely than other schools to report that a majorityof students are active before and after school. Schools in urban areas are the least likelyto report that at least half of students are active at lunch time, and all schools are equallylikely to report that a majority of students are active at recess.

Implications Research shows that children spend much of their time during recess breaksbeing inactive.21 Although data from this survey appears to contradict the publishedresearch at first blush, it is important to recognize that schools not were asked to estimatehow much of the time during the breaks children are active. Therefore, although themajority of students (especially younger students) are active at some point duringscheduled breaks, the duration and intensity of this activity was not measured. Moreover,research also shows that children become less active during school recess as timeelapses.21 Published research suggests that modifications to school policies for increasingthe frequency of recess periods, ensuring that facilities are available and are adequate, aswell as encouraging staff to “prompt” physical activities, may indeed result in a higheramount of physical activity participation.21

ACTIVITY LESS THAN HALF THE TIMEby region

ACTIVITY LESS THAN HALF THE TIMEby student population size

0%

20%

40%

60%

80%

100%


Before school After school

During recess During lunch

0%

20%

40%

60%

80%

100%

0–199 200–499 500–999 ≥ 1,000




SCHOOL POLICIES RELATED TO PHYSICALACTIVITY

School policies related to physical activity50

Policy to provide daily physical education

Almost half of all schools (46%) do not have a policy to provide daily physical educationclasses to students. Of those that do, twice as many schools have written policies ratherthan generally understood, unwritten policies (36% versus 19%). The proportion ofschools having written policies varies, from 26% in British Columbia to 49% inSaskatchewan, and from 30% in communities having 5,000 to 9,999 residents to 42% inlarge communities with at least 300,000 residents. Elementary schools are slightly morelikely to have a policy for daily physical education (57%) than are secondary schools(51%).

Student population size In general, schools with a smaller student population are morelikely than those with a larger population to have a policy for daily physical education.However, of those schools that do have a policy, smaller schools are more likely thanlarger schools to have an unwritten policy.

Language Although equally likely to have a written policy to provide daily physicaleducation, English schools are more likely than French schools to have an unwrittenpolicy (22% versus 6%). French schools are more likely not to have a policy of any sort.

Implications Although about half of schools report having a policy for daily physicaleducation, only 16% report that they provide physical education classes daily. Theprovision of quality and daily physical education programming in school is an importantobjective of national strategies in both Canada and the United States. In Canada, theCanadian Association for Health, Physical Education, Recreation, and Dance(CAHPERD) not only advocates for compulsory physical education, but also for theprovision of intramural and interscholastic physical activity opportunities which addressthe needs of all students.8 In the United States, the Healthy People 2010 reportrecommends that more schools provide daily physical education for students fromkindergarten to grade 12, encourage more to participate in physical education classes, andensure that they are active during these classes for at least half of the time.22

POLICIES FOR DAILY PHYSICAL EDUCATIONby province

POLICIES FOR DAILY PHYSICAL EDUCATIONby student population size

0% 20% 40% 60% 80% 100%

NF

PEI

NS

NB

QC

ON

MB

SK

AB

BC

North

Written or understoodpolicies

10%

20%

30%

40%

50%

60%

0–199 200–499 500–999 ≥ 1,000

Written policy Understood policy No policy


School policies related to physical activity 51

Policy to hire qualified personnel

Schools, school boards, or the provincial/territorial Ministry of Education may havepolicies that require schools to hire physical education teachers with either formalqualifications or university qualifications. Less than half (46%) of all schools have awritten policy to hire qualified personnel for physical education instruction, and anadditional 28% have an unwritten or otherwise generally understood policy. Ruralschools are less likely than the average to have any sort of policy. Elementary schools areless likely than secondary schools to have policies to hire qualified personnel.

Province Approximately one-third of all schools in Ontario (36%), Saskatchewan(31%), Alberta (32%), British Columbia (37%), and in the North (40%) do not have apolicy to hire qualified personnel for physical education instruction. In contrast, almostall schools in Quebec (97%) do have a policy to hire qualified personnel. Furthermore,Quebec schools are much more likely than schools in any other province to have awritten policy (85%).

Student population size Schools with smaller student populations are more likely thanthose with larger populations not to have a policy to hire certified personnel for physicaleducation instruction.

Implications One of the four position statements of the CAHPERD’s Quality DailyPhysical Education (QDPE) program advocates for the provision of teachers who arequalified to teach physical education to students. Although almost three-quarters ofschools have a policy to this effect, only 46% actually have written policies. Moreover,only 39% of schools report that a physical education specialist is solely responsible forthe teaching of physical education to students (see topic entitled “Staff resources forphysical education”). Schools could be encouraged to establish policies ensuring theprovision of qualified personnel, and to support this with ongoing professionaldevelopment opportunities to maintain awareness of current developments in the field(see the section “Training and developmental opportunities”).

HIRING OF QUALIFIED PERSONNELby province

HIRING OF QUALIFIED PERSONNELby student population size

0% 20% 40% 60% 80% 100%

NF

PEI

NS

NB

QC

ON

MB

SK

AB

BC

North

Written policy

0%

10%

20%

30%

40%

50%

60%

70%

80%

0–199 200–499 500–999 ≥ 1,000




Policy to provide a broad range of physical activities

Just over half of all schools (51%) have a written policy to provide a broad range of physicalactivities to students, with an additional 35% having an unwritten policy to provide the same.Elementary schools are more likely than secondary schools to have this type of policy.

Region Schools in the province of Quebec are less likely than schools in any otherregion to have a policy for providing a range of physical activities to students. Schools inthe West and the province of Ontario are the most likely to have a policy.

School type Public schools are slightly less likely than other schools to have a policy forproviding a range of physical activities to students. Schools with a larger student population aremore likely to have such a policy than those with smaller student populations.

Language French schools are less likely than other schools to have either a written orotherwise understood policy to provide a range of physical activities to students. This isdue at least in part to the lower prevalence of policies in Quebec schools.

Implications The fact that a large proportion of schools report having a policy to supportthe provision of a broad variety of physical activities, generally appears to be supportedin practice. For example, most schools provide opportunities to develop specializedmovement skills, individual physical activities, team and dual sports, as well as seasonalopportunities (see topic entitled “Components of the physical education program”).Whereas a mix of physical activity programming may be used to provide access to a widerange of activities, physical education programming, itself, should provide a variety ofactivities involving all movement categories, including individual and dual activities,team activities, alternative environment activities, dance, gymnastics, and games.23

Although secondary schools are slightly less likely to report policies for the provision ofa range of activities, it is important to offer a variety of skill- and behaviour-enhancingactivities. This is especially important for adolescent females, who typically have lowerself-esteem and confidence in their abilities, as well as lower activity levels.18 Moreover,for Canadian students, a variety of activities that overcome barriers related to season orweather can provide options for increasing activity levels of children all year long.

BROAD RANGE OF ACTIVITIES AVAILABLEby province

BROAD RANGE OF ACTIVITIES AVAILABLEby community size

0% 10% 20% 30% 40% 50% 60% 70%

NF

PEI

NS

NB

QC

ON

MB

SK

AB

BC

North

Written policies

0% 10% 20% 30% 40% 50% 60% 70%

< 1,000

1,000–4,999

5,000–9,999

10,000–74,999

75,000–299,999

≥ 300,000

Written policies


School policies related to physical activity 53

Policy for funding of equipment

Approximately one-third of all schools do not have a policy to ensure ongoing fundingfor adequate physical activity equipment to meet the needs of students. Although 67% ofschools do have a policy, only 27% of schools have a written policy. Elementary schoolsare just as likely as secondary schools not to have a policy for equipment funding.

Province There is a general east to west trend in the likelihood that schools have a policyfor equipment funding (58% in the East to 74% in the West).

School type Public schools are less likely than other schools to have a policy ensuringongoing funding of equipment.

Estimated family income Schools with mostly low income students are less likely thanother schools to have a policy for equipment funding.

Implications One-third (33%) of schools do not have a policy to ensure ongoing fundingfor adequate physical activity equipment. This result is somewhat similar to an earliertopic (see topic entitled “Financing of physical activity opportunities”), which revealsthat 43% of schools hold students and their families responsible for the cost of equipmentfor physical activity outside of physical education classes. Establishing policies andpractices related to the funding for equipment is critical, as the provision of appropriateand adequate equipment is important to keep students active during physical educationclasses. Inadequate amounts of resources and equipment result in students “waitingaround” (or otherwise being inactive) for access to existing resources and equipment.12

The provision of adequate equipment and supplies becomes especially important forlower income students, who may otherwise not have access to such resources in their lifeoutside of school and may therefore also miss acquiring associated movement skills tosupport a variety of active pursuits as adults.

FUNDING OF EQUIPMENTby region

FUNDING OF EQUIPMENTby estimated family income

0%

10%

20%

30%

40%

50%

60%

70%

80%


Written or understood policies

0%

20%

40%

60%

Lower income Even mix Higher income




Policies that support active commuting

Most Canadian schools (73%) do not have a policy to support active transportation to andfrom school among students. Of those schools that do have a policy, approximately halfhave written policies and half have policies that are otherwise understood. Elementaryschools are more likely to have a policy to support active transportation (28%) than aresecondary schools (23%).

Region Schools in Ontario are more likely, and those in Quebec less likely, than theaverage Canadian school to have a policy to support active transportation amongstudents.

School setting Rural schools are less likely than other schools to have a policy for activetransportation.

Community size Schools in communities with a population of at least 75,000 are morelikely than smaller communities to have a policy that supports active transportation.

Implications One goal in the Healthy People 2010 report in the United States is toincrease the amount of trips children and adolescents make walking and bicycling.22 Topromote active modes of transportation, schools could use existing resources, informationsources, and programs, such as Go-for-Green’s (a national organization) Active and SafeRoutes to School program.24 Schools could work in conjunction with communities toensure the development and enforcement of safe and maintained sidewalks, paths, trails,and crosswalks. Schools could also assist parents and groups to organize adult “escorts”of children to school to overcome safety concerns.25

SUPPORT FOR ACTIVE COMMUTINGby region

SUPPORT FOR ACTIVE COMMUTINGby school setting

0%

10%

20%

30%

40%


Written or understood policies

0%

20%

40%

60%

80%

100%




EVALUATION OF PHYSICAL ACTIVITYPROGRAMMING

Evaluation of physical activity programming56

Evaluation criteria

The criteria most often used to evaluate physical activity programs are provincial orterritorial curriculum standards: 91% of all schools use these. One-third of all schools usenational or international guidelines, and slightly more than one-quarter use Quality DailyPhysical Education (QDPE) recognition award standards.

Province Schools in Quebec and New Brunswick are less likely and those in the Northare more likely to use provincial or territorial curriculum standards for programevaluation. Schools in Alberta are more likely, and those in British Columbia are lesslikely to use national or international guidelines to evaluate physical activity programs.Schools in the East and in Ontario are less likely, and those in Manitoba, Saskatchewanand Alberta more likely to use QDPE recognition award standards for programevaluation.

School type Public schools more likely than non-public schools to use QDPE awardstandards, and are equally likely to use provincial/territorial or national/internationalguidelines when evaluating physical activity programs.

Implications Almost all schools base their evaluation criteria of their physical activityprogramming on set provincial and territorial curriculum standards. Therefore, it becomesessential to ensure that these provincial and territorial standards are based on evidence-based research and recognized guidelines for determining sufficient physical activitystandards for children and youth. It is important that the provinces and territories provideschools with a comprehensive tool for properly evaluating their physical activityprograms, identifying strengths and deficiencies in their programming, providingeffective options and alternatives for overcoming barriers in programming; andsupporting these endeavours financially.

EVALUATION CRITERIAby region

EVALUATION CRITERIAby grade level

0%

20%

40%

60%

80%

100%


Provincial/territorial curriculum standards

National/international guidelines

QDPE recognition award standards

0%

20%

40%

60%

80%

100%


Provincial/territorial curriculum standards

National/international guidelines

QDPE recognition award standards


Evaluation of physical activity programming 57


Most schools (66%) undertake an evaluation of their physical activity programs,facilities, and program instruction at least once a year. An additional 20% conduct anevaluation once every few years, and more than one in ten (13%) never evaluate theirphysical activity resources. Program evaluation occurs more frequently for secondaryschools than for elementary schools, with 70% of secondary schools conducting anevaluation at least once a year, compared with 64% of elementary schools.

Region Schools in the Eastern provinces and those in Quebec are more likely thanschools in other regions to report that they never evaluate their physical activityresources.

Student population size Very large schools (those with at least 1,000 students) aremore likely than other schools to evaluate their physical activity resources at least once ayear (77%). Very small schools (those with less than 200 students) are more likely thanother schools to report that they never evaluate their physical activity resources (17%).

Implications The majority of schools evaluate their physical activity programs at leastonce a year. A regular and comprehensive evaluation of the quality and quantity ofphysical activity opportunities, including programming, facilities, instruction, trainingand development, as well as policies is important.18 Indeed, such evaluations may beuseful in encouraging support for and participation in programs by students, faculty, andparents. Schools, especially those who do not currently evaluate their program, mayconsider using existing models, templates, and checklists for evaluation of physicalactivity opportunities and modifying these tools to suit their purposes.

FREQUENCY OF EVALUATIONby region

FREQUENCY OF EVALUATIONby student population size

0%

20%

40%

60%

80%

100%


Never Once every few years At least once a year

0%

20%

40%

60%

80%

100%

0–199 200–499 500–999 ≥ 1,000

Never Once every few years At least once a year


SOCIAL CLIMATE AND ENVIRONMENT

Social climate and environment60

Social support for the physical activity of students

Social support for the physical activity of students may be provided in a number of ways:teachers, parents, or students may act as role models; parents may incorporate physicalactivity into family events, or help with extracurricular activities at school; and teachers,parents, and other community members may organize or plan physical activity events andservices. Less than half (42%) of all schools have policies or programs which encouragesupport for student physical activity by other students. Support provided by teachers andparents is more commonly encouraged by schools: at least three-quarters of all schoolsencourage parental support (80%) and support by teachers (77%) for the physical activityof students. Encouraging support from teachers, family and other students is more likelyto occur in Western schools and less likely to occur in Quebec schools. Elementaryschools are less likely than secondary schools to have policies or programs thatencourage any kind of support for student physical activity.

Estimated family income Schools with mostly higher income students are more likelythan other schools to encourage peer support for student physical activity. Schools withmostly lower income students are less likely to encourage teacher or parental support forthe physical activity of students than are other schools.

Language Reflecting the results for Quebec schools, French schools are far less likelythan English schools or Bilingual/ Immersion schools to have policies or programs whichencourage any kind of social support for the physical activity of students.

Implications Parents and teachers alike are in an excellent position to act as role modelsfor demonstrating active behaviours. Indeed, since research has shown that parentalsupport is a determinant of children and youth physical activity patterns, 18 schools couldencourage parents to become role models by being “actively” involved in supportingchildren’s physical activity at school, at recess, during lunch, or after school (forexample, coaching a team, organizing tournaments, cheering, etc). In addition, teacherscan assign homework that involves family interaction or physical activity participation, orprovide information to parents about how both they and their children can become andstay active. Finally, parents should also be encouraged to monitor and restrict sedentarybehaviours, including television viewing, computer usage, or video games.18

SOCIAL SUPPORTby grade level

SOCIAL SUPPORTby estimated family income

0%

20%

40%

60%

80%

100%

From other students From parents or family From teachers


0%

20%

40%

60%

80%

100%




Social climate and environment 61


Schools may help integrate physical activity into school life in a number of ways, such asincorporating physical activity into lesson plans or homework, by providing students,parents, and families with information about opportunities to be active, or by providingphysical activity programs or counseling. Most schools demonstrate only a low (42%) ormoderate (44%) degree of support for integrating physical activity into broader schoollife. A low degree of support is particularly evident among schools in Quebec (70%).Secondary schools are more likely than elementary schools to demonstrate a high degreeof support to integrate physical activity into other areas of school life (18% vs. 13%).

Student population size. In general, a high degree of support for integrating physicalactivity into other school activities is more likely to be demonstrated in larger schoolsthan those with a smaller population size.

Estimated family income Schools with mostly low income students are the least likelyto show a high degree of support for integrating physical activity into school life, whileschools with mostly high income students are the most likely to show a high degree ofsupport for such integration.

Implications Providing a nurturing school environment which supports physical activityis an important component of a comprehensive and integrated school-based program toreduce physical inactivity of children. This topic reveals a noticeable lack of suchsupport. Schools could consider supplementing its existing physical activity program byintroducing a physical activity component into the curriculum of other subjects (forexample, learning about basic kinesiology in biology class; having students interviewlocal athletes for journalism classes). They could also promote physical activity outsideof physical education and health classes by acquiring, posting and distributingappropriate tools, resources, and information on physical activity to students.

INTEGRATING PHYSICAL ACTIVITYby student population size

INTEGRATING PHYSICAL ACTIVITYby estimated family income

0%

20%

40%

60%

0–199 200–499 500–999 ≥ 1,000

Low degree of support Moderate support High degree of support

0%

20%

40%

60%


Low degree of support Moderate support High degree of support




Although the rates vary by province, most Canadian schools offer some kind ofrecognition for physical activity. Three-quarters of all schools (73%) offer certificates orrewards for physical activity, and 66% offer awards or trophies for physical activityefforts (e.g. Most Improved Player). Approximately half of all schools host social eventsto publicly recognize individuals who participate in physical activity. Elementary schoolsare less likely than secondary schools to offer any kind of recognition for physicalactivity. Only 59% of elementary schools offer awards or trophies, compared with 83%of secondary schools, and only 41% of elementary schools host events to recognizestudents who participate in activities, compared with 65% of secondary schools.

Student population size Smaller schools are generally less likely than larger schools toprovide any kind of recognition for participation in physical activity. At least three-quarters of schools with 1,000 or more students host events to recognize participation bystudents, compared with only 40% of schools with less than 200 students.

Estimated family income Schools with mostly high income students are more likelythan schools with mostly low income students to host events to recognize individualstudents' physical activity achievements.

Implications Data in this report reveal that most schools provide some type of rewards orrecognition for physical activity participation at school. Schools may also want toconsider recognizing students’ achievements in physical activity related activities outsideof the school environment. In addition to recognizing or rewarding individual physicalactivity behaviour, schools should be encouraged to apply for awards available throughprovincial or national organization to recognize the achievement of their school bodytowards a more physically active environment. For example, the Canadian Associationfor Health, Physical Education, Recreation, and Dance provide awards and certificatesrecognizing schools who achieve certain standards for physical education programming.8

Moreover, Go-for-Green recognizes schools who promote active commuting.24 Thesetypes of awards may precipitate increased motivation towards more physically activebehaviours, especially among less active students, through role modeling.

RECOGNITION AND AWARDSby student population size

RECOGNITION AND AWARDSby estimated family income

0%

20%

40%

60%

80%

100%

0–199 200–499 500–999 ≥ 1,000

Certificates or rewards Awards or trophies Social events

0%

20%

40%

60%

80%

Certificates or rewards Awards or trophies Social events





Overall, seven in ten Canadian schools promote physical activity by publicizinginformation about, or organizing student participation in, special physical activity eventsin the community. Elementary schools are more likely than secondary schools to promotecommunity physical activity events.

Region Approximately three-quarters of schools in the North (79%), the West (77%), theEast (73%) and Ontario (72%) report promoting community physical activity events tostudents, whereas just over half (53%) of schools in the province of Quebec reportpromoting such events.

School type Public schools are more likely than other schools to promote physicalactivity events in the community to students.

Implications Schools could consider using community events as a way to promotephysical activity among their students without overburdening the available resources ofthe schools. For example, another topic in this report (see section entitled “Communitylinks”) discussed the role of schools in promoting regular community based physicalactivity opportunities to its students and staff. Schools could promote special physicalactivity events in the community that take place outside of school hours to enhance theirexisting programming and encourage physical activity more generally. In addition, theycould participate in special events targeted specifically for schools, such as “InternationalWalk to School Day”.26 Faculty and staff should also be encouraged to participate,providing role models for appropriate physically active behaviours for students.

PROMOTING PHYSICAL ACTIVITY EVENTSby region

PROMOTING PHYSICAL ACTIVITY EVENTSby school type

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%


66%

67%

68%

69%

70%

71%

72%

73%

Public Other




More than half of all schools (52%) allow student access to indoor facilities after schoolhours, and three-quarters (76%) allow access to outdoor facilities after hours. However,13% of all schools do not allow students to access either indoor or outdoor facilities afterhours. Elementary schools are more likely to allow access to outdoor facilities after hours(77%) than are secondary schools (73%), and less likely to allow access to indoorfacilities (45% compared with 72%). Schools in Quebec and Ontario are less likely thanother schools to permit students access to indoor facilities after hours. Schools in theWest are more likely, and schools in Quebec are less likely than the average school topermit student access to outdoor facilities after hours.

Student population size In general, schools with larger populations are more likely thanthose with smaller populations to allow access to indoor facilities after hours.

School type Public schools are more likely than other schools to allow student access toboth indoor and outdoor facilities after school hours.

Community size In general, schools in larger communities are more likely than those insmaller communities to report that students are not allowed to access any facility afterschool.

Implications It is interesting to note that only half of schools report allowing studentaccess to indoor facilities after school hours, yet between 80–85% of schools report thatthey offer intramurals and between-school activities (see topic entitled “Extracurricularprograms for physical activity”). However, since only half of schools allow access toindoor facilities for physical activity outside of school hours, this appears to be a goodopportunity for increasing physical activity levels by providing convenient and accessiblefacilities, especially during winter months. Indeed, national guidelines in the UnitedStates recommend that school facilities should be available for children and youth before,during, and after school, on the weekends, and during vacations (including summerbreak).18

AFTER SCHOOL ACCESS FOR STUDENTSby student population size

AFTER SCHOOL ACCESS FOR STUDENTSby community size

0%

20%

40%

60%

80%

100%

0–199 200–499 500–999 ≥ 1,000

Indoor facilities Outdoor facilities

0% 20% 40% 60% 80% 100%

< 1,000

1,000–4,999

5,000–9,999

10,000–74,999

75,000–299,999

≥ 300,000

Indoor facilities Outdoor facilities Neither indoor nor outdoor




In Canadian schools, scheduled physical activities, such as recess or gym class, aresometimes cancelled as a disciplinary measure. In total, three in five schools report thatcancellation of these activities happens some of the time: 19% report that it happensoccasionally, while 41% report that it happens infrequently. Elementary schools are muchmore likely to use this kind of discipline at least some of the time (74%) than aresecondary schools (38%). Schools in Ontario and the West are more likely than those inQuebec and the East to report canceling physical activity for this reason.

Student population size Schools with less than 500 students are more likely than largerschools to cancel opportunities for physical activity as a form of discipline. Comparedwith other schools, large schools with more than 1,000 students are unlikely to use this asa means of discipline. Those large schools that do report having used such a measurereport that its use is typically infrequent.

Estimated family income Schools with mostly low income students are more likely touse this form of discipline than are schools with mostly high income students.

Language English schools are more likely than French schools to cancel opportunitiesfor physical activity as a form of discipline.

Implications One key recommendation in the Center for Disease Controls’ Guidelinesfor School and Community Programs, is that schools should not use physical activity as adisciplinary measure, as this may produce negative associations and attitudes towardsphysical activity. However, between 60% to 70% of Canadian schools are currently usingthis type of punishment some of the time. Schools could consider adopting policies whichdiscourage this type of punishment, and substituting alternative forms of discipline,including letters sent home, visits to the principal, or other such strategies.14 It isinteresting to note the lack of this form of punishment in large schools and to speculate asto whether the absence of this type of punishment is related to the higher availability ofphysical education specialists for teaching physical education (see “Staff resources forphysical education”) and the greater likelihood of having a teacher or staff member tocoordinate physical activities opportunities in these schools (see “Coordination ofphysical activity opportunities”).

NEVER CANCEL PHYSICAL ACTIVITYby student population size

NEVER CANCEL PHYSICAL ACTIVITYby estimated family income

0%

20%

40%

60%

80%

100%

0–199 200–499 500–999 ≥ 1,000

0%

10%

20%

30%

40%

50%





Opportunities for physical activity, such as an extra recess or sporting event, can beoffered to students as a reward for good behavior or academic achievement. Four out offive Canadian schools do offer this type of reward at least some of the time, but mostoffer it only occasionally (45%) or infrequently (27%). This pattern is fairly typicalacross the country. Elementary schools are more likely to offer this kind of reward tostudents (90%) than are secondary schools (57%), however, less than one in tenelementary schools rewards students with physical activity opportunities on a frequentbasis.

Student population size Schools with less than 500 students are more likely than thosewith 1,000 students or more to reward students with opportunities for physical activity.

Community size Schools in very small communities (those with a population of lessthan 1,000) are more likely than schools in larger communities to reward students withopportunities for physical activity.

Implications The use of physical activity as a reward seems prevalent in small tomedium–sized Canadian schools, especially amongst lower grades. Considering thistogether with the prevalence of canceling physical activity as a form of punishment, aninteresting picture emerges. Small schools report use of physical activity as a reward andpunishment system for students, whereas large schools do not. One might speculate thatsmall schools are more likely to view physical activity as a bonus rather than a corerequirement. This warrants investigation. In contrast, recognizing participation inphysical activity through rewards is a tool for reinforcing school support of an activelifestyle among its students. To do this, schools could consider seeking donations ofsmall activity related tokens or gifts from local sports stores and organizations (such aswater bottles, caps, wristbands, gift certificates, free registration in a soccer club, t-shirts,etc.) to award to students who demonstrate positive behaviours. Examples includerecognizing active commuters or students who establish a physical activity goal andachieve it in physical education class.

NEVER REWARD WITH PHYSICAL ACTIVITYby student population size

NEVER REWARD WITH PHYSICAL ACTIVITYby community size

0%

10%

20%

30%

40%

50%

60%

70%

0–199 200–499 500–999 ≥ 1,000 0% 5% 10% 15% 20% 25% 30%

< 1,000

1,000–4,999

5,000–9,999

10,000–74,999

75,000–299,999

≥ 300,000


COMMUNITY LINKS

Community Links68


One in three Canadian schools report that their school board consults with somecommunity group, such as a municipal recreation department, to ensure that communityneeds for physical activity are considered before building or renovating a school. Half asmany (14%) report that no consultation of this kind takes place. However, the majority(51%) do not know whether or not the community is consulted. Elementary schools arejust as likely as secondary schools to report that their school board takes part in somekind of community consultation.

Region Schools in the North are much more likely than schools in other regions to reportthat some kind of consultation between their school board and community groups takesplace before building or renovating a school: 67% of schools do so. Less than half (43%)of schools in the West report this kind of community consultation, while approximatelyone-third of schools in the province of Quebec (27%), the province of Ontario (31%), andthe East (34%) do so.

Estimated family income Schools having the majority of its students population fromhigher income families are more likely to consult with local groups and recreationdepartments than are those with the majority of its students from lower income families.

Implications When developing facilities that may be used by a broad spectrum of groups(children and youth, adults, seniors, disabled, cultural groups, etc.) it is appropriate toconsult with municipal officials and recreation departments to ensure that newly built ormodified facilities meet the needs of all individuals who may potentially use them.Indeed, school boards may wish to conduct a needs assessment not only of their students’needs, but also the needs of the community who may benefit from using such facilities.Moreover, all publicly funded facilities could take a similar approach permitting greaterintegration of school based and recreation based facilities in communities. This may beparticularly relevant approach in smaller communities that generally report lowerprevalence of facilities and programming.27

COMMUNITY CONSULTATIONby region

COMMUNITY CONSULTATIONby estimated family income

0%

20%

40%

60%

80%


Consults Does not consult Does not know

0%

20%

40%

60%

80%

100%


Consults Does not consult Does not know


Community Links 69


Almost two thirds (63%) of Canadian schools report that there is an agreement betweeneither the school or school board and a municipality to share the use of either school ormunicipal physical activity facilities. Slightly more than one in ten reports that no suchagreement is in place, and one quarter does not know. Secondary schools are more likelythan elementary schools to report having a sharing agreement with a municipality.

Region Of schools in any region, schools in the North and those in the province ofQuebec are the most likely (75% and 80% respectively) to report that they have anagreement with a municipality for shared use of facilities. Schools in Eastern Canada arethe least likely (49%) to report having such an agreement.

Student population size Schools with a larger student population are more likely thanthose with a smaller population to report that they have an agreement with a municipalityto share facilities.

School setting Schools in rural areas are more likely than other schools to report thatthey do not have a sharing agreement with a municipality.

Implications A cooperative agreement for establishing partnerships for facility usebetween schools and communities are a cost-effective means of increasing physicalactivity opportunities for children and youth. Besides sharing facilities withmunicipalities, schools can play an important role in promoting community-basedphysical activity opportunities to students and parents through announcements,newsletters, flyers, activity guides, or posters. Moreover, community sports andrecreation service providers must be aware of the needs of local families and to helpalleviate barriers when establishing scheduling of programs, transportation, child careopportunities, and so on. These data are consistent with data on municipal programsrelated to physical activity, which states that roughly three-quarters of municipalitieshave agreements with local school boards regarding the shared use of facilities.27

HAVE AGREEMENT FOR SHARED FACILITIESby region

HAVE AGREEMENT FOR SHARED FACILITIESby student population size

0%

20%

40%

60%

80%

100%



0%

20%

40%

60%

80%

100%

0–199 200–499 500–999 ≥ 1,000


Community Links70


Community groups or individuals in the community have access to facilities at mostCanadian schools (93%). Of those schools that offer community access, one-third chargesuser fees to all groups whereas one-quarter does not charge fees to children, and one-fifthdoes not charge fees to any group or individual. Secondary schools are slightly morelikely than elementary schools to allow community access to facilities.

Region Almost all schools in the West (96%), the East (93%), the province of Ontario(93%), and the North (91%) allow community access to school facilities. Schools inQuebec are less likely than the average Canadian school to allow community access tofacilities: only 84% of schools do so. Schools in the West are the most likely to offer allcommunity members free access to physical activity facilities.

School population size The likelihood that all groups pay to access school facilitiesincreases as the size of the student population increases.

School type Public schools are more likely than non-public schools to allow communitymembers to access school facilities.

School setting Schools in rural areas are more likely than other schools to offer allcommunity members free access to school facilities.

Implications The Center for Disease Controls’ Guidelines for School and CommunityPrograms cites the importance of shared facilities, and recommends that school facilitiesshould be made available to community physical activity programs.18 It is indeed apositive sign that this type of access is so prominent amongst most Canadian schools.Schools could consider reducing or eliminating user fees for community groups using thefacilities for purposes of children or youth physical activities. This will ensureinclusiveness of all children and youth in community physical activity programs,regardless of income level or similar barriers.

COMMUNITY ACCESS TO FACILITIESby region

COMMUNITY ACCESS TO FACILITIESby school type

0%

20%

40%

60%

80%

100%


School allows community access No group pays

Children do not pay All groups pay

0%

20%

40%

60%

80%

100%

School allows

community

access

No group pays Children do not

pay

All groups pay

Public Other


MAKING A DIFFERENCE

Making a difference72

Providing an environment to support children’s participation inphysical activity

Children spend such a significant proportion of their time in school during their formativeyears that by virtue of that very fact, schools play an important role in promoting physicalactivity for children. They cater to a large number of children, typically have in placefacilities and equipment necessary to be active, and have opportunities for supportchildren’s physical activity.10 The school provides a unique and credible role for 1)educating children about the benefits of physical activity, 2) teaching the importance ofthe importance of lifelong active living, 3) developing the skills necessary to participatein such active behaviours and 4) supporting and promoting participation in physicallyactivity (via physical education classes, during recess, lunch hour, before and afterschool). It is important to provide opportunities for physical activity at school throughstructured activities (including physical education curriculum, intramurals, inter-scholastic activities, and so on) as well as integrated in other aspects of school life.Research has shown that improvement of the physical environment and supervisionresulted in a higher percentage of girls and boys who were physically active, compared toschools who lacked such improvements.28 One would conclude that interventions thatdevelop the school environment to encourage physical activity, as well as improvedsocial supports, may help increase the physical activity levels of children and youth.28

Recommendations are provided below to help integrate physical activity into school life,build a more supportive environment for physical activity at school, and link the effortsof educators to increase physical activity of children and youth with those of health andrecreation professionals.

Providing comprehensive physical activity programming in schools

Canada is one of several countries that have established national initiatives to increasephysical education programming in schools.29 Canadian efforts include the Quality DailyPhysical Education (QDPE) program, which recommends a “planned and implemented”school program of daily physical education opportunities provided to all studentsthroughout the school year.8 QDPE is an important strategy of the Canadian Associationfor Health, Physical Education, Recreation and Dance (CAHPERD) for increasingphysical education in Canadian schools, providing awareness and skills that willencourage lifelong physical activity behaviour, as well as reducing the current inactivityrates among children and youth.8 In addition to the reduction of physical inactivity,studies have shown that children who participate in physical activity programs showpositive outcomes, including: improved self-esteem; increased concentration andacademic achievement, and reduced disciplinary behaviours.30 CAHPERD recommendsthat physical education programs at school should:

• Provide a minimum of 150 minutes of class instruction and activity periods a weekper student

• Provide well-planned lessons including a wide range of activities

Making a difference 73

• Encourage participation of all students regardless of age and ability

• Emphasize enjoyment, success, fair play, self-fulfillment, and personal health

• Ensure activities and lessons are appropriate for the age and stage of development ofthe students

• Ensure activities and lessons enhance cardiovascular systems, muscular strength,endurance, and flexibility

• Provide opportunities for all students to participate in school intramural activities andleadership opportunities

• Provide qualified and enthusiastic teachers

• Provide a safe learning environment for physical activity

• Promote the enjoyment of physical education classes and intramural activities.8

Recommendations related to the importance of comprehensive physical activityprogramming, cited in the report entitled Increasing physical activity: Supportingchildren’s participation (the report describing data from the 2001 Physical ActivityMonitor) are generally supported by the data found in this report. Therefore, we continueto recommend that schools:

ü Aspire to providing quality daily physical education to students from kindergarten tohigh school graduation.

ü Ensure that physical education programs are taught by physical education specialists,or qualified teachers, with appropriate training in physical education.

ü Promote physical activity programs and physical education classes that not onlyinvolve participation in physical activities, but teach lifelong skill-building andconfidence-building behaviours to children and youth,9 including decision-makingskills, teamwork, discipline, leadership, self-esteem, equity, lifelong physical activity,participation, and fair play.

ü Promote participation in activities in physical activity programs and physicaleducation classes that encourage lifelong physical activity behaviour.

ü Maximize the amount of time that students spend actively participating in physicalactivity during physical education. Ensure that adequate equipment exists, or modifyactivities, so that “waiting” time to use the required equipment is minimized.

ü Provide a variety of activities including both structured and non-structured types ofactivities and competitive and non-competitive activities in physical educationclasses. This will encourage participation by people of all skill, development, andconfidence levels, as well as promote lifelong physical activity. This is particularlyimportant for pre-adolescent and adolescent girls.10


ü Provide specific messages when dealing with children and youth. For example, whencustomizing messages for youth, focus on physical activity as “cool”; for children,focus on physical activity as “fun”.

ü Determine and incorporate targeted strategies to increase physical activity behavioursbased on readiness to change tailored specifically to children.20

ü Schools can expose students and staff to a comprehensive curriculum of physicalactivity outside of physical education programming, including, physical activityopportunities and programs at recess, at lunch, and after school, or intramural andinter-school sporting programs. Such exposure should ensure that these opportunitiesallow for structured and unstructured physical activities.

ü Schools can provide more opportunities at recess periods to increase children’sphysical activity levels, as research shows that children spend much of their recesstime being inactive.21 This research also suggests that modifications to school policiessuch as increasing the frequency of recesses, providing suitable facilities, andeducating staff to prompt physical activity may contribute to higher physical activity.

ü Promote extracurricular activities to students. Research indicates that extracurricularactivities are positively associated with desirable academic behaviours, includinggood conduct, academic achievement, staying in school, and good social skills.14

ü Ensure that extracurricular activities not only promote team sports such as basketball,soccer, and volleyball but also encourage physical activity clubs, featuring activitiessuch as dance, yoga, and walking.

ü Ensure that the extracurricular activities are “inclusive”, in that these programs meetthe needs of all students (i.e. students of various skills, abilities, gender, etc.).9

ü Provide access to transportation at no cost to and from extra-curricular physicalactivities outside of the school environment. This ensures access to participation of allstudents, regardless of their income capabilities.

ü Consider reducing user fees for sports or physical activities undertaken during or afterschool hours. Instead, institute “everyone plays” policies for encouraging all studentsto participate in school-related and extra-curricular physical activities.

ü Encourage and provide examples of physical activity related to different sexes,cultures and abilities or disabilities.31

ü Physical education programs should encourage students to participate in physicalactivity outside of physical education classes and outside of school.19 Provideincentives or awards recognizing students who participate in physical activity outsideof the school environment.

ü Seek input from students in the development, organization, and, for older thechildren, the administration of extracurricular activities, that would further encouragetheir interest and participation in physical activity.14


ü Establish physical activity goals for students and track progress towards these goals.9

ü Encourage seasonal activities or accommodate seasonal weather patterns and climatechange32 by providing appropriate facilities during the months when children’sactivities are typically in decline. This can include a focus on activities such as cross-country skiing, ski trips to local ski facilities, indoor soccer training, basketball, early-morning or after-school walking clubs in the halls, and so on.

ü Establish policies in the school system which ensures availability of appropriatefacilities, equipment, supplies, and supervision for physical activity to support thephysical activity needs of all students.10

ü Ensure that there is adequate protective equipment, to reduce incidence of personalinjury.

ü Ensure that the spaces and facilities for physical education and physical activity aresafe, clean, well-lit environments. Also, ensure that the facilities and equipment,including playgrounds, gymnasiums, and so on, are maintained to current safetyregulations.

ü Encourage schools to obtain appropriate tools and resources to promote physicalactivity for children. These can include brochures or posters to references on how tobuild self-esteem and skill development in children.

ü Provide incentives for physical activity. Examples of incentives include certificates orrewards for students who participate in physical activities; awards which recognizestudents’ efforts in physical activities; hosting social events which publicly recognizestudents who participate in physical activities; and awards for classes involved inphysical activities, which rotate between classrooms.

ü Ensure that students participating in physical activity programs are free fromdiscrimination, harassment, and intimidation.15

ü Discourage policies or practices that withhold physical activity as punishment (suchas no outdoor activity during recess for bad behaviour, running laps if students lose agame, etc.)

ü Encourage using physical activity as a reward (such as extra recess or gym classes forgood behaviour or academic achievement).

ü Encourage students to participate in local and special physical activity events, such asWinter- and Summer-Active, Terry Fox Run, International Walk to School Day.

ü Ensure that health promotion programs, either in conjunction with or separate fromphysical education classes, incorporate physical activity topics into the curriculum.Topics can include the benefits of physical activity, how to overcome barriers tophysical activity, how to develop goals, how to establish a personal physical activityprogram, opportunities for physical activity in the community, definitions of fitness(including appropriate frequency, intensity, and time) and so on.


ü Provide homework in physical education classes. This can include participation incommunity recreation programs, participation in special physical activity events,family-related physical activity, and so on.

ü Develop innovative and easy ways of making physical activity “fun and interesting”to students. For example, when watching a favourite television show, count howmany times a certain character is physically active in some way; ask students to countand log how many times they are active in a given time period (i.e. from 4:30 to6:30), including activities such as house cleaning, walking the dog, playing, etc.20

ü Recruit physical activity professionals to speak to students and staff throughout theyear regarding specific aspects of physical activity. Examples of physical activityprofessionals include fitness leaders, professionals in national, provincial, or regionalphysical activity related organizations and health care professionals.

ü Recruit local athletes or other public figures to “motivate or inspire” physical activityamong students.

ü Evaluate school programs regularly to ensure that school physical activity programs,facilities, and instruction meet student’s needs. To facilitate this process, use existingtools, such as CAHPERD’s QDPE report card. (seewww.cahperd.ca/e/qdpe/resouces.htm)

ü Incorporate guidelines for physical activity into the school physical educationcurriculum. Health Canada and the Canadian Society for Exercise Physiology haveprepared some general guidelines for physical activity for children and youth33,similar to those available for adults and older adults.34,35

ü Promote provincial or territorial testing in physical activity for children and youth.Some provinces have adopted mandatory provincial testing for subjects such asliteracy.36 Similar testing can be introduced for physical activity.

ü Provide physical education teachers who are qualified to teach the subject.8

ü Incorporate policies that require teachers, who are specifically involved in student’sphysical activity, to receive training or development at least once a year to keepinformed of current research and guidelines related to physical activity.

ü Seek and provide teachers with appropriate resources concerning physical activityissues for children, including inclusion, gender issues, equity, guidelines for activity,and so on (see resources available through CAHPERD’s website at www.cahperd.ca/e/qdpe/resouces.htm, and the Leisure Information Network at www.lin.ca)

ü Promote networking with other physical education teachers as a means ofencouraging a quality physical activity program (see CAHPERD’s PhysicalEducation Mentors Network at www.cahperd.ca/e/qdpe/mentor.htm).


Providing a supportive environment through school

As we have seen from the previous recommendations, schools can play a very importantrole in promoting physical activity through its physical education, and physical activityprogramming and curriculum. This in itself is important, but needs to be supportedthrough a nurturing environment conducive to promoting healthy behaviours in general.This can include a range of supports, in so much that schools could:

ü Ensure that school facilities are available to students in physical activity at varioustimes including before school, recess, or after school. Moreover, a variety of facilitiesare important, as a lack of facilities are considered a barrier to the participation ofadolescents in physical activity. In contrast, the physical activity of children ispositively related to the access to convenient spaces, facilities and equipment.14

ü Allow and encourage students or faculty to use the public address (PA) system inschool to announce daily progress reports on school teams performance, physicalactivities planned in the school for the day, promotion of special physical activityevents, and so on. Encourage students to prepare displays or bulletin boards related tophysical activity.

ü Post promotional information on physical activity (posters, brochures, etc.)strategically, to ensure students have the maximum amount of exposure to suchinformation.14

ü Incorporate physical activity themes into other classes. For example, in high schools:for computer classes, encourage the development of a web page which announcesdaily physical activity events; for journalism classes, assign work in which studentsinterview local school athletes; for biology classes, examine the impact of physicalactivity on the body. In elementary schools: for english classes, assign essays inwhich a student has to write about their favourite physical activity, including how toperform the activity, the benefits of the activity, etc.

ü Promote active commuting of students to and from schools. Schools can consultexisting programs such as Go for Green’s (a national organization) national program,entitled Active & Safe Routes to School, which encourages the use of active modes oftransportation to get to and from school.24 These initiatives include the WalkingSchool Bus program for young children which encourages safety and trafficawareness, the Biking School Bus program for older children which includes a focuson bike safety, and International Walk to School Day.26 Both “active transportation”programs include an element of adult supervision. Similarly, in the United States,KidsWalk-to-School is an adaptable program which encourages children to be active,learn safety skills and learn about their environment.37

ü Provide facilities or amenities to promote active commuting. This includes theprovision of showers, change rooms, and secure bicycle racks.

ü Provide comprehensive health services that promote positive health behaviours,including the importance of regular physical activity to well-being, prevention of


chronic disease, healthy eating and so on.11 These types of services can also includeguidance or counselling services.

ü Ensure a healthy school environment by encouraging good nutrition and healthyeating among students.

ü Ensure a good supply of nutritious snacks through the cafeteria and vending services.As an alternative, provide less expensive healthy food options and more expensiveunhealthy options.14 Strategically post information on healthy eating, such as posterson the Canada Food Guide.38

ü Provide adequate training for staff and volunteers who teach physical activity tostudents. Ensure the availability of appropriate resources, including guidelines forphysical activity, current research, or curriculum support resources.

ü Encourage an emphasis on the health benefits and importance of physical activity inthe curriculum of undergraduate and graduate work in teachers’ education, and asongoing professional development.10

ü Encourage school personnel to also be physically active during recess, lunch hours,before and after school. These individuals are in an influential position to act as rolemodels for appropriate physical activity behaviour.12

Creating partnerships with the community

Support from various facets of the community play a very important role in supportingand maintaining the physical activity of children and youth. These can includepartnerships or linkages with the facilities and programs available in the community(including parks and outdoor spaces, sports and recreation facilities, public and privatefacilities and programs for physical activity), local physical activity and sportsorganizations, private business, the health care sector, as well as with family members.This type of support may manifest itself through physical supports of facilities, programs,and other opportunities, as well as social supports, including role modelling,encouragement, or guidance.

Community involvement

ü Develop cooperative agreements between school boards and municipalities to shareuse of facilities and human resources (e.g. community access to school facilities orschool access to community facilities). Community health departments could work inconjunction with educators to ensure that physical activity facilities are usedeffectively and that barriers for children and youth to physical activity are reduced.39

ü Provide access to school facilities for groups participating in physical activity outsideof school hours. For example, consider offering physical activity programming on theweekends, before and after school, in the evenings, or during the summer months.


ü Ensure that the hours and location of community programming and facilities forphysical activity are suitable and meet the needs of students for participating inphysical activity outside of school hours.

ü Support family-oriented programming and facilities, including provide safe andaffordable child-care programs in facilities where parents can do their own physicalactivities or arrange or simultaneous programming for parents and children.

ü Develop changes in the community environment, include making stairs accessibleand convenient, restricting some streets for walking or bicycling only, or encouragingmixed land use (business, residential, shopping, etc.) in new communitydevelopments, which encourage active commuting to local facilities.40

ü Encourage the use of facilities not specifically designed for children’s physicalactivity, especially in more rural or small communities that do not have access tomany physical activity facilities. For example, meeting rooms in churches and otherplaces of worship offer an opportunity to support and encourage physical activity.

Parental and familial involvement

ü Promote parental involvement in school physical activity functions. Invite parents tovolunteer at recess, lunch hour, to help coach an after school activity, or to attendtheir child’s extracurricular physical activities.

ü Encourage parents to reduce or regulate children’s inactive behaviours, includingtelevision viewing or video games. Television viewing habits of children need to bereviewed on a regular basis by parents, as high levels of television viewing has beenassociated with obesity.41,42

ü Promote parental encouragement of children’s activity. Research shows that parentalencouragement is correlated with higher levels of physical activity in children.

ü Encourage parents to model appropriate physically active behaviour, help childrenestablish physical activity goals, reinforce physical activity with rewards when goalsare achieved, and organize family activities that include physical activity.

Health care involvement

ü Provide education and interventions directed towards promotion of physical activitythrough the health care system. Health care professionals could explain the riskfactors of chronic conditions in later life with sedentary behaviour in youth, helpfamilies guide and tailor physical activity programs for children and youth, describethe role of physical activity in weight management, skill development and buildingself-esteem.

ü Assist schools in providing information on how to address the physical activity needsof children and youth, especially as they relate to disability, injury prevention, orchronic illness.43


ü Help identify barriers to physical activity, and provide concrete steps on how toovercome such barriers.

ü Provide advice on how to effectively and safely increase physical activity levels ofchildren and youth.43

ü Seek assistance or input from the school nurse when developing physical activityprogramming in schools.

APPENDICES

82

Appendix A. Detailed Tables

Screening tablesDifference between two estimates required for statistical significance.............................85

Adequacy and availability of facilities for physical activityIndoor facilities for physical activity .................................................................................86Outdoor facilities for physical activity ..............................................................................87Amenities supporting physical activity..............................................................................89Municipal facilities for physical activity ...........................................................................90Adequacy of space for physical activity ............................................................................91Meeting the needs of students............................................................................................92

Training and developmental opportunitiesAvailability of health promotion programs for staff..........................................................93Availability of physical activity resources for all staff......................................................94Availability of physical activity resources for physical education staff ............................95

Physical activity programming, curricula and instructionAvailability of physical education classes .........................................................................96Passive and active time during physical education class ...................................................97Components of the physical education program for juniors..............................................98Components of the physical education program for seniors..............................................99Emphasis of physical activity programming....................................................................100Staff resources for physical education .............................................................................101Student-teacher ratio in physical education classes .........................................................102Coordination of physical activity opportunities...............................................................103Extracurricular programs for physical activity ................................................................104Transportation for extracurricular physical activities ......................................................105Financing of physical activity opportunities....................................................................106Estimated involvement in physical activity during free time ..........................................107

School policies related to physical activityPolicy to provide daily physical education ......................................................................109Policy to hire qualified personnel ....................................................................................110Policy to provide a broad range of physical activities .....................................................111Policy for funding of equipment ......................................................................................112Policies that support active commuting ...........................................................................113

Evaluation of physical activity programmingEvaluation criteria............................................................................................................114Frequency of physical activity resource evaluation.........................................................115

83

Social climate and environmentSocial support for the physical activity of students .........................................................116Intergrating physical activity into the broader school life ...............................................117Recognition ans awards for physical activity participation .............................................118Promoting physical activity events ..................................................................................119After school access for students.......................................................................................120Physical activity as a disciplinary measure......................................................................121Physical activity as a reward measure .............................................................................122

Community linksCommunity consultation..................................................................................................123Shared use of facilities .....................................................................................................124Community access to school facilities.............................................................................125

85

Difference between two estimates required for statistical significance

2001 Survey of Physical Activity in Canadian Schools

Percentage tested1

Sample 10% / 90% 20% / 80% 30% / 70% 40% / 60% 50%

OVERALL 4,160 1 2 2 2 2Elementary 3,071 2 2 2 2 3Secondary 1,494 2 3 3 4 4

REGION

East 573 3 5 5 6 6Newfoundland 120 8 10 12 12 13Prince Edward Island 44 13 17 19 20 21Nova Scotia 259 5 7 8 8 9New Brunswick 150 7 9 10 11 11

Quebec 399 4 6 6 7 7Ontario 1,791 2 3 3 3 3West 1,334 2 3 3 4 4

Manitoba 459 4 5 6 6 6Saskatchewan 172 6 8 10 10 11Alberta 397 4 6 6 7 7British Columbia 306 5 6 7 8 8

North 52 12 15 18 19 19

STUDENT POPULATION SIZE

0–199 948 3 4 4 4 5200–499 2,018 2 2 3 3 3500–999 866 3 4 4 5 5≥ 1,000 302 5 6 7 8 8

SCHOOL SETTING

Urban 1,245 2 3 4 4 4Suburban 1,210 2 3 4 4 4Rural 1,479 2 3 3 4 4

SCHOOL TYPE

Public 3,106 1 2 2 2 2Other 885 3 4 4 5 5

ESTIMATED FAMILY INCOME

More lower income 1,912 2 3 3 3 3Even mix 1,143 2 3 4 4 4More higher income 1,015 3 3 4 4 4

LANGUAGE

English 3,060 2 2 2 2 3French 508 4 5 6 6 6Both 485 4 5 6 6 6

1 The difference between two numbers is statistically significant when it is greater than or equal to the value listed in the table beside theappropriate group. For example, let 23% of schools in East and 32% of schools in the West offer physical education classes. To determineif the difference (9) is significant, find the row for the group with the smallest sample size (East). The value indicated at the closestpercentage column (20%) and the group row is the difference required for statistical significance (5). Since the difference between 23% and32% is greater than 5, schools in the West are significantly more likely than schools in the East to offer physical education classes.

86



Schools has access to a:

Gymnasium Other room Dance studio Weight room

OVERALL 96% 46% 10% 30%Elementary 95 37 6 13Secondary 96 65 18 68

REGION

East 94 47 8 34Newfoundland 97 35 – 42Prince Edward Island 100 – – –Nova Scotia 91 47 – 31New Brunswick 95 59 – 31

Quebec 95 46 15 22Ontario 97 38 7 25West 96 53 12 37

Manitoba 93 52 6 35Saskatchewan 96 56 16 40Alberta 97 51 14 38British Columbia 96 54 11 34

North 96 – – –


0–199 89 39 5 22200–499 98 40 8 19500–999 99 56 13 43≥ 1,000 98 79 38 91

SCHOOL SETTING

Urban 97 48 14 29Suburban 98 46 11 29Rural 94 44 7 31

SCHOOL TYPE

Public 97 46 10 31Other 94 44 11 29


More lower income 96 43 9 27Even mix 96 48 10 34More higher income 97 49 14 31

LANGUAGE

English 96 45 9 32French 95 48 16 23Both 99 47 12 31

– Data unavailable because of insufficient sample size.

87




Playing field Baseball diamond Basketball hoop Running track


REGION

East 89 73 66 32Newfoundland 75 59 47 22Prince Edward Island 95 77 77 52Nova Scotia 92 75 71 35New Brunswick 96 81 78 35



North 81 86 65 –


0–199 91 84 75 33200–499 94 88 86 44500–999 96 84 79 48≥ 1,000 98 81 58 79

SCHOOL SETTING


SCHOOL TYPE

Public 95 88 81 45Other 92 81 78 43



LANGUAGE



88

Outdoor facilities for physical activity (cont’d)



Tennis court Playground area Paved area

OVERALL 43% 77% 82%Elementary 34 91 91Secondary 61 52 59

REGION

East 41 72 74Newfoundland 35 64 56Prince Edward Island – 80 86Nova Scotia 41 76 81New Brunswick 48 74 79

Quebec 40 70 80Ontario 34 73 84West 52 86 83

Manitoba 39 83 78Saskatchewan 58 91 85Alberta 54 86 82British Columbia 54 84 86

North 43 88 43


0–199 34 87 78200–499 40 84 90500–999 48 65 76≥ 1,000 72 33 48

SCHOOL SETTING

Urban 41 72 81Suburban 41 76 86Rural 45 82 79

SCHOOL TYPE

Public 44 77 82Other 38 76 82


More lower income 40 77 81Even mix 46 77 80More higher income 44 78 85

LANGUAGE

English 43 79 83French 43 72 78Both 40 76 84


89

Amenities supporting physical activities



Showers Change rooms Lockers Bike racks


REGION




North 72 81 – 71


0–199 38 64 29 71200–499 41 74 29 79500–999 63 89 48 74≥ 1,000 96 98 75 78

SCHOOL SETTING


SCHOOL TYPE

Public 49 77 37 78Other 48 78 33 73



LANGUAGE



90

Municipal facilities for physical activities



Skatingrink

Sport/recreationfacility

Communitycentre

Walking orbicycling trail

Swimmingpool

OVERALL 70% 67% 59% 66% 41%Elementary 69 65 58 63 38Secondary 73 69 60 70 47

REGION

East 68 53 53 68 35Newfoundland 66 55 65 68 41Prince Edward Island 84 58 53 93 –Nova Scotia 65 48 44 63 30New Brunswick 73 58 52 72 37

Quebec 69 71 47 61 31Ontario 60 65 58 65 31West 79 70 66 69 57

Manitoba 77 65 67 56 37Saskatchewan 88 65 59 50 54Alberta 86 71 68 71 70British Columbia 71 75 67 82 55

North 92 61 65 63 59


0–199 73 58 56 56 37200–499 69 68 60 67 41500–999 68 71 59 72 42≥ 1,000 70 78 61 79 53

SCHOOL SETTING

Urban 66 68 56 70 45Suburban 66 74 63 74 42Rural 76 60 58 56 36

SCHOOL TYPE

Public 71 66 59 66 43Other 68 70 60 66 38


More lower income 70 65 58 62 39Even mix 71 69 59 67 43More higher income 68 70 60 73 43

LANGUAGE

English 70 66 61 68 43French 72 72 49 59 36Both 65 68 62 70 40


91



Lack of space for physical activities lead to:


OVERALL 43% 43%Elementary 40 42Secondary 48 44

REGION

East 37 39Newfoundland 26 30Prince Edward Island – –Nova Scotia 41 43New Brunswick 43 40

Quebec 51 60Ontario 45 42West 39 36

Manitoba 40 40Saskatchewan 34 34Alberta 47 44British Columbia 33 27

North – 45


0–199 32 39200–499 41 40500–999 54 49≥ 1,000 59 51

SCHOOL SETTING

Urban 47 46Suburban 45 41Rural 37 40

SCHOOL TYPE

Public 43 42Other 43 40


More lower income 44 46Even mix 42 39More higher income 43 40

LANGUAGE

English 39 37French 54 61Both 47 44


92



For physical education andextracurricular programs

For other physical activityand play

Not well Moderately Quite well Not well Moderately Quite well

OVERALL 11% 19% 70% 14% 28% 58%Elementary 12 21 67 14 29 57Secondary 11 17 72 15 27 59

REGION

East 16 22 63 19 32 49Newfoundland – 22 62 21 39 40Prince Edward Island – – 67 – – 65Nova Scotia 19 24 57 25 30 45New Brunswick – 19 70 – 28 62

Quebec 13 19 68 16 30 53Ontario 11 23 66 14 30 56West 8 16 76 10 25 65

Manitoba 11 22 67 14 26 60Saskatchewan – 12 78 – 23 66Alberta 9 17 74 8 25 67British Columbia – 14 79 9 26 65

North – – 64 – – –


0–199 17 24 59 19 31 50200–499 10 19 71 12 28 60500–999 8 17 75 12 26 62≥ 1,000 10 14 76 12 26 62

SCHOOL SETTING

Urban 12 21 67 14 28 58Suburban 7 16 76 11 25 64Rural 13 20 67 15 31 54

SCHOOL TYPE

Public 11 18 71 14 28 59Other 12 22 66 13 31 56


More lower income 13 22 65 16 32 53Even mix 9 18 72 11 27 61More higher income 10 15 76 12 23 65

LANGUAGE

English 11 20 70 13 28 60French 12 19 69 15 32 53Both 8 19 73 11 28 61


93



Health promotion programs available to staff:

Yes No


REGION

East 29 71Newfoundland 20 80Prince Edward Island – 67Nova Scotia 24 76New Brunswick 44 56



North – 74


0–199 24 76200–499 31 69500–999 33 67≥ 1,000 41 59

SCHOOL SETTING


SCHOOL TYPE




LANGUAGE



94

Availability of physical activity resources for all staff


Physicalactivity

guidelines

Informationabout activity

promotion

Certification for studentinvolvement

Professionaldevelopment

in active living

Specificinstruction by experts


REGION

East 16 12 7 10 9Newfoundland – – – – –Prince Edward Island – – – – –Nova Scotia 12 9 – – –New Brunswick 32 22 – 21 20

Quebec 7 7 – – –Ontario 40 21 11 15 13West 29 16 11 17 15


North – – – – –


0–199 29 17 8 12 11200–499 32 18 9 14 13500–999 23 13 11 16 11≥ 1,000 8 9 12 7 –

SCHOOL SETTING


SCHOOL TYPE

Public 28 15 10 14 12Other 31 20 9 13 14



LANGUAGE



95

Availability of physical activity resources for physical education staff


Physicalactivity

guidelines

Informationabout activity

promotion

Certification for studentinvolvement

Professionaldevelopment

in active living

Specificinstruction by experts


REGION

East 37 21 12 23 19Newfoundland 39 22 – 20 19Prince Edward Island – – – – –Nova Scotia 43 26 16 30 23New Brunswick 24 16 – 15 –



North – – – – –


0–199 26 14 9 14 12200–499 30 19 13 20 16500–999 43 26 22 28 23≥ 1,000 60 35 36 45 36

SCHOOL SETTING


SCHOOL TYPE

Public 35 21 16 23 19Other 32 18 15 20 17



LANGUAGE



96

Availability of physical education classes


Median value for juniors: Median value for seniors:

Minutes perclass

Classes perweek

Class weeks per year

Minutes perclass

Classes perweek

Class weeksper year

OVERALL 47 3 36 51 3 35Elementary 41 3 38 44 3 38Secondary 60 3 32 64 3 30

REGION

East 44 2 35 48 3 34Newfoundland 49 2 35 53 3 34Prince Edward Island 42 3 36 47 – 36Nova Scotia 40 2 37 45 3 35New Brunswick 45 3 33 48 3 33



North – 4 – – – –

STUDENT POPULATION SIZE 0–199 43 3 38 48 3 37200–499 43 3 37 46 3 37500–999 53 3 34 55 3 33≥ 1,000 71 3 27 72 3 27

SCHOOL SETTING


SCHOOL TYPE

Public 47 3 36 50 3 35Other 47 3 36 52 3 35



LANGUAGE



97

Passive and active time during physical education class


Median time in physical education spent:1

Standing around waiting Physically engaged in activity


REGION

East 14 77Newfoundland 15 79Prince Edward Island 13 78Nova Scotia 14 75New Brunswick 14 76



North 13 77


0–199 15 76200–499 16 74500–999 18 71≥ 1,000 16 70

SCHOOL SETTING


SCHOOL TYPE




LANGUAGE


– Data unavailable because of insufficient sample size.1 May not add up to 100% due to unknown values.

98

Components of the physical education program for juniors


Specializedmovement skills

Health- relatedfitness

Fitnesstesting

Individualactivities

Team ordual sports

Seasonalactivities


REGION

East 72 93 51 88 87 61Newfoundland 76 91 48 81 92 66Prince Edward Island 75 95 – 85 90 62Nova Scotia 73 94 52 94 87 64New Brunswick 67 95 52 87 82 54



North 65 93 49 91 95 83


0–199 63 94 45 91 90 66200–499 68 96 53 95 91 62500–999 77 97 66 95 97 65≥ 1,000 92 97 91 93 99 76

SCHOOL SETTING


SCHOOL TYPE

Public 70 96 56 94 92 65Other 73 96 61 92 94 64



LANGUAGE



99

Components of the physical education program for seniors


Specializedmovement skills

Health-related fitness

Fitnesstesting

Individualactivities

Team ordual sports

Seasonalactivities


REGION

East 85 95 60 91 97 75Newfoundland 85 94 61 91 98 83Prince Edward Island 83 91 – 83 100 74Nova Scotia 85 97 61 94 97 77New Brunswick 86 96 59 89 96 64



North 81 90 65 95 100 89


0–199 80 97 62 92 97 76200–499 82 97 66 96 98 73500–999 87 98 75 95 100 74≥ 1,000 95 97 87 95 98 88

SCHOOL SETTING


SCHOOL TYPE

Public 84 97 67 96 99 75Other 84 97 73 93 98 75



LANGUAGE



100



Participation inphysical activity

Leadership andsocial skills

Lifelong physicalactivity

Positive attitudesfor physical activity


REGION




North 89 89 81 83


0–199 93 96 86 92200–499 92 96 86 90500–999 91 95 83 89≥ 1,000 94 94 80 88

SCHOOL SETTING

Urban 92 96 85 91Suburban 92 96 86 91Rural 92 95 85

SCHOOL TYPE 90Public 92 96 86 90Other 92 96 84 90



LANGUAGE



101



Person responsible for teaching physical education in the school:

Principal or vice-principal

Classroomteachers Volunteers Physical education

specialist


REGION

East 27 57 15 96Newfoundland – 57 – 95Prince Edward Island – – – 98Nova Scotia – 41 – 100New Brunswick – 75 – 91

Quebec – 25 – 98Ontario 15 87 11 69West 46 88 20 78

Manitoba 29 66 – 92Saskatchewan 57 94 – 81Alberta 45 89 – 86British Columbia 46 91 23 63

North – 90 – –


0–199 43 83 18 69200–499 26 81 14 79500–999 10 70 9 90≥ 1,000 – 44 – 96

SCHOOL SETTING


SCHOOL TYPE

Public 28 77 14 83Other 20 80 12 72



LANGUAGE

English 32 86 17 76French – 31 – 97Both 21 79 – 82


102

Student–teacher ratio in physical education classes


Compared to other classes, student–teacher ratio is:

Higher About the same Lower


REGION

East 10 85 5Newfoundland – 79 –Prince Edward Island – 88 –Nova Scotia 8 89 –New Brunswick – 84 –


Manitoba 10 88 –Saskatchewan – 90 –Alberta 20 78 –British Columbia 9 90 –

North – 86 –

STUDENT POPULATION SIZE 0–199 11 83 6200–499 10 86 3500–999 18 77 4≥ 1,000 29 66 –

SCHOOL SETTING Urban 16 80 5Suburban 13 84 3Rural 13 83 5

SCHOOL TYPE

Public 14 83 3Other 13 80 7



LANGUAGE

English 13 85 2French 19 67 14Both 9 89 –


103



Person responsible for coordinating physical activitiesduring lunch, recess, before or after school:

Teacher or staff Student Monitor Volunteer


REGION

East 83 10 – 84Newfoundland 88 – – 89Prince Edward Island 89 – – 84Nova Scotia 81 9 – 83New Brunswick 80 – – 81


Manitoba 81 12 – 90Saskatchewan 81 13 – 92Alberta 85 11 – 92British Columbia 84 10 – 85

North 82 – – 89

STUDENT POPULATION SIZE 0–199 77 10 5 89200–499 83 10 5 89500–999 85 12 6 91≥ 1,000 88 19 – 94

SCHOOL SETTING Urban 82 10 6 91Suburban 84 11 5 91Rural 81 12 5 88

SCHOOL TYPE

Public 83 12 4 90Other 80 10 4 91



LANGUAGE

English 84 12 3 90French 76 7 13 92Both 84 11 – 90


104



School provides/offers:

Intramural activities Between-schoolactivities

Other physical activityoutings


REGION

East 86 80 80Newfoundland 84 80 83Prince Edward Island 98 90 87Nova Scotia 87 82 83New Brunswick 84 75 73



North 78 72 88


0–199 74 69 78200–499 88 82 83500–999 91 87 84≥ 1,000 83 91 86

SCHOOL SETTING


SCHOOL TYPE

Public 87 82 82Other 80 81 84



LANGUAGE



105



Transportation provided by school/school board for:



REGION

East 50 65Newfoundland 57 68Prince Edward Island 82 70Nova Scotia 44 56New Brunswick 43 74



North – 66


0–199 62 71200–499 56 62500–999 58 61≥ 1,000 67 51

SCHOOL SETTING


SCHOOL TYPE




LANGUAGE



106



Students and their families are responsible for the costs of:



REGION

East 79 38 82Newfoundland 86 33 83Prince Edward Island 60 – 80Nova Scotia 83 42 84New Brunswick 70 39 77



North 56 – 50


0–199 68 37 73200–499 78 42 85500–999 80 49 89≥ 1,000 85 54 94

SCHOOL SETTING


SCHOOL TYPE

Public 77 42 85Other 76 46 85



LANGUAGE



107



Percentage of students engaging in physical activity:


<=50% of time > 50% of time <=50% of time > 50% of time


REGION

East 80 20 80 20Newfoundland 91 – 76 24Prince Edward Island 89 – 74 –Nova Scotia 75 25 86 14New Brunswick 76 24 77 23



North 76 – 62 –

STUDENT POPULATION SIZE 0–199 70 30 74 26200–499 77 23 80 20500–999 90 10 88 12≥ 1,000 99 – 94 –


SCHOOL TYPE

Public 80 20 83 17Other 78 22 78 22



LANGUAGE



108

Estimated involvement in physical activity during free time (cont’d)


Percentage of students engaging in physical activity:


<=50% of time > 50% of time <=50% of time > 50% of time


REGION

East 50 50 47 53Newfoundland 77 23 66 34Prince Edward Island – 78 – 76Nova Scotia 43 57 42 58New Brunswick 35 65 41 59



North – 76 44 56

STUDENT POPULATION SIZE 0–199 22 78 26 74200–499 22 78 29 71500–999 46 54 55 45≥ 1,000 91 – 90 10


SCHOOL TYPE

Public 31 69 39 61Other 25 75 34 66



LANGUAGE



109

Policy to provide daily physical education


Policies to provide daily physical education to all students:

Written Understood None


REGION

East 36 13 51Newfoundland 31 – 58Prince Edward Island – – 69Nova Scotia 32 18 50New Brunswick 47 – 43



North 47 – –


0–199 37 23 39200–499 36 19 45500–999 35 15 51≥ 1,000 35 14 50

SCHOOL SETTING


SCHOOL TYPE

Public 35 19 47Other 40 20 40



LANGUAGE



110

Policy to hire qualified personnel


Policy to hire qualified personnel:



REGION

East 56 27 17Newfoundland 64 22 –Prince Edward Island 51 – –Nova Scotia 59 26 15New Brunswick 45 31 24

Quebec 85 12 –Ontario 38 26 36West 29 39 31


North – – –

STUDENT POPULATION SIZE 0–199 39 25 35200–499 41 30 29500–999 55 29 16≥ 1,000 71 25 –


SCHOOL TYPE

Public 45 29 26Other 43 27 30



LANGUAGE



111

Policy to provide a broad range of physical activities


Policy to provide a range of physical activities:



REGION

East 51 35 15Newfoundland 48 42 –Prince Edward Island – – –Nova Scotia 53 33 14New Brunswick 51 30 20


Manitoba 50 43 7Saskatchewan 55 38 –Alberta 64 30 6British Columbia 54 33 13

North – – –


0–199 47 39 14200–499 53 34 14500–999 52 32 16≥ 1,000 45 36 19

SCHOOL SETTING


SCHOOL TYPE

Public 52 35 13Other 49 33 18



LANGUAGE



112

Policy for funding of equipment


Policy to ensure ongoing funding of equipment:



REGION

East 23 35 42Newfoundland 24 34 41Prince Edward Island – – –Nova Scotia 19 32 50New Brunswick 28 38 33


Manitoba 31 46 23Saskatchewan 37 52 –Alberta 23 43 34British Columbia 25 46 28

North – – –


0–199 24 42 33200–499 27 40 33500–999 29 38 32≥ 1,000 27 41 32

SCHOOL SETTING


SCHOOL TYPE

Public 26 39 34Other 29 45 26



LANGUAGE



113

Policies that support active commuting


Availability of policies supporting active commuting:



REGION

East 9 9 82Newfoundland – – 88Prince Edward Island – – 72Nova Scotia – – 81New Brunswick – – 79

Quebec – – 87Ontario 18 18 65West 11 17 73

Manitoba 7 13 80Saskatchewan – 21 64Alberta 13 12 75British Columbia 9 20 71

North – – 80

STUDENT POPULATION SIZE 0–199 11 13 76200–499 11 16 73500–999 14 15 71≥ 1,000 17 12 72


SCHOOL TYPE

Public 11 15 74Other 16 15 68



LANGUAGE



114

Evaluation criteria


Evaluation of physical activity programs is consistent with:

Provincial/territorialcurriculum standards

National/internationalguidelines

QDPE recognitionaward standards


REGION

East 90 32 21Newfoundland 94 37 32Prince Edward Island 89 – –Nova Scotia 92 28 12New Brunswick 84 33 22



North 98 – –


SCHOOL SETTING


SCHOOL TYPE

Public 92 33 29Other 90 36 23



LANGUAGE



115



Programs, facilities, and instruction are evaluated:

Never Once every few years

Oncea year

Twicea year

More thantwice a year


REGION

East 17 23 36 12 12Newfoundland 23 27 26 – –Prince Edward Island – – – – –Nova Scotia 12 19 45 10 14New Brunswick 19 23 34 17 –


Manitoba 9 26 41 11 13Saskatchewan – 22 42 15 –Alberta 9 18 44 13 17British Columbia 10 36 36 9 10

North – – 37 – –

STUDENT POPULATION SIZE 0–199 17 20 42 11 11200–499 13 23 39 11 13500–999 12 18 41 14 16≥ 1,000 – 16 42 15 20

SCHOOL SETTING Urban 13 19 41 12 14Suburban 11 21 42 11 15Rural 14 22 40 13 12

SCHOOL TYPE

Public 13 21 41 11 14Other 13 20 39 15 14



LANGUAGE



116

Social support for the physical activity of students


Percentage receiving support:



REGION




North 49 74 83


0–199 32 72 74200–499 42 81 76500–999 48 83 82≥ 1,000 61 81 83

SCHOOL SETTING


SCHOOL TYPE

Public 44 82 79Other 39 77 75



LANGUAGE



117



Degree of support for integrating physical activityinto broader school life:

Low support Moderate support High support


REGION

East 42 47 12Newfoundland 48 42 –Prince Edward Island – 50 –Nova Scotia 39 49 12New Brunswick 41 47 –



North – 56 –


SCHOOL SETTING


SCHOOL TYPE

Public 40 46 14Other 43 42 15



LANGUAGE



118



School provides:

Certificates or rewards for participation

Awards or trophiesfor effort

Events to recognizeindividual students


REGION




North 60 64 47


SCHOOL SETTING


SCHOOL TYPE

Public 74 66 49Other 69 70 48



LANGUAGE



119



School promotes community physical activity events tostudents:

Yes No Don’t know


REGION

East 73 23 –Newfoundland 64 29 –Prince Edward Island 84 – –Nova Scotia 70 28 –New Brunswick 83 – –

Quebec 53 42 –Ontario 72 23 5West 77 21 2

Manitoba 73 24 –Saskatchewan 80 17 –Alberta 75 22 –British Columbia 79 20 –

North 79 – –


0–199 67 30 4200–499 74 22 4500–999 69 27 4≥ 1,000 64 31 –

SCHOOL SETTING


SCHOOL TYPE

Public 72 25 4Other 68 28 4



LANGUAGE

English 74 22 4French 57 38 6Both 73 24 –


120



School allows students to access:

Indoor facilities Outdoor facilities Neither indoor noroutdoor facilities


REGION

East 70 72 7Newfoundland 87 51 –Prince Edward Island 77 86 –Nova Scotia 65 80 –New Brunswick 59 79 –


Manitoba 67 81 6Saskatchewan 70 86 –Alberta 61 84 6British Columbia 65 86 –

North 72 68 –


0–199 46 74 16200–499 51 78 12500–999 55 73 14≥ 1,000 72 73 11

SCHOOL SETTING


SCHOOL TYPE

Public 55 78 10Other 46 69 20



LANGUAGE



121



School cancels physical activity as discipline:

Never Infrequent Occasionally Frequently


REGION

East 47 37 14 –Newfoundland 42 41 – –Prince Edward Island – – – –Nova Scotia 58 31 11 –New Brunswick 36 43 16 –

Quebec 47 35 16 –Ontario 37 41 21 2West 34 45 20 –

Manitoba 35 42 21 –Saskatchewan 26 50 24 –Alberta 34 46 19 –British Columbia 37 43 20 –

North – 42 – –

STUDENT POPULATION SIZE 0–199 31 44 23 –200–499 31 46 21 2500–999 50 33 16 –≥ 1,000 82 15 – –

SCHOOL SETTING Urban 41 39 19 –Suburban 41 41 17 –Rural 35 43 20 2

SCHOOL TYPE

Public 39 41 18 2Other 37 41 21 –

ESTIMATED FAMILY INCOME More lower income 34 42 22 2Even mix 40 41 18 –More higher income 45 39 14 –

LANGUAGE English 37 42 19 2French 44 37 18 –Both 41 42 15 –


122



School offers physical activity as reward:

Never Infrequent Occasionally Frequently


REGION

East 19 29 47 6Newfoundland 18 30 48 –Prince Edward Island – – – –Nova Scotia 24 28 43 –New Brunswick – 28 52 –


Manitoba 17 25 50 9Saskatchewan – 24 59 –Alberta 19 30 45 6British Columbia 23 27 43 –

North – – 61 –

STUDENT POPULATION SIZE 0–199 14 26 52 9200–499 14 30 50 6500–999 33 24 38 5≥ 1,000 66 19 13 –


SCHOOL TYPE

Public 22 27 45 6Other 22 29 42 7



LANGUAGE



123



Consultations with local groups, recreation departments:

Yes No Don’t know


REGION

East 34 13 53Newfoundland – 19 66Prince Edward Island 49 – –Nova Scotia 48 – 46New Brunswick 29 17 53


Manitoba 37 13 50Saskatchewan 44 – 47Alberta 45 11 44British Columbia 42 9 49

North 67 – –


0–199 33 14 53200–499 37 12 51500–999 31 17 52≥ 1,000 44 15 41

SCHOOL SETTING


SCHOOL TYPE

Public 36 12 52Other 35 18 47



LANGUAGE



124



School has agreement with municipality for shared use offacilities:

Yes No Don’t know


REGION

East 49 16 34Newfoundland 34 22 44Prince Edward Island – – –Nova Scotia 52 11 37New Brunswick 62 17 21



North 75 – –


0–199 54 20 26200–499 63 12 25500–999 68 10 22≥ 1,000 78 10 12

SCHOOL SETTING


SCHOOL TYPE

Public 66 10 25Other 55 22 23



LANGUAGE



125



Who pays for the access to these facilities:School allowscommunity access

to facilitiesNo groups

payChildren do not

payAll groups

pay


REGION

East 93 21 44 20Newfoundland 93 – 68 –Prince Edward Island 98 51 – –Nova Scotia 92 24 27 28New Brunswick 92 15 49 20



North 91 58 – –

STUDENT POPULATION SIZE 0–199 86 32 25 21200–499 93 18 26 35500–999 97 12 20 43≥ 1,000 96 7 19 58


SCHOOL TYPE

Public 94 18 25 36Other 89 21 22 34



LANGUAGE



127

Appendix B. Methodology

Questionnaire content

The content of the 2001 Survey of Physical Activity in Canadian Schools was determinedby the Institute in consultation with partners: the Physical Activity Unit of Health Canadaalong with provincial and territorial partners concerned with fitness, active living, leisure,sport, and recreation through the auspices of the Interprovincial Sport and RecreationCouncil, and the Canadian Association for Health, Physical Education, Recreation, andDance.

The 2001 Survey of Physical Activity in Canadian Schools was designed to

• explore the availability and composition of physical education programming atschool.

• determine the availability and adequacy of facilities and opportunities for physicalactivity.

• explore the provision of extracurricular physical activities.

• determine the provisions of health promotion available for staff and students.

• examine policies related to physical activity at school.

• describe the broader physical and social environments at school.

Survey methods

The 2001 Survey of Physical Activity in Canadian Schools was carried out in the late fallof 2001 and winter of 2002. The survey consisted of a self-completed questionnairewhich was mailed to a total of 11,038 Canadian schools. This mailing was followed by amailed reminder asking recipients to complete the survey (if they had not already doneso), or thanking them for its prompt return (if this was the case). An additional mail-outwas directed to those schools from whom questionnaires were not received. Returnedsurveys were verified for completeness and open-ended questions were coded. Data fromprepared questionnaires were entered into an electronic database using double keying foraccuracy.

Sample and response rate

The survey was mailed to 11,038 schools in Canada, using a mailing list obtained fromthe Canadian Association for Health, Physical Education, Recreation and Dance. Thesurvey was mailed to the principal of the school at the mailing address listed in thisdatabase.

The overall response rate to this survey was 39%. Table 1 (below) provides detailedbreakdowns of response rates by province or territory. The response rate was highest inthe Prince Edward Island and lowest in Newfoundland.

128

Table 1

SURVEY RESPONSE RATES BY JURISDICTION

Number ofschools mailed

to

Number ofquestionnaires

received

Response rate

Canada 11,038 4,304 39%

Atlantic 1,351 587 43%Newfoundland 378 121 32%Prince Edward Island 70 44 63%Nova Scotia 520 263 51%New Brunswick 383 159 42%

Quebec 1,316 473 36%

Ontario 5,310 1,821 34%

West 3,031 1,341 44%Manitoba 853 462 54%Saskatchewan 418 172 41%Alberta 907 400 44%British Columbia 853 307 36%

North 116 52 45%Northwest Territoriesand Nunavut

80 36 45%

Yukon 30 16 53%

Data analysis

Sample weights were adjusted to reflect the non-response rates. All numbers have astatistical error associated with them by virtue of the random selection of the sample. Thefirst table in the table section (Appendix A) permits statistical tests of significancebetween percentages, taking into account sample design, design effect, and sample size. Itspecifies the difference required between two estimates for statistical significance.Caution should be used in interpreting data based on small cell sizes, particularly forprovincial comparisons. According to standard practice, data released in the tables havebeen screened to ensure that each statistic is based on a minimum of 20 individuals.Insufficient sample size is denoted by “–”.

129

Appendix C. Notes

CAHPERD: The Canadian Association for Health, Physical Education, Recreation andDance (CAHPERD) is a national, charitable, voluntary-sector organization whose primaryconcern is to influence the healthy development of children and youth by advocating forquality, school-based physical and health education. CAHPERD advocates and educates forquality physical and health education programs within supportive school and communityenvironments.

Grade level: Grade level is categorized for these analyses into two levels: elementary andsecondary. Taking in consideration provincial and territorial variations in the categorizationof elementary versus secondary grades, generally, a school is defined here as elementaryproviding grade 6 and under or a majority of elementary grades, such as kindergarten, juniorkindergarten, and jardin. The secondary school classification defines a school as secondary,which provides grade 7 and over or a majority of secondary grades.

Income Level: The 2001 Survey of Physical Activity in Canadian Schools asked respondingschools to estimate the distribution of family or household income of its students. From this,a classification of three categories were established: more students with higher income, andeven mix of incomes, more students with lower incomes. These classifications were used forcomparisons of household income contained within this report.

QDPE: Quality Daily Physical Education (QDPE) is CAHPERD’s term for a “well-plannedand implemented school program of physical education learning opportunities provided to allstudents in the school on a daily basis throughout the school year. A quality daily physicaleducation program includes daily curricular instruction for all students, as well as intramuralactivities and school sports in which all students have the opportunity to participate. TheQDPE program is the centre of CAHPERD’s strategy for increasing the physical educationlevels of Canadian children and youth, to provide them with the knowledge and skillsnecessary to develop a positive attitude toward physical activity that will last a lifetime.”CAHPERD has published the following four position statements:

1. “QDPE in every school is essential to successfully reversing the inactivity crisis plaguingCanadian children and youth.

2. All children and youth in Canada must receive physical education through compulsoryKindergarten to Grade 12 QDPE programs.

3. All students must receive their physical education from teachers who are qualified toteach the subject.

4. The minimum acceptable criteria for the delivery of Physical Education in Canadianschools are those set out by CAHPERD.”

School setting: The survey probed the location of the school. The responding school hadurban, suburban, or rural options. Comparisons in this report reflect data for all three types ofschool settings.

School type: The survey asked about the type of school environment of the respondingschool, where options include public, catholic, and other type of schools boards. Based onsample size, comparisons in this report reflect data on two classifications: public and othertypes of schools.

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132

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