Predictors of Physical Activity Opportunities: Educational Policy and Administrative Support

Background/Purpose: Educational policy ensures a standard of practice in the school environment. Over the last several decades, policies have been developed to improve the health of America’s youth such as those targeting the implementation of Comprehensive School Physical Activity Programs (CSPAP) into the schools (IOM, 2013; NASPE, 2008).  Little is known about the effects of policy on physical activity opportunities within the school setting, specifically at a school and district level.  Accordingly, the purpose of this study was to examine the predictors of physical activity opportunities offered within the school setting. 

Method: This cross-sectional study investigated the perceptions of physical education teachers (157; 72% female; 84% Caucasian) from four regions of the United States. Participants completed the CSPAP index, a 120-question survey compiled from valid and reliable instruments (Centeio & Castelli, 2011; Lounsbery et al., 2010; and Martin & Kulinna, 2003) as part of a professional development training that focused on CSPAP implementation. Data were confirmed and reduced using IBM SPSS v 19 and descriptive statistics and regression analyses were conducted to determine predictors of PA opportunities.

Analysis/Results: Using a multiple regression analysis, demographics, policy, and teacher perceptions were regressed on the dependent variable, number of physical activity opportunities offered by physical education teachers. Analyses revealed that educational policy (p<.05) and facilities available for physical activity (p<.05) as well as perceived administrative support (p = .08) significantly predicted physical activity opportunities offered, when controlling for region of the country, and rural/urban areas [F(5,148) = 3.52, p <.01, adj. R² = .06].

Conclusions: The findings from this study suggest that educational policies targeting physical activity, when coupled with proper facilities and strong perceptions of administrator support, are valuable elements in implementing the CSPAP. Future research needs to decompose how actions by school administrators mediate the potential effects of a policy.