Daily Physical Activity and Student Engagement

Submitted to the Faculty of the School of Education

In Partial Fulfillment of the Requirements for the
Degree of Master of Education in Leadership and Administration
At
Gonzaga University
Spokane, Washington
July 2, 2014

By
Kelowna Cohort
Jerri Shepard

I certify that I have read this manuscript and that, in my judgment,

it is adequate in scope and quality for the degree of

Commented [JS1]: Please update on revisions

Master of Education in Leadership and Administration

Second Reader: Ron Carswell, Ed. D

Advisor: Jerri Shepard, Ed. D

Acknowledgments

ii

Dedication

iii

Abstract

iv

Table of Contents
Chapter 1 - Nature of the Problem.. 1
Rationale .... 2
Purpose ........... 4
Research Question ..... 4
v

Operational Definitions .. 4
Summary ........ 4
Chapter II - Review of the Related Literature... 6
Background Information 6
History of Daily Physical Activity ..... 6
Daily Physical Activity Statistics ....... 7
Effective Setting for Daily Physical Activity......... 8
Benefits of Daily Physical Activity ... 8
Health Benefits .. 8
Academic Achievement ..... 9
Academic Performance ........ 10
Critique of Daily Physical Activity . 11
Implementing Daily Physical Activity 12
Physical Activity Programs... 13
Action Schools! BC.. 14
Comprehensive School Physical Activity Program (CSAP) ... 14
Sports, Play and Active Recreation for Kids (SPARK Program) ........ 14
Everyone Jump.......... 15
Playground Activity leaders in Schools (P.A.L.S) .. 15
Summary .. 15
Chapter III Methodology ... 17
Participants ... 17
Setting .. 18
Data Collection Instrumentation .. 18
The MacKenzie Students Engagement Questionnaire . 18
Off- Task Behaviour Checklist 19
The Daily Physical Activity and Enjoyment Survey .. 20
Data Analysis ... 20
Materials/Equipment 21
Design .. 21
Entry to the Field . 21
Ethical Considerations . 22
Implementation Procedures . 22
Figure 1. Implementation Procedures .. 22
Summary .. 24

Chapter IV Findings
Chapter V Conclusions
References ... 26
vi

Appendices ...... 30
Appendix A: The MacKenzie Student Engagement Questionnaire 30
Appendix B: Off- Task Behaviour Checklist ... 31
Appendix C: The Daily Physical Activity and Enjoyment Survey .. 32
Appendix D: Parent Consent Letter . 33
Appendix E: Administrative Consent Form 34
Appendix F: The National Institutes of Health (NIH) Office of Extramural
Research ... 36
Appendix G: Tri- Council Ethics Certificate ... 37
Appendix H: Student Responsibility for Compliance with Organization
Protocols for Conducting Research . 38
Appendix I: Gonzaga University Institutional Review Board (IRB) Protocol
Verification For Exempt Status ... 39

vii

Chapter One
Nature of The Problem
The decline in the amount of time allocated for Daily Physical Activity in elementary
schools is of special concern to educators. The recommended amount of Daily Physical
Activity (DPA) for youth is 60 minutes of moderate to vigorous physical activity each day.
Only 8% of US elementary schools are currently providing Daily Physical Activity (Pate,

Commented [JS2]: What about Canada?

2006). Opportunities for children to be physically active at school are decreasing due to
budgetary constraints and decisions to support other academics (Dale, 2000). Participation in
physical education classes has also been reduced due to student exemptions and for
substitution of curricular activities (Pate, 2006). Some schools are also allowing students to
stay inside during lunch and recess times to work on homework or to play games on school
computers (Dale, 2000).
Alarming health trends are emerging as we move into the 21st century (Pate, 2006).
Obesity rates among children have skyrocketed. Over the past thirty years, children aged 6-11
have quadrupled in obesity rates (Breslin, 2008). It is estimated that three out of five school
aged children in Canada are not active enough for growth and development (The Need for
Daily Physical Activity, 2013, p. 1). It has been suggested, that overweight youth are more
likely to have at least one additional risk factor for heart disease, such as high cholesterol or
high blood pressure (Breslin, 2008, p. 429). The rapid increase in childhood obesity rates
should cause schools to re-evaluate the amount of time allocated to DPA.

Commented [JS3]: Is there an author?

In order to improve healthy behaviors it is crucial to place particular emphasis on

critically sensitive periods such as childhood and the school years. Therefore, schools have
been identified as a very effective setting for DPA. On average, students spend half of their
waking hours in school. This time frame creates a large opportunity to promote physical
activity for all children, regardless of their life circumstances (Naylor, 2008, p. 10). It has
been noted that parents and teachers think that DPA is an important component of the school
curriculum (Smith, 2009).
Along with declining rates of physical activity, some students are having difficulty
staying engaged and on task throughout day. Student engagement is referred to as attention,

Commented [JS4]: Or is it defined or described?

motivation, interest and curiosity that students show when they are learning or being taught.
Many different elements can affect a students engagement in the classroom such as physical,
emotional, intellectual and social factors (The Glossary of Educational Reform, 2014).
Student engagement and physical activity have been shown to decline as students progress
through upper elementary grades and into middle school. As a result, increasing student
engagement has been an explicit goal for many districts (Fredricks, 2011).
Rationale
Participating in physical activity and living a healthy lifestyle has always been a top
priority for me. While growing up I participated in a number of different sports and outdoor
activities such as: running, road biking, basketball, soccer and snowboarding. As an
undergraduate student at the University of British Columbia, I participated in varsity soccer
while obtaining a degree in Kinesiology. My passion for coaching and working with children
has inspired me to become an elementary school teacher. Over the last three years, I have
taught students in the elementary school setting from grades one to seven. My teaching

Commented [JS5]: Initial capitals:

Grades One to Seven

experience has been exclusively in the Southern Interior, British Columbia. During this time, I
have observed that there are a significant number of students who have difficulty staying on
task during instructional periods. As a result, a lack of focus often leads to fidgeting, low
performance, or disruptive behaviours. From my observations, I have also noted that students
who participated in DPA are more engaged in class. I believe that DPA can increase students
concentration levels and attention span, which may correlate to increasing academic
achievement. With my athletic background and the results of my classroom observations it is
of special importance for me to promote a healthy lifestyle for my students.
Schools have been identified as a key environment for health promotion interventions.
By providing DPA at the elementary school level, students will greatly benefit. DPA can
provide students with the necessary tools in order to live an active and healthy lifestyle. Some
of the possible benefits of a well-run DPA program include: reduction in chronic disease,
obesity risk reduction, enhanced cognitive function and academic performance, and enhanced
body image and self-esteem (Heidi, 2006). All of these benefits will have a positive effect on
a childs school experience. According to an article by the Ministry of Education in Ontario
Daily Physical Activity improves concentration and academic achievement and can enhance
math, reading, and writing test scores (Daily physical activity in schools, 2005, p. 2). This
article goes on to say that 20 minutes of DPA, not only provides an increase in academic
performance it also makes schools a healthier place to learn.
It is imperative that educators provide the opportunity for all children to be physically
active at school. Improving students physical activity and engagement levels through DPA
should be a key goal for all teachers in British Columbia and in my current School District.
My research project is inline with the following goals:

Commented [JS6]: Two words

Current School District: To educate students in a safe, inspirational learning

environment where every student develops the knowledge and skills to be a healthy
productive member of our global society.

The BC Ministry of Education: To provide students with 30 minutes of Daily Physical

Activity, from Grade K to 7.
Teachers, in partnership with parents are constantly seeking new methods that will

help our students become more engaged in the classroom. My thesis will greatly contribute to
my professional practice, as it will explore how DPA can enhance students engagement
levels. Throughout the course of this study, students health and wellness levels should also
improve.
Purpose
The purpose of this study is to explore whether elementary school students are more
engaged during instructional time on days when they participate in Daily Physical Activity.
This is an action research project that will examine the data obtained from The MacKenzie
Student Engagement Questionnaire (MSEQ),Off-Task Behaviour Checklist (OTBC), and The
Daily Physical Activity and Enjoyment Survey (DPAES) on whether or not students are more
engaged during instructional time after participating in 15 minutes of Daily Physical Activity.
Research Question
Are elementary school students more engaged during instructional time on days when
they participate in Daily Physical Activity?

Operational Definitions

Commented [JS7]: ..parents, are

Commented [JS8]: .research project

- Daily Physical Activity (DPA): participation in five minutes of stretching followed by a 1km
Commented [JS9]: does this equate to your 30 minutes
noted in summary?

run around the school field

- Engagement: to be attentive in school for a fixed amount of time (45 minutes), which will be
measured by completing The MacKenzie Student Engagement Questionnaire, Off-Task
Behaviour Checklist, and The Daily Physical Activity and Enjoyment
- Instructional Time: mathematics lesson that is 45 minutes in duration
Summary
Many school-aged children are not active enough for proper growth and development.
This may be due to the declining amount of time allocated to physical activity at school.
Physical activity in schools has been reduced due to financial reasons and to focus core school
subjects. Research indicates that schools are an optimal place to promote physical activity.
This statement is accurate as youth spend a large portion of their day at school. Many studies
have also indicated that healthy students are able to learn better. By providing 30 minutes of
DPA each day, students will have an increase in concentration levels, arousal, and self-esteem.
All of these benefits play a key role in increasing student engagement levels. This study will
explore whether elementary school students are more engaged during instructional time on
days when they participate in DPA.

Commented [JS10]: .focus on core

Chapter Two
Review of the Related Literature
Background Information:
The purpose of this literature study was to explore the relationship between Daily
Physical Activity (DPA) and student engagement at the elementary school level. DPA should
be viewed as an important component of the school curriculum as physical fitness is key to
developing healthy and successful learners in the 21st Century. The following review of the
literature examines the history of DPA, statistics, benefits, criticisms, implementation, and
successful DPA programs.
History of DPA
Three main provinces have been identified as being the forerunners for implementing
DPA. The Ontario Ministry of Education was the first province to implement DPA in 2005.
This Ministry believes that physical activity at a young age will lay the foundation for healthy,
productive individuals. As a result, school boards in this province must ensure that all
elementary students receive 20 minutes of moderate to vigorous physical activity each
instructional day. The Ontario Ministry of Education has stated that their goal for DPA is to
enable all students to improve or maintain their physical fitness and enhance learning
opportunities (Ontario Ministry of Education, 2009).

Commented [JS11]: Did you already make the edits

previously suggested?

Later in 2005, the Alberta Ministry of Education began implementing plans to ensure
students in Grades 1-9 were physically active for a minimum of 30 minutes each school day.
The expected outcome of the DPA initiative in Alberta was to increase activity levels and
healthy habits amongst youth (Bates, 2006).
Six year later in 2011, the British Columbia Ministry of Education implemented DPA.
This province requires that students in Grades K-9 receive 30 minutes of physical activity
each day. The British Columbia Ministry believes that DPA is crucial to the health and
wellness of all Canadians, especially children. As outlined in the ministry-mandated
curriculum, DPA can be as simple as walking, jogging, running, bending or stretching. Also,
provincial guidelines now require teachers to report DPA attainment on students report cards
(HealthyFamiliesBC, 2011).
Statistics
In the last decade, there has been a growing amount of evidence that indicates that the
health of Canadian youth has been deteriorating. Childhood obesity has risen sharply and 25%
of children are now overweight or obese (Statistics Canada, 2012). Children should be
engaging in 60 minutes of moderate to vigorous physical activity each day, according to the
World Health Organization and Canadian recommendations (World Health Organization,
2010; Statistics Canada, 2012). A Canadian Health Measures Survey recorded that only 7%
of children meet the recommended activity levels. Statistics Canada also reported that
Canadian children and youth spend a total of 8.6 hours a day engaged in sedentary behaviours
(Statistics Canada, 2012). The 2012 report card from Active Health Kids Canada reported
more than half of Canadian youth are not active enough for proper growth and development.

This report card also indicated that only 46% of Canadian children attain three hours of
physical activity per week, including weekends (Active Healthy Kids Canada, 2012).
Effective Setting for Daily Physical Activity
Schools have been identified as a very effective setting for DPA as students spend a
large majority of their time at school. This time frame creates an opportunity to promote
physical activity for all children. If children are going to receive adequate amounts of DPA it
is essential that schools promote participation in physical activities. Although schools are
continually under pressure to increase standardized test scores the prevalence of obesity has
skyrocketed. Therefore, there should be a pressing need for schools to effectively promote
behaviours that will prevent obesity. Schools have the potential to become a central element
in the community system to ensure students participate in adequate amounts of physical
activity to develop healthy lifestyles (Pate, 2006).
Benefits
Implementing DPA into regular classroom routines is an invaluable contribution to
childrens growth and development. Student achievement is maximized when their academic,
emotional and physical needs are fully met (Ontario Education, 2005). A compilation of
evidence from a number of different research articles suggests that DPA can provide students
with huge health benefits, which can correlate to increasing academic achievement and
performance.
Health Benefits
A number of different studies have suggested that physical activity patterns
established in youth, will lay the foundation for activity levels later into adulthood. There has
been a growing amount of evidence that supports that there are major health benefits from

participating in DPA as a youth. Some of the potential health benefits include reduction in the
risk of chronic disease, obesity, cardiovascular disease, diabetes and osteoporosis (Bates,
2006). Research has indicated that participating in organized and unorganized sports will offer
some protection against obesity (Tremblay, 2003). Reducing the risk of obesity will also
reduce the risk of getting some chronic diseases. Obesity in children correlates to the
development of hypertension, impaired glucose tolerance, sleep apnea, and asthma.
Childhood obesity is a strong risk factor for obesity as an adult. Recent research has indicated
that 80% of children who are obese will be obese as an adult (Guo, 1999). DPA has also been
shown to reduce the risk of cardiovascular disease by producing higher levels of HDL-C, also
known as good cholesterol (Bates, 2006). DPA has been associated with greater insulin
sensitivity and improvements in glucose tolerance in healthy children. Children who are
overweight or obese risk insulin resistance, which can develop into Type 2 diabetes (Lambert,
2004). DPA can significantly increase the bone mineral density (BMD) in children. Increased
amounts of BMD as a child will help prevent osteoporosis later in life (Bates, 2006).
Academic Achievement
Over the last decade, there has been increasing evidence that supports that DPA has a
positive effect on academic achievement. Between 1967 and 2006 there have been fourteen
published studies that have examined the relationship between DPA and academic
performance. Eleven of these studies concluded that regular participation in physical activity
is related to improved academic achievement (Trost, 2009). Several studies have also found
that increasing physical activity during academic instruction time can help improve grades
and standardized test scores (Donnelly, 2013; U.S. Department of Health, 2010). A study by
Gabbard and Barton showed that after 50 minutes of exercise students accuracy on

mathematics computation tests significantly improved (Smith, 2009). Results of another study
by Active Living Research indicated that physically fit kids are 20 percent more likely to earn
an A in math or English compared to their sedentary peers (Trost, 2009).
When children engage in physical activity their cognitive performance improves due
to changes in their neurocognitive functioning (Smith, 2009; Castelli, 2007). Physical
movement, such as stretching for 20 minutes in the classroom will trigger the production and
flow of a brain-derived neurotrophic factor (BDNF). BDNF is a type of chemical that helps
neurons communicate with each other. Therefore, a greater production of BDNF will increase
an individuals ability to retain, comprehend, and retrieve information. Physical activity also
increases the functioning of the cardiovascular system. Greater functioning of the
cardiovascular system will increase the amount of blood circulating through the body.
Increased blood flow will help provide the brain with more nutrients, glucose and oxygen,
which will result in increasing mental functioning (Hall, 2007).
Academic Performance
Many researchers have reported that there is a powerful relationship between physical
activity and self-esteem. Tremblay stated that the primary goal in most elementary settings is
the development of self-esteem (Tremblay, 2000). Self-esteem can be increased through
regular participation in physical activities (Trudeau, 2009). Self-esteem is considered to be an
underling factor for student motivation and academic success (Tremblay, 2000). A study
completed by Tradeau indicated that self-esteem is a determinant of student motivation and
the desire to learn (Trudeau, 2009).
Many research articles have concluded that DPA can increase arousal and reduce
boredom, which will increase concentration and attention span (Coe, 2006). Trudeau stated

10

that moderate increases in arousal will increase attention, which will facilitate learning. A
recent experimental study found that after fifteen minutes of stretching and walking, students
concentration levels increased immediately (Trudeau, 2009). Students who participate in DPA
will also exhibit a more positive attitude towards school and improve on-task classroom
behaviour (Satcher, 2005; Trost, 2007). A 12 week research project conducted in North
Carolina found that students on task behaviour significantly increased by 8% after a 10
minute activity break (U.S. Department of Health, 2010).
Another academic benefit of DPA is the ability to reduce stress and anxiety. When
someone is under stress they produce a chemical from their adrenal glands called cortisol.
When cortisol is present, the brain is less capable of planning, problem solving and making
judgments. By exercising, we are able to reduce the production of cortisol, which will allow
for increased brain functioning (Hall, 2007). Studies have shown that relaxing forms of DPA
such as stretching may be helpful in countering stress and improving academic performance
(Trudeau, 2009).
Critique of Daily Physical Activity
Many Canadian school districts have mandated DPA due to such alarming health
trends. Even though DPA is now mandatory, many students are not active enough to meet
ministry-mandated standards. An Ontario school district performed a study based on teachers
perceptions of DPA (Patton, 2012). In this study, a random sample of 624 teachers was taken.
The results from the study showed that only 39% of respondents reported that they performed
DPA sessions. Also, only 45% of participants reported that they are only somewhat
knowledgeable about the Ministry of Education guidelines for DPA.

11

Research has indicated that there are many reported barriers to teaching an effective
DPA program. The results from the Ontario study also showed that teachers view time
constraints as being the biggest barrier to a well run DPA program (Patton, 2012).
Furthermore, teachers from this study reported that they rarely or never have time for DPA
due to other curricular demands. Principals in British Columbia have noted that competing
curricular demands such as English and math are major barriers to DPA.
Another major barrier reported against the facilitation of a well-run DPA program
includes the unrealistic assumption that any teacher is capable of delivering a specialized
DPA program (Patton, 2012). An article by Painter, suggests that DPA programs fail to get
kids moving (Painter, 2012). Large portions of DPA classes are spent performing sedentary
behaviours. Many students have been observed spending the majority of their class time
standing and waiting for a ball or waiting for their turn to play. On average, only four minutes
are spent doing vigorous activity in a 30-minute class (Failing Fitness, 2012).
Many DPA programs in Canada have not yet been formally evaluated. An article
written by Ian suggests that significant changes need to be made in the quality and in the
frequency of DPA. Also, teachers and administrators need to be held more accountable for
ensuring the delivery of a well-run DPA program. The Albertas Teacher Association has
suggested that the implementation of DPA programs should be put on hold until many of
these issues and barriers are addressed (Patton, 2012).
Implementing Daily Physical Activity
A goal of educators should be to get kids moving. Teachers are in contact with
children five days of the week and can help students to become aware of the need for DPA
(Health Canada, 2002). The implementation of DPA requires careful and creative planning to

12

ensure activities are safe and promote positive health behaviours. DPA can occur in many
different locations such as the classroom, gymnasium and outdoors. DPA can be incorporated
into an instructional day in a number of different ways. A physical education class can take
the place of DPA. On the days when physical education classes are not scheduled students
should be performing 30 minutes of physical activity. DPA can also be integrated into other
curriculum areas or can be implemented over the course of a school day in short bouts, a
minimum of ten minutes each. It is necessary for teachers to continually assess and evaluate
students in DPA in order to determine whether students have maintained or improved their
fitness levels. Throughout the year students should also reflect on their progress by
completing a number of self-assessments. Researchers suggest that students will be more
motivated to participate in DPA if they find DPA enjoyable and if they are able to develop
competence in their physical skills (Ontario Ministry of Education, 2005).
All partners and stakeholders need to work together to ensure a DPA program is
effective and sustainable. Key stakeholders include: classroom teachers, principal, school
board, special education staff, students, parents, and community members. The commitment
from each of these partners will provide a strong foundation for an implementation plan
(Ontario Education, 2006).
Physical Activity Programs
There are several school-based DPA programs that have been successful in increasing
activity levels amongst students. Most of these programs provide students with the necessary
knowledge and skills to maintain a healthy lifestyle.

13

Action Schools! BC
Action Schools! BC is a best practice whole school model designed for creating and
implementing individualized action plans to promote healthy living (Action Schools! BC.,
2013). Action Schools! BC started as a pilot project in 2003 and is currently used in many BC
schools (School Health Promotion, 2013.). Action Schools! BC is made up of a partnership
between the government, researchers and educators who all share a common vision. The
shared vision is to integrate DPA into elementary schools and to achieve long-term,
measurable and sustainable health benefits. This program incorporates DPA, physical
education and healthy eating practices (Action Schools! BC, 2013).
Comprehensive School Physical Activity Program (CSPAP)
A Comprehensive School Physical Activity Program (CSPAP) is a multi-component
approach to physical activity. This program provides students with opportunities to be
physically active and to meet recommended DPA standards of 60 minutes each day. One of
the main goals of the CSPAP program is to educate students with knowledge, skills and
confidence to be physically active for a lifetime. The CSPAP team has developed a physical
activity guide with the Center of Disease Control and Prevention. This guide can be used as a
tool to develop, implement, and evaluate physical activity programs (Comprehensive School
Physical Activity Program, 2014).
Sports, Play and Active Recreation for Kids (SPARK Program)
Sports, Play and Active Recreation for Kids (SPARK) is a research-based, public
health organization that strives to improve the health of children. This organization creates,
implements and evaluates physical activity programs that promote lifelong wellness. The
SPARK organization provides schools with a coordinated package that includes: SPARK

14

physical activity curriculum, on-site training, sporting equipment, and a lifetime follow-up
support (SPARK, 2014).
Everyone Jump
Everyone Jump is a school-based program that teaches students about the importance
of DPA and healthy eating choices to prevent type 2 diabetes. Everyone Jump was piloted in
2005 in Ontario and has since expanded over nine provinces in Canada. Over 220 000
students, from Grades 1 to 6, have participated in this activity based program. The Everyone
Jump program includes an educators manual, a music CD and an educational challenge
(Ophea, 2013).
Playground Activity Leaders in Schools (P.A.L.S.)
Playground Activity Leaders in Schools (P.A.L.S.) is a playground leadership program
for schools that encourages all children to participate in physical activities during recess
breaks. The objectives of this program include: increasing DPA, providing leadership
opportunities for students and to decrease conflict amongst peers. Feedback from participating
schools indicated that students physical activity levels have increased by 40% (Playground
Activity Leaders in Schools, 2007).
Summary
Over the last few decades, the health of children continues to decline and inversely
obesity rates continue to skyrocket. Many children are not meeting the recommended DPA
requirements, of 60 minutes each day, and are not active enough for proper growth and
development. As a result, three main provinces were the forerunners in implementing DPA.
Ontario was the first province in 2005 to mandate DPA in the public school system, followed

15

by Alberta in 2005 and British Columbia in 2011. Schools have been identified as a very
effective setting for DPA as children spend a large portion of their day at school.
Children can reap many benefits from participating in DPA such as increasing their
health, academic achievement and academic performance. A number of research articles have
indicated that DPA can reduce the risk of chronic disease, obesity, cardiovascular disease,
diabetes and osteoporosis. DPA has also been shown to have a positive effect on academic
achievement. Several studies have found that increasing levels of DPA can help improve
grades, especially in math and English. Researchers have also concluded that DPA can
improve academic performance by increasing self-esteem, arousal and concentration levels.
Students have reported that DPA can help decrease stress and anxiety.
Although, there are several benefits of DPA many teachers do not provide a DPA
program. Teachers have reported that the major barriers of running an effective DPA program
are time constraints and pressure put on other competing curricular demands such as English
and math. Researchers have indicated that there are also unrealistic assumptions that any
teacher is capable of delivering a specialized DPA program. It has been noted that many DPA
programs fail to get kids moving.
Teachers can play a huge role in helping students accumulate the recommend levels of
DPA. The implementation of DPA requires the commitment of many stakeholders. DPA
programs should be fun and promote positive health behaviours. DPA can occur in many
different locations and can be incorporated throughout an instructional day in many different
ways. There are several DPA programs that a school can adopt to help provide students with
the knowledge and skills in order to maintain a healthy lifestyle.

16

References
Action Schools! BC. (2013). What is Action Schools! BC? Retrieved March 3, 2014 from
http://www.actionschoolsbc.ca/
Active Healthy Kids Canada. (2012). Healthy habits start earlier than you think: The active
healthy kids Canada report card on physical activity for children and youth. Retrieved
February 26, 2014 from http://www.activehealthykids.ca
Bates, H. (2006). Daily Physical Activity for Children and Youth. Canadian Fitness and
Lifestyle Research. Retrieved February 20, 2014 from
https://education.alberta.ca/media/318711/dpa4youth.pdf
Breslin, C., Morton, J., & Rudisill, M. (2008). Implementing a physical activity curriculum
into the school day: Helping early childhood teachers meet the challenge. Early
Childhood Education Journal, 35(5), 429-437. doi:10.1007/s10643-007-0200-9
Castelli, D. M., Hillman, C. H., Buck, S. M., & Erwin, H. E. (2007). Physical fitness and
academic achievement in third- and fifth-grade students. Journal of Sport &
Exercise Psychology, 29(2), 239-252.
Coe, D., Pivarnik, J., Womack, C., Reeves, M., & Malina, R. (2006). Effect on physical
education and activity levels on academic achievement in children. Sports Medicine,
1515-1519. doi:10.1249/01.mss.0000227537.13175.1b
Comprehensive School Physical Activity Program (CSPAP). (2014). Centers for Disease
Control and Prevention. Retrieved March 5, 2014 from
http://www.cdc.gov/healthyyouth/physicalactivity/cspap.htm
Daily physical activity in schools grades 4-6. (2005). Ontario: Ontario Education.
Dale, D., & Corbin, C. B. (2000). Restricting opportunities to be active during school time:
Do children compensate by increasing. Research Quarterly for Exercise & Sport,
71(3), 240.
Donnelly, J., & et al. (2013). Physical activity and academic achievement across the
curriculum: Rationale and design of a 3-year, cluster-randomized trial. BMC
Public Health, 13(307) doi:10.1186/1471-2458-13-307

17

The California Endowment. Failing fitness: Physical activity and physical education in
schools. (2007). Retrieved March 19, 2104 from
http://www.calendow.org/uploadedFiles/failing_fitness.pdf
Fredricks, J., McColskey, W. (2011). Measuring student engagement in upper elementary
through high school: a description of 21 instruments. National Center for
Educational Evaluation and Regional Assistance, 98, 3-4. Retrieved from
http://ies.ed.gov/ncee/edlabs.
Guo, S., & Chumlea W. (1999). Tracking of body mass index in children in relation to
overweight in adulthood. American Journal of Clinical Nutrition, 70(1), 145-148.
Hall, E. (2007). Integration: Helping to get our kids moving and learning. Retrieved
March 16, 2014 from http://www.redorbit.com
Health Canada. (2002). Canadas physical activity guide to healthy active living:
Teachers guide to physical activity for children (6-9 years of age). Retrieved
March 19, 2014 from http://www.effectivepractice.org/site/ywd_
effectivepractice/assets/pdf/5bbb_kidsguide.pdf
HealthyFamiliesBC. (2011). Daily physical activity: Kindergarten to grade 12. BC
Ministry of Education. http://www.bced.gov.bc.ca/dpa/pdfs/program_guide.pdf
Heidi, B. (2006). Daily physical activity for children and youth. Alberta: Alberta Education.
Jarret, O., Hoge, P., Davies, G., Maxwell, D., Yetley, A., & Dickerson, C. (1998). Impact of
recess on classroom behavior: Group effects and individual differences. Journal of
Educational Research, 92(2), 121.
Lambert, M., Paradis, G., O'Loughlin, J., Delvin, E. E., Hanley, J. A., & Levy, E. (2004).
Insulin resistance syndrome in a representative sample of children and adolescents
from Quebec, Canada. International Journal of Obesity & Related Metabolic
Disorders, 28(7), 833-841. doi:10.1038/sj.ijo.0802694
Naylor, P. J., & Mckay, H. A. (2009). Prevention in the first place: Schools a setting for
action on physical inactivity. British Journal of Sports Med., 43(1), 10.
doi:0.1136/bjsm.2008.053447
Naylor, P-J., McKay, H. (2008). Prevention in the first place: Schools a setting for action on
physical inactivity. British Journal of Sports Medicine, 43(1), 10-13.
Ontario Education. (2006). Daily physical activity in school: Guide for school principals.
Retrieved March 15, 2104 from
http://www.edu.gov.on.ca/eng/teachers/dpa_principals.pdf

18

Ontario Ministry of Education. (2005). Daily physical activity in elementary schools,

grades 1-8. Retrieved February 15, 2014 from http://www.edu.gov.on.ca
Ophea. (2013). What is Everyone Jump? (2013). Retrieved March 3, 2014 from
http://www.everyonejump.ca/what-everyone-jump
Painter, K. (2012). Activity programs fail to get kids moving. USA Today.
Pate, R., Davis, M., Robinson, T., Stone, E., Mckenzie, T., & and Young, J. (2006).
Promoting physical activity in children and youth. American Heart Association, 114,
1214-1224. doi:10.1161/CIRCULATIONAHA.106.177052
Pate, R., Davis, M., Robinson, T., Stone, E., Mckenzie, T., & and Young, J. (2006).Promoting
physical activity in children and youth: A leadership role for schools. American Heart
Association, 114, 1214-1224. doi:10.1161/CIRCULATIONAHA.106.177052
Patton, I. (2012). Teachers' perspectives of the daily physical activity program in Ontario.
Proquest, 78(1), 14-21.
Playground Activity Leaders in Schools (P.A.L.S). (2007). Retrieved March 5, 2014 from
https://www.peelregion.ca
Satcher, D. (2005). HEALTHY and ready to learn. Educational Leadership, 63(1), 26-30.
Retrieved February 15, 2014 from http://search.ebscohost.com
Sathish, T., Williams, E. D., Pasricha, N., Absetz, P., Lorgelly, P., Wolfe, R., Oldenburg, B.
(2013). Cluster randomized controlled trial of a peer-led lifestyle intervention
program: Study protocol for the kerala diabetes prevention program. BMC Public
Health, 13(1), 1-23. doi:10.1186/1471-2458-13-1035
School Health Promotion in British Columbia. (2013). Joint Consortium for School
Health. Retrieved March 3, 2014 from http://www.jcsh-cces.ca/
Smith, N. J., & Lounsbery, M. (2009). Promoting physical education: The link to academic
achievement. JOPERD: The Journal of Physical Education, Recreation & Dance,
80(1), 39-43.
Smith, N. J., & Lounsbery, M. (2009). Promoting physical education: The link to academic
achievement. JOPERD: The Journal of Physical Education, Recreation & Dance,
80(1), 39-43.
SPARK. (2013). What is SPARK? Retrieved March 5, 2014 from
http://www.sparkpe.org/what-is-spark/
Statistics Canada. (2012). Physical activity of Canadian children and youth: accelerometer
results from the 2007 to 2009 Canadian Health Measures Survey. Retrieved on March
5, 2014 from http://www.statcan.gc.ca/pub/82-003-x/2011001/article/11397-eng.htm
19

The Glossary of Educational Reform. (2014). Student engagement. Retrieved on June 3,

2014 from http://edglossary.org/student-engagement/
The Need for Daily Physical Activity in Schools. (2013). British Columbia: Province of
British Columbia.
Tremblay, M., Inman, J., & and Willms, J. (2000). The relationship between physical
activity, self-esteem, and academic achievement in 12-year-old children. Pediatrica
Exercise Science, 12, 312-323.
Tremblay, M., & Whims, J. (2003). Is the Canadian childhood obesity epidemic related to
physical inactivity? International Journal of Obesity & Related Metabolic Disorders,
27(9), 1100. doi:10.1038/sj.ijo.0802376
Trost, S. (2007). Active education: Physical education, physical activity and academic
performance. Active Living Research, 1-3.
Trost, S. (2009). Active education: Physical education, physical activity, and academic
performance. Active Living Research, 1-6.
Trudeau, F., & Shephard, R. (2009). Relationships of physical activity to brain health and
the academic performance of schoolchildren. American Journal of Lifestyle
Medicine, X(X), 1-9. doi:10.1177/1559827609351133
U.S. Department of Health and Human Services. (2010). The association between schoolbased physical activity, including physical education, and academic performance.
Retrieved February 15, 2014 from http://www.cdc.gov/healhtyyouth/health_
and_academics /pdf/pa-pe_paper.pdf
World Health Organization. (2010). Global recommendations on physical activity for
health. Retrieved on March 3, 2014 from
http://www.who.int/dietphysicalactivity/factsheet_recommendations/en/

20

21