Using a Community of Practice Approach to Support Daily Physical Activity Implementation in Elementary Classrooms

Authors

  • Christine Marie Lee University of Victoria
  • Sandra L. Gibbons School of Exercise Science, Physical and Health Education, University of Victoria
  • Patti-Jean Naylor School of Exercise Science, Physical and Health Education, University of Victoria

Keywords:

Daily Physical Activity, Implementation, School-based, Community of Practice, Peer-to-Peer Coaching, Elementary Classrooms

Abstract

Although daily physical activity (DPA) has been shown to be effective, elementary school teachers face barriers in their efforts to implement DPA. The aim of this study was to explore the use of a Communities of Practice approach to enhance regular professional dialogue and planning around DPA and peer-to-peer coaching to increase the implementation of DPA within schools. Ten elementary school teachers, skilled in the implementation of DPA volunteered to take part in the Community of Practice. Data were collected through focus group interviews with the DPA leaders, teacher feedback, and participant observations and tracking. Results indicated that time constraints affected both the DPA leaders’ participation in the Community of Practice and their subsequent peer-to-peer coaching. Results also highlight the necessity for a training and support structure to enhance peer-to-peer sharing, and a system of leadership and accountability for implementation if daily physical activity in schools is to be effective.

Author Biographies

Christine Marie Lee, University of Victoria

Elementary Teacher, Saanich School District #63, British Columbia

Sandra L. Gibbons, School of Exercise Science, Physical and Health Education, University of Victoria

Professor, School of Exercise Science, Physical and Health Education, University of Victoria

Patti-Jean Naylor, School of Exercise Science, Physical and Health Education, University of Victoria

Associate Professor, School of Exercise Science, Physical and Health Education, University of Victoria

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Published

2013-07-12

Issue

Vol. 5 No. 1 (2013): Revue phenEPS/PHEnex Journal

Section

Feature Articles / Articles de fond

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