Paper (author, year) | Province | Participants | Method | Scale | Theory | Total BFs identified (n) | TDF barriers (n) | Comments |
---|---|---|---|---|---|---|---|---|
Mâsse et al. 2013 | BC | Principals and teachers | Interviews | N/A | DOI | 24 | ECR (9) Beliefs about consequences (4) SPRI (3) Social influences (2) Skills (2) Beliefs about capabilities (2) Knowledge (2) | Theory was used to arrange study findings, but did not guide interview. |
Kennedy et al. 2010 | AB | Principals, vice-principals, and PE teachers | Survey | Check all that apply | N/A | 12 | ECR (8) Social influences (4) Skills (1) Knowledge (1) | The survey contained preset answers; participants were allowed to give more than one answer. Frequencies (%) were reported, and factors were extracted if at least 50% of the respondents checked that the barrier was present. |
Strampel et al. 2014 | ON | Teachers | Survey | Likert scale (1 = strongly disagree to 5 = strongly agree) | N/A | 13 | ECR (8) Social influences (3) Beliefs about capabilities (1) SPRI (1) Skills (1) Knowledge (1) | Frequencies, means and standard deviations were reported. Extraction and coding was based off frequencies. The middle anchor was “neither agree nor disagree” and any responses for this option were not included in determining if the factor was extracted. Some items were reverse scored, and therefore, these were accounted for in item extraction. All open-ended responses were extracted. |
Patton, 2012 | ON | Teachers | Survey | Likert scale (1 = never to 5 = always) | N/A | 14 | Beliefs about consequences (6) ECR (4) Social Influences (2) Emotion (1) Reinforcement (1) Intentions (1) | Only extracted barriers that at least 50% of respondents believed sometimes, often, or always influenced delivery of DPA. |
Allison et al. 2014 | ON | Key informants (involved in initial development and implementation of DPA) | Interviews | N/A | N/A | 24 | ECR (13) Beliefs about consequences (3) Skills (3) Knowledge (3) Reinforcement (3) SPRI (2) Social Influences (2) Intentions (1) Beliefs about capabilities (1) | |
Brown and Elliot, 2015 | ON | Teachers and principals | Interviews | N/A | SET and ANGELO | 61 | ECR (22) Beliefs about consequences (13) Social Influences (13) Skills (6) Reinforcement (5) Intentions (3) Beliefs about capabilities (3) Knowledge (3) SPRI (1) Behavioral regulation (1) | |
Rickwood, 2015 | ON | Teachers and administrators | Interviews | N/A | CST | 15 | ECR (5) Beliefs about consequences (4) Social influences (3) Intentions (1) Beliefs about capabilities (1) SPRI (1) | Participants discussed barriers more in relation to PE, coaching, and overall general PA; not always DPA-specific. However, DPA policies do include PE as a method to meet DPA guidelines, and therefore, all reported barriers and facilitators were extracted. |
Alberta Education, 2008 | AB | Principals and teachers | Survey | Likert scale (1 = strongly agree to 5 = strongly disagree) | N/A | 33 | ECR (13) Beliefs about consequences (11) Social influences (7) Beliefs about capabilities (2) Skills (1) Knowledge (2) SPRI (1) | Only extracted barriers that received at least 50% agreement (somewhat agree, strongly agree). The middle anchor was “neither agree nor disagree” and any responses for this option were not included in determining if the factor was extracted. Principals reported less challenges associated with DPA implementation and perceived more positive outcomes than teachers. Despite this difference, the same extraction criteria applied irrespective of whether it was the teachers or principals agreeing/disagreeing that the factor was present. |
Auditor General’s Office, 2013 | ON | School boards (principals and teachers) | Surveys, interviews, document review | Not reported | N/A | 3 | ECR (3) | Survey question type was not reported. Descriptive results were presented on the most influential barriers. These factors were extracted. |
Gilmore and Donohoe, 2016 | ON | Teachers | Survey | Likert scale (7-pt scale from strongly disagree to strongly agree; anchors not provided) | FMST | 4 | Skills (2) ECR (1) Knowledge (1) Beliefs about capabilities (1) Intentions (1) | Only extracted barriers that received at least 50% agreement (agree, strongly agree). The middle anchor was “neither agree nor disagree” and any responses for this option were not included in determining if the factor was extracted. |