{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/15770"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/15770","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"The Role of Knowledge and Perceived Level of Self-Efficacy on Junior Division Teachers’ Implementation of Physical Literacy in Ontario","abstract":"The Ontario, Health and Physical Education, Grades 1-8 (HPE) curriculum policy document identifies physical literacy as a key component of the overall vision and goal of the subject. Teachers play a primary role with the implementation of the HPE curriculum policy document and as a result can significantly influence a student’s overall physical literacy journey. The release of the HPE curriculum policy document in 2010 provided a definition of physical literacy for elementary teachers in Ontario, which has remained consistent since that time. However, there is limited data on how school boards, schools, and teachers have implemented physical literacy within the context of the Ontario HPE curriculum. This research explored the role that junior division (Grades 4-6) teachers’ knowledge of physical literacy and perceived levels of self-efficacy for teaching HPE has on their implementation of physical literacy within their classroom. Using a mixed methods design, this study examined how junior division teachers’ (n = 35) perceived levels of self-efficacy and knowledge of physical literacy influenced their ability to implement physical literacy within the classroom program. Participants completed an online survey and eight individuals participated in individual interviews for this study. Two main findings related to implementation of physical literacy were that: (a) teachers indicated a need for resources/supports and accessed them from several sources; and, (b) teachers reported several barriers for both implementation of HPE along with others that were more specifically related to COVID-19 protocols. These results have implications for how teachers in schools can be supported with the implementation of physical literacy in order to provide quality learning opportunities that contribute to a student’s physical literacy journey.","abstract_html":"The Ontario, Health and Physical Education, Grades 1-8 (HPE) curriculum policy document identifies physical literacy as a key component of the overall vision and goal of the subject. Teachers play a primary role with the implementation of the HPE curriculum policy document and as a result can significantly influence a student’s overall physical literacy journey. The release of the HPE curriculum policy document in 2010 provided a definition of physical literacy for elementary teachers in Ontario, which has remained consistent since that time. However, there is limited data on how school boards, schools, and teachers have implemented physical literacy within the context of the Ontario HPE curriculum. This research explored the role that junior division (Grades 4-6) teachers’ knowledge of physical literacy and perceived levels of self-efficacy for teaching HPE has on their implementation of physical literacy within their classroom. Using a mixed methods design, this study examined how junior division teachers’ (n = 35) perceived levels of self-efficacy and knowledge of physical literacy influenced their ability to implement physical literacy within the classroom program. Participants completed an online survey and eight individuals participated in individual interviews for this study. Two main findings related to implementation of physical literacy were that: (a) teachers indicated a need for resources/supports and accessed them from several sources; and, (b) teachers reported several barriers for both implementation of HPE along with others that were more specifically related to COVID-19 protocols. These results have implications for how teachers in schools can be supported with the implementation of physical literacy in order to provide quality learning opportunities that contribute to a student’s physical literacy journey.","abstract_has_math":false,"creators":["Steven, Soroko"],"institution":"Brock University","degree_name":"M.A. Applied Health Sciences","degree_level":"Masters","degree_discipline":"Faculty of Applied Health Sciences","degree_department":"Applied Health Sciences Program","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-05-27T17:09:10Z","date_published":"2022-05-27T17:09:10Z","updated_at":"2026-07-24T01:23:21Z","subjects":["Physical Literacy, Self-Efficacy"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10464/15770","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Applied Health Sciences Program"]},{"key":"dc:creator","label":"Author","values":["Steven, Soroko"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2022-05-27T17:09:10Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-27T17:09:10Z"]},{"key":"dc:date.issued","label":"Date","values":["2022-05-27T17:09:10Z"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Applied Health Sciences"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Applied Health Sciences"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Physical Literacy, Self-Efficacy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10464/15770"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The Ontario, Health and Physical Education, Grades 1-8 (HPE) curriculum policy document identifies physical literacy as a key component of the overall vision and goal of the subject. Teachers play a primary role with the implementation of the HPE curriculum policy document and as a result can significantly influence a student’s overall physical literacy journey. The release of the HPE curriculum policy document in 2010 provided a definition of physical literacy for elementary teachers in Ontario, which has remained consistent since that time. However, there is limited data on how school boards, schools, and teachers have implemented physical literacy within the context of the Ontario HPE curriculum. This research explored the role that junior division (Grades 4-6) teachers’ knowledge of physical literacy and perceived levels of self-efficacy for teaching HPE has on their implementation of physical literacy within their classroom. Using a mixed methods design, this study examined how junior division teachers’ (n = 35) perceived levels of self-efficacy and knowledge of physical literacy influenced their ability to implement physical literacy within the classroom program. Participants completed an online survey and eight individuals participated in individual interviews for this study. Two main findings related to implementation of physical literacy were that: (a) teachers indicated a need for resources/supports and accessed them from several sources; and, (b) teachers reported several barriers for both implementation of HPE along with others that were more specifically related to COVID-19 protocols. These results have implications for how teachers in schools can be supported with the implementation of physical literacy in order to provide quality learning opportunities that contribute to a student’s physical literacy journey."]},{"key":"dc:title","label":"Title","values":["The Role of Knowledge and Perceived Level of Self-Efficacy on Junior Division Teachers’ Implementation of Physical Literacy in Ontario"]}]}],"canonical_facts":{"dc:contributor.department":["Applied Health Sciences Program"],"dc:creator":["Steven, Soroko"],"dc:date.accessioned":["2022-05-27T17:09:10Z"],"dc:date.available":["2022-05-27T17:09:10Z"],"dc:date.issued":["2022-05-27T17:09:10Z"],"dc:description.abstract":["The Ontario, Health and Physical Education, Grades 1-8 (HPE) curriculum policy document identifies physical literacy as a key component of the overall vision and goal of the subject. Teachers play a primary role with the implementation of the HPE curriculum policy document and as a result can significantly influence a student’s overall physical literacy journey. The release of the HPE curriculum policy document in 2010 provided a definition of physical literacy for elementary teachers in Ontario, which has remained consistent since that time. However, there is limited data on how school boards, schools, and teachers have implemented physical literacy within the context of the Ontario HPE curriculum. This research explored the role that junior division (Grades 4-6) teachers’ knowledge of physical literacy and perceived levels of self-efficacy for teaching HPE has on their implementation of physical literacy within their classroom. Using a mixed methods design, this study examined how junior division teachers’ (n = 35) perceived levels of self-efficacy and knowledge of physical literacy influenced their ability to implement physical literacy within the classroom program. Participants completed an online survey and eight individuals participated in individual interviews for this study. Two main findings related to implementation of physical literacy were that: (a) teachers indicated a need for resources/supports and accessed them from several sources; and, (b) teachers reported several barriers for both implementation of HPE along with others that were more specifically related to COVID-19 protocols. These results have implications for how teachers in schools can be supported with the implementation of physical literacy in order to provide quality learning opportunities that contribute to a student’s physical literacy journey."],"dc:identifier.uri":["http://hdl.handle.net/10464/15770"],"dc:language.iso":["eng"],"dc:subject":["Physical Literacy, Self-Efficacy"],"dc:title":["The Role of Knowledge and Perceived Level of Self-Efficacy on Junior Division Teachers’ Implementation of Physical Literacy in Ontario"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Applied Health Sciences"],"thesis:degree_level":["Masters"],"thesis:degree_name":["M.A. Applied Health Sciences"],"thesis:institution_name":["Brock University"]},"updated_at":"2026-07-24T01:23:21Z"}