An evaluation of the fidelity of the implementation of quality PE programmes and its outcomes on final-stage primary-level pupils’ attitudes toward physical education, physical activity behaviour, wellbeing and academic performance
Background: Although children and youths currently form the most active segments of the population in developed societies, there is a marked trend toward an increase in sedentary lifestyle and a decrease in physical activity (PA) among school-aged children. In the Irish context, primary education sets-up the foundations for students to progress to Junior Cycle (JC), with Physical Education (PE) framed under the wellbeing (WB) perspective as a holistic concept valuing WB. The successful implementation of a quality PE (QPE) programme at primary level lays the foundation for a well-adjusted and balanced student in post-primary school. However, research is warranted on the extent to which the quality PE programmes and their fidelity of implementation sustain pupils’ outcomes on attitudes toward PE (ATPE), physical activity behaviour (PAB), WB and academic achievement (AA). Purpose: The purpose of this research is to evaluate the extent to which QPE programmes with differing levels of implementation fidelity, support the pupils’ ATPE, PAB, WB, and AA at the final stage (5th and 6th class) of their primary education. This study explores the existing research on the topic as well as examining international and national perspectives and policy. We discuss how these policies and interventions have impacted on QPE programmes in schools, in particular primary schools and its outcomes. Methods: A mixed-methods approach was utilised in this research. The qualitative and quantitative methods included a number of evaluative tools such as, a PE School Self-Assessment Survey (PE-SSAS), a PE External Qualitative Observation Tool (PE-EQOT) and a pupil survey. To begin, a scoping review of the available qualitative and quantitative literature relating to the evaluation of implementation fidelity of QPE programmes and their outcomes on final-stage primary-level pupils’ ATPE, PAB, WB and AA, was conducted according to the PRISMA extension for scoping reviews guidelines (Tricco et al., 2018). Secondly, to ensure the suitability of the PE-SSAS and the PE-EQOT as two aspects of the same measuring tool, a mixed-methods data collection and analysis approach was employed that was guided by the themes identified in the scoping review (Kingston et al., 2023). The stratification took place based on the results of the PE-SSAS. The gathering of data to determine the impact of a QPE programme on the four targeted outcomes (PAB, ATPE, WB and AA) took place through the pupil survey and standardised test results for literacy and numeracy. The study included 257 pupils from 5th and 6th class (age 10-12 years) in six primary schools in the province of Munster. Results: Following the identification of QPE themes from the scoping review, a QPE evaluation tool was designed and tested, involving an internal PE-SSAS completed by an extensive sample of schools, and a PE-EQOT applied to a selection of six stratified schools on the basis of their self-reported QPE measures. By combining the PE-SSAS QPE self-reported measures with the PE-EQOT evidence, the selected schools were classified in terms of quality and fidelity of PE implementation as grade 1 (lower QPE), grade 2 (moderate QPE) or grade 3 (higher QPE). By comparing the pre and post pupil outcomes in ATPE, PAB, WB and AA over one academic year, the results demonstrated that the implementation of a QPE programme on 5th and 6th class pupils in six primary schools in the Munster province of Ireland, had a positive outcome on pupils’ ATPE. The same programme had positive effects on only certain aspects of a particular group of participants’ PAB, but for the most part pupils’ PAB stayed the same or did not negatively affect pupils PAB. There were no differences on WB scores between pupils at the different grades and all pupils decreased almost equally their WB scores over time, between the two timepoints. In relation to effects on AA, pupils at grade 3 (higher QPE) slightly increased their literacy scores over the two time points and the numeracy levels of the pupils showed statistically significant differences in all 3 grades. The findings stemming from this inquiry enable schools to optimise pupils’ holistic development by favouring positive outcomes on some elements of the outcomes ATPE, PAB, WB and AA. This is based on the provision of QPE programmes and the fidelity of its implementation. Discussion: The QPE programme focuses on the many benefits of PE at school. PE is framed as a holistic subject with positive influences on pupils’ physical and mental health, as well as on AA. Designing a protocol that examines the fidelity of a QPE programme, implementing it in various school settings over the course of one academic year and evaluating its outcomes on four specific areas, makes this study one of a few of its kind. Through a research-informed comprehensive evaluation protocol, this study is designed to gain knowledge on a broad variety of implementation issues and give detailed information on PE programme delivery and outcomes. The study’s results will better inform future practice and policy both nationally and internationally. The study has implications for research, practice and policy, with an eye on the JC WB programme (NCCA, 2019), the Primary Curriculum Framework (PCF) (DE, 2023) and the Draft WB Curriculum Specification (NCCA, 2024).
Physical activity, Academic achievement, Quality physical education, Attitudes towards physical education, Wellbeing, Physical education
Networked Digital Library of Theses and Dissertations