What is the impact of different levels of typical school provision of physical education, physical activity and sports on the physical activity behaviors, health and wellbeing of Irish adolescents?

Purpose: Despite the worldwide adoption of policy to promote physical activity in schools, paralleled with significant investment, a gap in the literature exists that evaluates its impact. Therefore, the primary aim of this body of work was to investigate the impact of different levels of typical school provision of physical education, physical activity and sports on the physical activity behaviors, health and wellbeing of Irish adolescents.

Methods: The thesis is underpinned by seven distinct but interconnect studies; three systematic literature reviews of the extant literature that investigates the impact of typical school provision of physical education, physical activity and sports on adolescent physical activity behaviors, health and wellbeing; a group concept mapping study to inform the development of a school physical education, physical activity and sports provision evaluation index; a cross-sectional national audit into the different levels of typical school provision of physical education, physical activity and sports utilizing the provision evaluation index; an examination of the test-retest reliability of a physical activity behaviors, health and wellbeing questionnaire; and a final study that measured the physical activity behaviors, health and wellbeing of Irish adolescents according to different levels of physical education, physical activity and sports provision.

Results: The evidence gleaned from chapter two, three and four supported the impact of physical education on adolescent physical activity behaviors, health and wellbeing. However, overall, much of the significantly positive data corresponded to interventions with minor modifications to typical school provision. A paucity of empirical evidence pertaining to the impact of typical school provision of physical activity and sports in parallel with physical education was evident.

An eight-cluster framework was derived from the data gleaned in chapter five including 1. Partnerships and Pupil Centered Physical Education; 2. Physical Activity and Sports; 3. School Demographics; 4. Equipment, Facilities and Budget; 5. Extra Costs; 6. Curriculum and Policy; 7. School Management 8. Timetable. The aforementioned framework illuminated the factors and conceptual framework that defines typical school provision of physical education, physical activity and sports and was utilized to inform the development of the associated provision evaluation index.

Chapter six found gaps between policy and practice in the context of typical school provision of physical education, physical activity and sports. Just 18% of Irish adolescents were reported to achieve the physical education recommendations of two hours weekly. Physical education received the highest national average grade (B -), while the indicator on physical activity received the lowest grade (D +).

Chapter seven found the physical activity behaviors, health and wellbeing questionnaire to demonstrate acceptable reliability. The aggregated average coefficient of variation exhibited lower values for girls (10.19%) in comparison to boys (13.01%). Likewise, aggregated average intraclass correlation coefficients displayed marginally higher values for girls (>.901) than boys (>.822).

Analysis in chapter eight reported that higher levels of typical school provision of physical education, physical activity and sports, may significantly impact physical activity behaviors and health in adolescents. Particularly favorable outcomes were reported for physical activity participation, body mass index, social support from peers to participate in physical activity and enjoyment of physical education among girls and somatic health complaints and enjoyment of physical education in boys. These trends persisted after the introduction of covariates.

Conclusion: It is suggested that higher levels of typical school provision of physical education, physical activity and sports, that encompass whole school, systems-based approaches via a myriad of factors such as personnel dedicated to provision, alignment with the curricular learning outcomes, accessibility and maintenance of facilities and equipment, availability of school sports teams and school budget, ethos, advocating for active transport to schools and the development of partnerships to promote physical education, physical activity and sports, may serve as a prime environment for health promotion. Findings stemming from this inquiry provide the foundations for future research to monitor impact longitudinally.