Choose to Move
2011 Evaluation Report
February 2012
Christina Davies – Research and Evaluation Consultant
(e) [email protected] (m) 0404159241
Letters from
2011
Choose to Move
Students
2
TABLE OF CONTENTS
Page
INTRODUCTION .................................................................................................................. 4
METHOD .............................................................................................................................. 5
RESULTS ............................................................................................................................. 5
(1)
STUDENT SURVEY ................................................................................................... 5
Response .......................................................................................................................... 5
Demographics ................................................................................................................... 5
Student Physical Activity ................................................................................................... 7
Choose to Move Program effectiveness ............................................................................ 9
(2)
TEACHER SURVEY................................................................................................. 13
Response ........................................................................................................................ 13
Demographics ................................................................................................................. 13
Physical Activity within Schools ....................................................................................... 14
Teaching Physical Activity ............................................................................................... 16
Fundamental Game Strategies (FGS) Workshops ........................................................... 18
Fundamental Game Strategies Resource Manual ........................................................... 19
Choose to Move Program Effectiveness .......................................................................... 20
Foodbank WA Initiatives and Resources ......................................................................... 25
Comments ....................................................................................................................... 26
SUMMARY OF FINDINGS .................................................................................................. 27
3
INTRODUCTION
In 2010, Foodbank WA developed and implemented the ‘Choose to Move’ physical activity
program in a sample of 12 ‘School Breakfast Program’ schools in the Kimberley region of
Western Australia (640 students; 43 teachers). In 2011, the Choose to Move program was
made available to all ‘School Breakfast Program’ schools, of which 61 schools registered
and participated (5117 students; 260 teachers).
Choose to Move, is a school based program that aims to promote physical activity to
children in years four to seven. In the planning phase of Choose to Move, it was found that
a shortage of sports equipment in schools was a barrier to the delivery of physical education
lessons by teachers and to students engaging in unstructured play.
To overcome this
barrier, Foodbank WA provided participating schools with packs of free sporting equipment.
The contents of each pack were aligned with the Department of Education’s FUNdamental
Games Strategies (FGS) resource manual.
Each pack, contained a range of age-
appropriate equipment to enable teachers to conduct a large number of games during
physical activity lessons. The equipment was also made available to students engaging in
unstructured play before school, during recess and lunch breaks.
In 2011, a total of 194 sports packs were sent to participating schools. Each pack was
made up of a blue sports bags that contained two basketballs, coloured markers, two
frisbees, a soccer ball, two AFL footballs, bean
bags, two dodge balls, a netball, sashes, five
tennis balls, a cricket set and a ball pump. In
addition, the Choose to Move program also
supported teachers by helping them obtain the
Department of Education’s, FUNdamental Game
Strategies
encouraged
(FGS)
resource
teachers/staff
manual
to
attend
and
the
Department of Education’s FGS professional
2011 CHOOSE TO MOVE EQUIPMENT PACK
learning workshops.
As part of its commitment to providing a relevant and high quality program, Foodbank WA
evaluates the Choose to Move program annually. The aim of this evaluation was to assess
the impact of Choose to Move, as well as to identify aspects of the program that are working
well or that require improvement.
4
METHOD
In 2011, after registration, but before receiving their Choose to Move equipment, Foodbank
WA sent participating schools a pre-program evaluation survey to be completed by each
participating student and teacher. In Term 4 of the 2011 school year, Foodbank WA sent
students and teachers a post-program evaluation survey.
The
pre-program
student
survey
contained 14 questions while the post
program survey contained 18 questions.
In total, six questions (i.e. Q1 to Q6 of the
post survey) plus demographic questions
were asked in both surveys.
For each
student, pre and post program surveys
were matched by school name and
student name.
2011 CHOOSE TO MOVE STUDENT SURVEY
The pre-program teacher survey contained 16 questions, while the post program survey
contained 26 questions. For each teacher, pre and post program surveys were matched by
school name and teacher name. A descriptive analysis of the data was conducted for all
matched surveys.
RESULTS
(1) STUDENT SURVEY
Response
In total 5117 students participated in the program of which 4242 completed one or both
evaluation surveys (i.e. 3428 students completed a pre-program survey and 2577 students
completed a post-program survey). Matched pre and post program surveys were available
for 1763 students.
This report is based on the responses of the 1763 students who
completed both surveys (response rate = 42%, 1763/4242).
Demographics
Approximately half of all respondents attended a regional school (56%) and were female
(48%). Respondents ranged in age from seven to fourteen years old (year three to year
5
eight). Almost one in five respondents indicated they were Aboriginal and/or Torres Strait
Islander (16%). (Table 1a to 1e)
Table 1a: School location
n
%
Metropolitan
779
44.2
Regional
984
55.8
Total
1763
100.0
n
%
Male
912
51.7
Female
851
48.3
Total
1763
100.0
Year
n
%
Year 3
24
1.4
Year 4
411
23.3
Year 5
449
25.5
Year 6
467
26.5
Year 7 or 8
411
23.3
Total
1762
100.0
Age
n
%
8 or below
40
2.2
9
395
22.4
10
427
24.2
11
477
27.1
12
395
22.4
13 or above
28
1.6
1762
100.0
Table 1b: Gender
Gender
Table 1c: Year
Table 1d: Age
Total
Average age
10.5 years
Table 1e: Aboriginal and/or Torres Strait Islander
n
%
Yes
288
16.3
No
1474
83.7
Total
1762
100.0
6
Student Physical Activity
(NB When reading this section it should be kept in mind that in addition to the Choose to Move program, students
may also have received physical activity information from other sources e.g. Department of Health, Department
of Education, health promotion advertising, parents etc.).
Significantly more students in the post-program survey compared to the pre-program survey
reported (1) being physically active every day of the school week (Monday to Friday) for at
least 60 minutes each day (pre survey 43%; post survey 51%) and (2) participating in
physical activity lessons with their teacher every day of the school week (pre survey 29%;
post survey 36%). (Table 2a and 2b)
Table 2a: On how many days during the school week (Monday to Friday) are you physically active for at
least 60 minutes each day (Q1)
Days
Pre survey
Post survey
n
%
n
%
Less than five days
976
57.1
837
49.0
Five days
733
42.9
872
51.0
Total
1709
100.0
1709
* 54 students did not answer pre and post Q1; p<0.000
100.0
Table 2b: On how many school days during the week do you participate in physical activity lessons with
your teacher? (Q2)
Days
Pre survey
Post survey
n
%
N
%
Less than five days
1277
71.4
1100
64.0
Five days
492
28.6
619
36.0
Total
1719
100.0
1719
* 44 students did not answer pre and post Q2; p<0.000
100.0
Significantly more students in the post-program survey compared to the pre-program survey
were able to correctly identify that they should participate in 60 minutes of physical activity
each day (pre survey 57%; post survey 67%). (Table 3)
Table 3: How much physical activity should you do each day? (Q3)
Pre survey
Post survey
n
%
n
%
Incorrect
747
42.6
578
33.0
Correct (60 mins or more each day)
1006
57.4
1175
67.0
1753
100.0
1753
* 10 students did not answer pre and post Q3; p<0.000
100.0
Total
7
The majority of students in both the pre and post surveys thought that physical activity was
“fun” and indicated that they ‘liked’ or ‘loved’ to participate in physical activity lessons.
(Table 4a and 4b)
Table 4a: How much do you like to participate in physical activity lessons? (Q4)
Pre survey
Post survey
n
%
n
%
I love participating
1050
59.9
1077
61.4
I like participating
658
37.5
634
36.1
I don’t like participating
46
2.6
43
2.5
Total
1754
100.0
1754
* 9 students did not answer pre and post Q4; p= not significant
100.0
Table 4b: Is physical activity fun? (Q6)
Pre survey
Yes
No/ Don’t know
Total
Post survey
n
%
n
%
1673
98.1
1676
98.2
33
1.9
30
1.8
1706
100.0
1076
100.0
* 57 students did not answer pre and post Q6; p<not significant
Significantly more students in the post survey compared to the pre survey thought that
physical activity was important for their health. (Table 5)
Table 5: Is physical activity important for your health? (Q5)
Pre survey
Post survey
n
%
n
%
Yes
1650
94.8
1706
98.0
No
90
5.2
34
2.0
Total
1740
100.0
1740
* 23 students did not answer pre and post Q2; p<0.000
100.0
Karratha Education Support Centre with their Choose to Move equipment
8
Choose to Move Program effectiveness
The majority of students (90%) indicated that their class had received a ‘blue bag’ of Choose
to Move sports equipment and that they had played with the equipment. (Table 6)
Table 6: Your classroom was sent a new blue bag of sports equipment this year. Did you play with any of
the equipment in this bag? (Q7 – post survey only)
Post survey
n
%
Yes
1554
89.6
No
180
10.4
Total
1734
100.0
* 29 students did not answer Q7
Of those students who used the Choose to Move sports equipment, almost all (98%)
specified they had fun playing with the equipment, while three out of four students (75%)
believed they did more physical activity during the school day since the Choose to Move
equipment arrived in their classroom. (Table 7a and 7b)
Table 7a: Did you have fun playing with the sports equipment in the blue bag? (Q8 – post survey only)
Post survey
n
%
Yes
1480
97.6
No
37
2.4
Total
1517
100.0
* 23 students did not answer Q8
Table 7b: Did you do more physical activity during the school day since the blue bag of sports equipment
arrived in your classroom? (Q11 – post survey only)
Post survey
n
%
Yes
1135
74.7
No
384
25.3
Total
1519
100.0
* 35 students did not answer Q11
Most students played ‘sport’ at lunch time (88%), recess (82%) or during a lesson with their
teacher (81%). Of the 1554 students who played with the Choose to Move equipment, most
played with it at lunchtime (81%). (Table 8)
Keeping in mind that a definition of ‘sport’ was not explicitly specified in the pre-survey and
that some students may not consider classroom lessons or unstructured play (during recess,
lunchtime etc.) to be ‘sport’; between the pre and post survey, 6% of students who
9
previously reported not playing sport before school, 5% at a SBP day, 6% at recess, 4% at
lunch time, 8% in a classroom lesson and 4% after school, reported playing with the Choose
to Move equipment during those time periods in the post-survey. It is therefore plausible,
that the introduction of the Choose to Move equipment had a positive effect on the physical
activity behaviour of some students who in the pre-survey reported not participating in sport.
(Table 8)
Table 8: When do you play sport at school? (Q8 pre survey); When did you play with the sports
equipment in the blue bag? (Q9 post survey)
When do you play
sport at school
(n=1554)
When did you play
with the Choose to
Move equipment
(n=1554)
Behaviour change: Students who
did not play sport at a specified
time in the pre survey, but who then
played with the Choose to Move
equipment at that time in the post
survey (n=1554)
n (yes)
%
n (yes)
%
n
%
Before school
555
35.7
224
14.4
85
5.5
SBP day/club
211
13.6
140
9.0
79
5.1
Recess
1276
82.1
1186
76.3
100
6.4
Lunch time
1364
87.8
1258
81.0
69
4.4
Lesson with teacher
1254
80.7
1201
77.3
116
7.5
After school
750
48.3
254
16.3
* Multiple response question
65
4.2
When asked which types of Choose to Move equipment they had used, three out of four
students indicated they played with the basketballs (77%) or dodge balls (75%). The soccer
ball, AFL footballs and tennis balls were also popular amongst the students. (Figure 1)
100
80
76.8
74.8
60.4
60
55.8
53.1
%
40
45.1
44.0
38.4
35.8
33.8
27.0
20
0
Figure 1: Which types of equipment did you play with? (Q10, n=1554, Multiple response question)
10
Students were asked if there were any other types of equipment they would like added to the
Choose to Move bag for them to play with.
Up to seven suggestions per child were
recorded. Of the 1554 children who played with the Choose to Move equipment 974 made
suggestions. As shown in Table 9, the most popular items suggested included tee-ball
equipment, skipping ropes, extra tennis equipment and hockey sets.
Table 9: Are there any other types of sporting equipment that you would like added to the blue bag for
you to play with? (Q12) (n=974)
n
n
Tee-ball equipment (bat, ball, tee)
148
American football/ NFL ball
13
Skipping rope
131
Bowling set
13
Tennis equipment (racquets, net, balls)
120
Golf/mini golf set (balls, clubs)
13
Hockey set (ball, sticks)
103
Pogo sticks
11
Rugby ball
85
More bibs/sashes
10
Extra dodge balls
74
Pump
9
Baseball set (ball, bat, bases)
64
Moonball
9
Nothing
58
Helmet
8
Volley ball equipment (ball, net)
57
Lacrosse/Softcross equipment (sticks, balls)
7
Extra basketballs
56
Extra bean bags
7
Hoola hoop
54
Boxing kit/gloves
6
Nets, goals, posts
52
Lawn bowls
6
Extra balls/bouncy balls
52
Extra markers, cones
6
Extra AFL footballs
48
Exercise ball
5
Extra netballs
38
Tug of war rope
5
Vortex
29
Hacky sack
5
Extra soccer balls
28
Extra frisbees
5
Elastics
27
Squash ball
4
Softball
23
Trampoline
4
Cricket equipment (bat, ball, stumps)
20
Blind fold
4
Other
20
Archery equipment
3
Badminton sets (shuttlecocks, racquets)
19
Dance ribbon
3
4 square ball /2 square ball/handball
17
Dartboard and darts
2
Extra bats
17
Relay baton
2
Gloves / Mitts
16
Skates
2
Table tennis equipment (bat, ball, net)
15
* Multiple response question
11
Letters from
2011
Choose to Move
Students
12
(2) TEACHER SURVEY
Response
In total, 260 teachers participated in the program of which 180 completed one or both
evaluation surveys (i.e. 140 completed a pre-program survey and 114 teachers completed a
post-program survey).
Matched pre and post program surveys were available for 74
teachers (29 separate schools). This report is based on the responses of the 74 teachers
who completed both surveys (response rate = 41%, 74/180).
Demographics
Overall, 65% of respondents taught at a regional school and 86% were female.
respondents taught multiple year groups.
Most
The number of students (taught by the
respondent) in each year group ranged from one to 37 students. The number of students
(taught by the respondent) in each year group that were Aboriginal and/or Torres Strait
Islander ranged from zero to 20 students. (Table 10a to 10e)
Table 10a: School location
n
%
Metropolitan
26
35.1
Regional
48
64.9
Total
74
100.0
Gender
n
%
Male
10
14.5
Female
59
85.5
Table 10b: Gender
Total
69
100.0
* 5 teachers did not answer the question
Table 10c: Year
Year
n
%
Year 3
18
24.3
Year 4
34
45.9
Year 5
34
45.9
Year 6
33
44.6
Year 7
29
39.2
Year 8
6
8.1
Multiyear group in class
52
70.3
13
Table 10d: Number of students in each year group
n
Average
Min
Max
(Teachers)
Students
Students
Students
Year 3
17
10
1
37
Year 4
33
13
1
30
Year 5
32
16
1
32
Year 6
31
14
1
32
Year 7
28
14
1
32
Year 8
5
4
1
6
Table 10e: Number of students in each year group that are Aboriginal or Torres Strait Islander
n
Average
Min
Max
(Teachers)
Students
Students
Students
Year 3
17
3
0
11
Year 4
33
4
0
19
Year 5
32
3
0
7
Year 6
32
3
0
9
Year 7
28
4
0
20
Year 8
5
3
1
6
Physical Activity within Schools
In both the pre and post surveys, most respondents thought that the
current physical activity culture within the school environment was ‘good’
or ‘excellent’ (Table 11). The majority of teachers (80%) indicated that
their school had a physical activity policy in place (Table 12) and that
during the school week (Monday to Friday), student’s mainly participated
in physical activity as part of a classroom lesson/daily fitness (97%) or
before school/recess/lunchtime as unstructured play (93%) (Figure 2).
Table 11: How do you rate the current culture of physical activity within the school environment?
(Q5 post/Q9 pre)
Pre survey
Post survey
n
%
n
%
Excellent
21
29.2
22
30.6
Good
30
41.7
38
52.8
Average
20
27.8
10
13.9
Poor
1
1.4
2
2.8
Very poor
0
0.0
0.0
0.0
Total
72
100.0
72
100.0
* 2 teachers did not answer both the pre and post question; p=not significant
14
Table 12: Does the school have a physical activity policy in place (Q8 pre survey only)
n
%
Yes
47
79.7
No
12
20.3
Total
59
* 15 teachers did not answer q8
100.0
97.3
Classroom lessons/daily fitness (n=72)
93.2
Before school, recess or lunchtime play (unstructured)
(n=69)
82.4
Sports carnival (n=61)
71.6
After school sport/training (n=53)
14.9
As part of the school breakfast program (n=11)
Other (n=3)
4.1
Before school, recess or lunchtime play (structured) (n=3)
4.1
0
20
40
60
80
%
Figure 2: How do your students participate in physical activity during the school week
(Q1 pre survey, n=74)
15
100
Teaching Physical Activity
(NB When reading this section it should be kept in mind that in addition to the Choose to Move program, teachers
may also have received physical activity information from other sources e.g. Department of Health, Department
of Education, health promotion advertising, etc.).
Significantly more teachers in the post-program survey compared to the pre-program survey
delivered three or more physical activity lessons per week to their students. Approximately
half of all respondents specified that their physical activity classes ran for 30 minutes or
more. (Table 13a and 13b)
Table 13a: Please indicate the number of physical activity lessons that you currently deliver to your
class(es) each week? (Q1 post/Q2 pre)
Pre survey
Post survey
n
%
n
%
0 lessons (none)
8
11.8
0
0.0
1 to 2 lessons
37
54.4
29
42.6
3 to 4 lessons
14
20.6
24
35.3
5 lessons or more
9
13.2
15
22.1
Total
68
100.0
68
100.0
45
66.2
29
42.6
23
33.8
39
57.4
Less than 3 lessons/week
3 or more lessons/week
Total
#
68
100.0
68
* 6 teachers did not answer both the pre and post question; # p<0.000
100.0
Table 13b: What is the average length of each physical activity lesson (Q2 post survey)
n
%
Less than 10 minutes
1
1.4
10 to 29 minutes
34
46.6
30 to 44 minutes
12
16.4
45 to 59 minutes
14
19.2
60 minutes or more
12
16.4
73
* 1 teacher did not answer q2
100.0
Total
16
Most respondents in both the pre and post survey felt that they had the knowledge and skills
to confidently and competently deliver physical activity lessons to students (Table 14).
Table 14: Do you feel that you have the knowledge and skills to confidently and competently deliver
physical activity lessons to students? (Q3 post/Q6 pre)
Pre survey
Post survey
n
%
n
%
Yes
55
78.6
59
84.3
No
15
21.4
11
15.7
Total
70
100.0
70
100.0
* 4 teachers did not answer both the pre and post question; p=not significant
Most respondents ‘never’ incorporated traditional Indigenous games when delivering
physical activity lessons (Table 15).
Table 15: When delivering physical activity lessons, how often do you incorporate traditional Indigenous
games? (Q4 post/Q7 pre)
Pre survey
Post survey
n
%
n
%
Never
53
77.9
45
66.2
Sometimes/Regularly
15
22.1
23
33.8
Total
68
100.0
68
100.0
* 6 teachers did not answer both the pre and post question; p=not significant
In both the pre and post survey, most teachers rated student participation in physical activity
lessons run by them, as ‘good’ or ‘excellent’ and thought that students had adequate
quantities of equipment to participate in physical activity during lessons, before school and
during recess/lunch breaks.
Table 16: How would you rate student participation in your current physical activity lessons?
(Q6 post/Q10 pre)
Pre survey
Post survey
n
%
n
%
Excellent
11
15.1
25
34.2
Good
47
64.4
38
52.1
Average
15
20.5
9
12.3
Poor
0
0.0
1
1.4
Very poor
0
0.0
0
0.0
Total
73
100.0
73
100.0
* 1 teacher did not answer both the pre and post question; p=not significant
17
Table 17: Do students in your class(es) have access to adequate quantities of equipment to participate in
physical activity during classroom lessons, before school and during recess and lunch breaks? (Q7
post/Q11 pre)
Pre survey
Post survey
n
%
n
%
Yes
56
80.0
62
88.6
No
14
20.0
8
11.4
Total
70
100.0
70
100.0
* 4 teachers did not answer both the pre and post question; p=not significant
Fundamental Game Strategies (FGS) Workshops
Significantly more teachers in the post-program survey (61%) compared to the pre-program
survey (36%) were aware that the Department of Education runs FGS professional learning
workshops. Of those who were aware of the FGS workshops, most had heard about them
via the Department of Education (60%), from someone at their school (33%) or through
Foodbank WA (26%). Prior to completing the post-program survey, most respondents (68%)
had not attended a FGS workshop. (Table 18a to 18c)
Table 18a: Were you aware that the Department of Education runs FGS professional learning
workshops? (Q8 post/Q14 pre)
Pre survey
Post survey
n
%
n
%
Yes
25
36.2
42
60.9
No
44
63.8
27
39.1
Total
69
100.0
69
100.0
* 5 teachers did not answer both the pre and post question; p<0.01
Table 18b: If YES, how did you hear about the FGS professional learning workshops? (Q9 post survey)
% Respondents
(n=42)
Via a Foodbank WA newsletter, email, staff member, website etc ...................
26.2
Via a Department of Education newsletter, email, staff member, website etc .
59.5
From someone at my school ............................................................................
33.3
Other ..................................................................................................................
7.1
Table 18c: Have you previously attended a Department of Education’s FGS professional learning
workshop (Q10 post survey)
n
%
Yes
12
29.3
I have registered to attend this year
1
2.4
No
28
68.3
41
* 1 teacher did not answer q10
100.0
Total
18
Fundamental Game Strategies Resource Manual
In both the pre and post surveys, approximately one in three teachers had used the
Department of Education’s FGS resource manual (Table 19).
Table 19: In 2011, did you use the Department of Education’s FGS resource manual? (Q21 post/ Q5 pre)
Pre survey
Post survey
n
%
N
%
Yes
26
35.1
28
37.8
No (Post survey- go to q25)
48
64.9
46
62.2
74
100.0
p=not significant
74
100.0
Total
Of those teachers who had used the FGS resource manual in 2011, all (100%) indicated that
they would continue to use the manual to teach physical activity to their students and that
the manual enhanced their physical activity lessons. Most respondents also indicated that
they used the FGS manual in conjunction with the Choose to Move sports equipment.
(Table 20a to 20c)
Table 20a: In 2012, will you continue to utilise the FGS manual to teach physical activity to your
students? (Q23 post survey)
n
%
Yes
26
100.0
No
0
0.0
Total
26
100.0
* 2 teachers did not answer q23
Table 20b: Did the FGS manual enhance your physical activity lessons? (Q24 post survey)
n
%
Yes
26
100.0
No
0
0.0
Total
26
100.0
* 2 teachers did not answer q24
Table 20c: Did you use the FGS manual in conjunction with the Choose to Move sports equipment? (Q22
post survey)
n
%
Yes
21
77.8
No
6
22.2
Total
27
100.0
* 1 teacher did not answer q22
19
Choose to Move Program Effectiveness
The majority of respondents were aware that their school had registered to participate in
Choose to Move in 2011 (85%) and indicated that their classroom had received at least one
bag of Choose to Move sports equipment (99%) (Table 21 and 22).
On average, 12
students in each class utilised the equipment (Table 23).
Table 21: Were you aware that your school registered to participate in Foodbank WA’s “Choose to Move”
physical activity program in 2011 (Q11 post survey)
n
%
Yes
63
85.1
No
11
14.9
Total
74
100.0
Table 22: As part of the Choose to Move program, all Year 4 to 7 classrooms at your school should have
received at least one, new blue bag of sporting equipment. Did your classroom receive this equipment?
(Q12 post survey)
n
%
Yes
73
98.6
No (go to q21)
1
1.4
Total
74
100.0
Table 23: Please estimate the number of students in your class(es) that utilised the Choose to Move sport
equipment (Q13 post survey)
Average
Classes
students
Minimum
Maximum
students
students
Year 3
6
15
1
15
Year 4
11
31
1
29
Year 5
13
31
1
30
Year 6
12
32
1
31
Year 7
12
25
1
26
Year 8
4
4
1
*Multiple response question
6
Of those respondents who indicated that their classroom had received the Choose to Move
sports equipment, the majority specified that the equipment assisted them to conduct
physical activity lessons (94%) and encouraged them to play games with their students that
they had never played before (84%). Almost three out of every four respondents (73%)
believed the Choose to Move sports equipment encouraged physical activity events to occur
within their school. (Table 24a to 24c)
20
Table 24a: Did the Choose to Move sports equipment assist you when conducting physical activity
lessons with your students (Q14 post survey)
n
%
Yes
68
94.4
No
4
5.6
72
100.0
Total
* 1 teacher did not answer q14.1
Table 24b: Did the Choose to Move sports equipment encourage any physical activity events to occur
within the school (e.g. sports carnivals) (Q14 post survey)
n
%
Yes
51
72.9
No
19
27.1
70
100.0
Total
* 3 teachers did not answer q14.2
Table 24c: Did the Choose to Move sports equipment encourage you to play games that you have never
played before with your students (Q14 post survey)
n
%
Yes
61
83.6
No
12
16.4
Total
73
100.0
According to the vast majority of teachers (96%), the
Choose to Move equipment encouraged students to be
physically active (Table 25).
Table 25: Did the Choose to Move sports equipment encourage
your students to be more physically active (Q18 post survey)
n
%
Yes
69
95.8
No
3
4.2
72
100.0
Total
* 1 teacher did not answer q18
21
The Choose to Move equipment was mainly used by students at recess (94%), in a
classroom lesson with a teacher (94%) or at lunch time (92%) (Table 26). The most popular
types of equipment were the basketballs, soccer balls, cricket balls/bat/stumps and dodge
balls (Figure 3).
Table 26: When do the students utilise the Choose to Move sport equipment during the school day? (Q15
post survey, n=73)
n (yes)
%
Before school
16
21.9
As part of the School Breakfast Program
14
19.2
Recess
69
94.5
Lunch time
67
91.8
Classroom lesson with teacher
69
94.5
After school
22
30.1
* Multiple response question
100
91.8
84.9
82.2
80.8
79.5
80
79.5
72.6
67.1
53.4
60
%
50.7
43.8
40
20
0
Figure 3: Which types of Choose to Move sports equipment did your students use as part of a classroom
lesson, before or after school or during recess and lunch time? (Q16 post survey, n=73, Multiple
response question)
22
When asked if there were other types of sports equipment they would like added to the
Choose to Move bag for children to play with, teachers suggested:
x
Skipping ropes (x6)
x
Vortex (x2)
x
Hoola hoops (x5)
x
More footballs
x
Tennis racquets (x4)
x
Grip ball
x
Tee ball equipment (x4)
x
Hockey equipment
x
More balls (general) (x4)
x
Juggling balls
x
Rugby ball (x2)
x
Circus equipment
x
Volleyball equipment (x2)
x
Longer cones
x
More tennis balls (x2)
x
Mini goals/soccer net
x
Elastics (x2)
x
More dodge balls
x
More basketballs (x2)
x
Paddle bats
x
Baseball equipment (x2)
x
More netballs
x
More bean bags (x2)
x
ARL balls
The majority of teachers agreed that participating in the Choose to Move program assisted
their class to achieve the Government’s requirement that all students participate in at least
two-hours of physical activity every week, during the school day, as part of student learning
programs (89%).
The vast majority of respondents also agreed that Choose to Move
enhanced the physical activity culture within their school (93%) and increased participation in
physical activity during classroom lessons or break times (95%). (Table 27a to 27c)
Table 27a: Has participation in the Choose to Move program assisted your class to achieve the
Government’s requirement that all students participate in at least two-hours of physical activity every
week, during the school day as part of student learning programs (Q19 post survey)
n
%
Yes
65
89.0
No
8
11.0
Total
73
100.0
Table 27b: Has participation in the Choose to Move program enhanced the physical activity culture within
your school? (Q19 post survey)
n
%
Yes
67
93.1
No
5
6.9
Total
72
100.0
* 1 teacher did not answer q18
23
Table 27c: Has participation in the Choose to Move program increased participation in physical activity
during classroom lessons or break times (Q19 post survey)
n
%
Yes
69
94.5
No
4
5.5
Total
73
100.0
The vast majority of teachers agreed that the Choose to Move program had a positive
impact on the physical activity skills of students (99%), student health (96%), student social
skills (86%) and student concentration (81%). (Figure 4)
28.8
Student punctuality(n=21)
41.1
Student attendance(n=30)
60.3
Student academic outcomes(n=44)
65.8
Engagement with class activities(n=48)
71.2
Classroom behaviour(n=52)
75.3
Social relations between staff/students(n=55)
80.8
Student concentration(n=59)
86.3
Student social skills(n=63)
95.9
Student health(n=70)
98.6
The physical activity skills of students (n=72)
0
20
40
60
80
100
%
Figure 4: Do you think that the Choose to Move program has a positive impact on any of the following?
(Q20 post survey, n=73, Multiple response question)
24
Foodbank WA Initiatives and Resources
Although the Choose to Move program had an impact on various aspects of physical activity
within schools, Foodbank WA initiatives and resources had a minimal impact on increasing
teacher’s knowledge about physical activity. (Table 28a to 28e)
Table 28a: Increase your physical activity knowledge – Articles in the “Morning Toast” newsletter (Q25
post survey)
n
%
Yes
11
19.3
No
46
80.7
Total
57
100.0
* 17 teachers did not answer q25.1
Table 28b: Increase your physical activity knowledge – Emails from Foodbank (Q25 post survey)
n
%
Yes
12
20.7
No
46
79.3
Total
58
100.0
* 16 teachers did not answer q25.2
Table 28c: Increase your physical activity knowledge – The Foodbank WA website (Q25 post survey)
n
%
Yes
20
34.5
No
38
65.5
Total
58
100.0
* 16 teachers did not answer q25.3
Table 28d: Increase your physical activity knowledge – Information from a Foodbank WA staff member in
person (Q25 post survey)
n
%
Yes
8
14.3
No
48
85.7
Total
56
100.0
* 18 teachers did not answer q25.4
Table 28e: Increase your physical activity knowledge – Information from a Foodbank WA staff member
over the phone (Q25 post survey)
n
%
Yes
3
5.5
No
52
94.5
Total
55
100.0
* 19 teachers did not answer q25.5
25
Comments
Respondents were asked if they would like to make any comments about the Choose to
Move program. The following comments were made:
x
Bags would be ideal for years one to two as well. They are awesome.
x
Excellent game strategies activities. Great range of equipment.
x
Fabulous.
x
Great initiative.
x
Great program for schools.
x
Great program. The students enjoyed the program.
x
I am team teach and started term three so was not really aware of the programme but use the
equipment regularly.
x
I like having class sports equipment accessible in the classroom but was not aware that it was
part of the program.
x
I thoroughly enjoyed the training myself. We have now implemented a daily fitness regime
using the strategies and equipment.
x
It is great and engages students and we hope to see it again in 2012.
x
Never heard of the program but having the sports bag in the class is excellent. Encourages
girls to be more active.
x
A very positive program.
x
Sorry, I was unaware of program until now but I will look into it.
x
Students were very excited to get the sports bag and equipment is used at every break time.
x
Thank you (x6)
x
Thanks very much for the equipment donation it has made a difference to the students
physical activities in my classroom.
x
The 'Blue Bag' is fantastic and encourages students to use sports equipment outside
organised sport.
x
The blue bag was fantastic to take away for school camp as it had a great range of equipment
to play a range of games/sports. It was very convenient.
x
The Choose to Move equipment has been awesome, we have used it a lot. The kids love
finding a card in the EGS file and they love playing something different.
x
The kids are absolutely loving their new equipment.
x
The pump or quality of balls needs adjusting as the balls go flat very easily. I have to pump
them nearly every time they are used.
x
This program is a worthwhile program that I hope will continue.
x
We only have a school blue bag it would be nice if we could have one for each class.
x
We start off with adequate quantities of equipment but they often get stolen.
x
All students love it!
x
Wonderful programme with wonderful resources for the children to use. They love the bag
and know what it is used for i.e., to increase their physical activity within the daily program.
26
SUMMARY OF FINDINGS
Choose to Move is a school based program that aims to promote physical activity to children
in years four to seven. The aim of the evaluation was to assess the effectiveness and
impact of the program well as to identify aspects of the program that are working well or that
require improvement.
Physical Activity Participation and Knowledge
In 2011, significantly more students in the post-program survey compared to the preprogram survey reported being physically active every day of the school week (Monday to
Friday) for at least 60 minutes each day and reported participating in physical activity
lessons with their teacher every day of the school week. In addition, between the pre and
post survey, 6% of students who previously reported not playing sport before school, 5% at a
SBP day, 6% at recess, 4% at lunch time, 8% in a lesson and 4% afterschool, now reported
playing with the Choose to Move equipment during those time periods in the post-survey. It
is therefore plausible, that the introduction of the Choose to Move equipment had a positive
effect on the physical activity behaviour of students who in the pre-survey reported not
participating in any sport. In terms of knowledge, significantly more students in the postprogram survey compared to the pre-program survey were able to correctly identify that they
should participate in 60 minutes of physical activity each day and stated that physical activity
was important for their health.
Teachers rated student participation in physical activity and the physical activity culture
within schools as ‘good’ or ‘excellent’. Teachers also suggested that during the school
week, student’s mainly participated in physical activity as part of a fitness lesson or as
unstructured play (before school, recess, lunchtime). Significantly more teachers in the postprogram survey compared to the pre-program survey delivered three or more physical
activity lessons per week to their students. Overall, most teachers thought they had the
knowledge and skills to confidently and competently deliver physical activity lessons to their
students and although the Choose to Move program had a positive impact on various
aspects of physical activity within schools, specific Foodbank WA resources (e.g. website,
newsletter etc.) had minimal impact on increasing the physical activity knowledge of
teachers.
Fundamental Game Strategies (FGS) Workshops and Resource Manual
It is recommended that Foodbank WA continue to promote the FGS workshops, as one in
four teachers who were aware of the FGS workshops, heard about the program via
Foodbank WA. In both the pre and post surveys, approximately one in three teachers had
27
used the Department of Education’s FGS resource manual.
Overall, three out of four
teachers who used the FGS manual did so in conjunction with the Choose to Move sports
equipment. It is recommended that this finding be promoted to Choose to Move schools so
as to promote school based physical activity and to encourage the use of the FGS resource
manual.
Choose to Move Program Effectiveness
The majority of both teachers and students verified that their class had received and used
the Choose to Move sports equipment. The vast majority of students had fun playing with
the equipment, with three out of four students stating they did more physical activity during
the school day since the Choose to Move equipment arrived in their classroom. In addition,
most teachers believed the Choose to Move equipment assisted them to conduct physical
activity lessons and encouraged them to play new games with their students (that they had
never played before). Overall, three out of four teachers thought the Choose to Move sports
equipment encouraged school based physical activity events.
According to teachers, the equipment was mainly used by students during unstructured play
at recess/lunchtime or as part of a structured lesson. As identified by both teachers and
students, the most popular type of equipment was the basketballs. Respondents suggested
a range of sports equipment that could be added to the Choose to Move bag including
skipping ropes, hoola hoops, tennis equipment and tee-ball equipment.
If funding is
available, it is suggested that Foodbank WA consider adding these types of equipment to the
Choose to Move sports bag so as to further encourage a variety of structured and
unstructured play.
Finally, the vast majority of teachers thought the Choose to Move equipment encouraged
students to be physically active and had a positive impact on student health and skill
development. It is also encouraging that the majority of teachers agreed that the Choose to
Move program assisted their class to achieve the Government’s requirement that all
students participate in at least two-hours of school based physical activity every week,
therefore if funding is available it is suggested that Choose to Move continue to promote
school based physical activity to children in Western Australian.
28