Sustaining a daily physical activity period in elementary school: Perspectives of school stakeholders fifteen years later

Aware of the benefits of regular physical activity (PA) on students’ health and learning, members of an elementary school in Québec (Canada) have implemented a daily PA period for all students since 2009. This study aims to: a) characterize, using a socio-ecological model, the facilitating factors and challenges influencing the sustainability of this PA program; b) describe the role of school members; c) co-construct mobilization strategies. Semi-structured interviews and a focus group conducted with school members (n=9) reveal facilitating factors at all levels of the socio-ecological model, including the benefits of PA on students’ ability to concentrate in class. The challenges are related to the institutional and intrapersonal levels, such as staff turnover. The co-construction of strategies to mobilize school members in the program’s implementation and clarifying their roles proves to be an effective way to optimize its sustainability. This study, one of the few to examine the sustainability of a PA initiative over a 15-year period, reinforces the importance of using a socio-ecological approach to create a culture that promotes PA in school settings.