| Summary: | Daily Physical Activity (DPA) is one component of Ontario’s Healthy Schools strategy. This case study of two schools in geographically and culturally diverse contexts explores DPA implementation according to the focus areas of the Ministry of Education. The conceptual framework of Clune (1990) was employed to explore implementation according to three perspectives, revealing disconnects between the policy mandate and educational contexts, as well as potential improvements to the current policy. It was found that time constraints are the most prominent barrier to DPA implementation, and that the primary focus of DPA for educators is often provision, but not quality, of daily physical activities. It was also found that teachers’ perceptions of policy importance are a stronger predictor of implementation than a supportive school administration, given there is no conflict with other school policies. Recommendations for policy revisions are provided based on the findings.
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