Domain Overview

Key Domain - Physical Well-Being 

All staff are supported to learn and engage in positive choices for physical well-being in a healthy environment.  A culture focused on physical well-being requires adaptive and flexible programs and opportunities, as well as supportive leadership, and has shown to have a positive impact on staff productivity, job satisfaction, stress management, morale, and a reduction in staff absenteeism and illness (Birdee et al., 2013; Herbert & Lohrmann, 2011).

Focus of the Domain

  • Self-Care - Staff are aware of the connection between physical activity and mental health (Birdee et. al., 2013) and assume ownership of their own physical well-being. Regular physical activity (Barr-Anderson et al., 2011), nutrition and sleep are understood as important components (LeCheminant, Merrill, & Masterson, 2015).
  • Physical Environment -  Staff are cognizant of, and responsive to, opportunities and hazards the physical environment presents. Opportunities for creation and use of positive physical spaces to bolster self-care exist (Langley & Kulinna, 2018). Staff advocates for positive physical spaces by reporting hazards and/or concerns about the physical environment.  
  • Awareness, Application and Growth - Staff are supported to make healthy choices related to their physical well-being, with opportunities available for continued learning,  Collaboration occurs to share ideas and expertise. Staff are encouraged to make informed decisions about physical well-being.


Reflective Questions


  • How do I care for my physical well-being in all aspects of life?
  • How do we, as a team, support and celebrate everyones’ physical well-being in all aspects of life?
  • How do I ensure my environment is safe and conducive to optimal teaching and learning?.
  • How  do we, as a team, promote safe, physical spaces that are available for staff use?
  • How do I access and share opportunities to enhance physical well-being? 
  • How do we, as a team, grow our awareness of the importance of physical well-being?




Barr-Anderson, D. J., AuYoung, M., Whitt-Glover, M. C., Glenn, B. A., & Yancey, A. K. (2011). Integration of short bouts of physical activity into organizational routine: A systematic review of the literature. American Journal of Preventive Medicine, 40(1), 76-93.

Birdee, G. S., Byrne, D. W., McGown, P. W., Rothman, R. L, Rolando, L. A., Holmes, M. C., & Yarbrough, M. I. (2013, May). Relationship between physical inactivity and health characteristics among participants in an employee-wellness program. Journal of Occupational and Environmental Medicine, 55(5), 514-519.

Herbert, P. C., & Lohrmann, D. K. (2011, February). Leading by example: Health promotion programs for school staff. School Business Affairs, 77(2), 17-19. Retrieved from

Langley, K., & Kulinna, P. (2018). Developing a staff physical activity program at your school: Implementing the lesser-used component of the CSPAP Model. Journal of Physical Education, Recreation & Dance, 89(2), 49-55. doi: 10.1080/07303084.2017.1404509  

LeCheminant, J. D., Merrill, R. M., & Masterson, T. (2015). Health behaviours and work-related outcomes among school employees. American Journal of Health Behaviour, 39(3), 345-351.