scholarly journals A Qualitative Exploration of the “Critical Window”: Factors Affecting Australian Children’s After-School Physical Activity

2013 ◽  
Vol 10 (1) ◽  
pp. 33-41 ◽  
Author(s):  
Rebecca Megan Stanley ◽  
Kobie Boshoff ◽  
James Dollman
Keyword(s):  
Physical Activity ◽  
Peer Influence ◽  
Ecological Model ◽  
After School ◽  
Critical Window ◽  
Factors Affecting ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Children’S Voices ◽  
School Period

Background:The after-school period is potentially a “critical window” for promoting physical activity in children. The purpose of this study was to qualitatively explore children’s perceptions of the factors influencing their engagement in physical activity during the after-school period as the first phase in the development of a questionnaire.Methods:Fifty-four South Australian children age 10−13 years participated in same gender focus groups. Transcripts, field notes, and activity documents were analyzed using content analysis. Through an inductive thematic approach, data were coded and categorized into perceived barriers and facilitators according to a social ecological model.Results:Children identified a number of factors, including safety in the neighborhood and home settings, distance to and from places, weather, availability of time, perceived competence, enjoyment of physical activity, peer influence, and parent influence. New insights into bullying and teasing by peers and fear of dangerous animals and objects were revealed by the children.Conclusions:In this study, hearing children’s voices allowed the emergence of factors which may not be exposed using existing surveys. These findings are grounded in children’s perceptions and therefore serve as a valuable contribution to the existing literature, potentially leading to improved intervention and questionnaire design.

Do You Hear What I Hear? Overweight Children’s Perceptions of Different Physical Activity Settings

2011 ◽  
Vol 30 (4) ◽  
pp. 393-409 ◽  
Author(s):  
Karen S. Meaney ◽  
Melanie A. Hart ◽  
L. Kent Griffin
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Low Income ◽  
Cognitive Theory ◽  
After School ◽  
Summer Program ◽  
Activity Settings ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
American Children

Social-Cognitive Theory (Bandura, 1986, 1999) served as the framework to explore overweight children’s perceptions of different physical activity settings. Participants were children (n = 67) enrolled in an after-school and summer program for overweight African-American and Hispanic-American children from low-income families. To gain insight into the children’s thoughts encompassing their participation in both the after school/summer program and their physical education classes at their respective elementary schools, all of the children individually participated in semistructured interviews. Children enjoyed their involvement in the after-school/summer program and described social, physical, and cognitive benefits related to their participation. Interview data also revealed children’s ideas and suggestions for adapting physical education to enhance participation in physical activity. Based on these results, instructional and management strategies focusing on promoting a nurturing environment in physical activity settings for all children (overweight and nonoverweight) are presented and discussed.

scholarly journals Giving children a voice

2016 ◽  
Vol 24 (1) ◽  
pp. 39-55 ◽  
Author(s):  
Charlotte Skau Pawlowski ◽  
Jasper Schipperijn ◽  
Tine Tjørnhøj-Thomsen ◽  
Jens Troelsen
Keyword(s):  
Physical Activity ◽  
Peer Influence ◽  
Ecological Model ◽  
Participant Observation ◽  
Physical Activity Behaviour ◽  
Space And Place ◽  
Factors Affecting ◽  
Qualitative Approaches ◽  
Facilitators And Barriers ◽  
Group Interviews

Facilitators and barriers to recess physical activity are not well understood. To date, research on recess physical activity has predominantly focused on quantitative measures typically focusing on a narrow set of predefined factors, often constructed by adults. To really understand the factors affecting recess physical activity it is crucial to observe and listen to children to know how they engage in and perceive recess physical activity. The aim of this paper was to gain knowledge on children’s perceptions and experiences of factors influencing their physical activity behaviour during recess. Data were collected in three separate studies using different qualitative approaches: participant observation; go-along group interviews and participatory photo interviews. The studies were conducted among 10–13-year-old children (grades 4–6) in 17 Danish schools and in five New Zealand schools among 11–12-year-old children. The socio-ecological model was used as the overall theoretical framework. Twelve factors were identified as influencing the children’s recess physical activity: bodily self-esteem and ability; gender; gendered school culture; peer influence; conflicts and exclusion; space and place experiences; lack of play facilities; outdoor play policy; use of electronic devices; recess duration; organised activities; and weather. These factors were located within different layers of the socio-ecological model, but were interdependent. The findings speak for implementing a combination of actions addressing factors from different layers in the socio-ecological model to increase recess physical activity.

Children's Perceptions of Healthful Eating and Physical Activity

2010 ◽  
Vol 71 (1) ◽  
pp. 19-23 ◽  
Author(s):  
Jennifer Lisa Penner Protudjer ◽  
Gail Marchessault ◽  
Anita Luba Kozyrskyj ◽  
Allan Barry Becker
Keyword(s):  
Physical Activity ◽  
Food Choices ◽  
Overweight And Obesity ◽  
High Fat ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Dietary Behaviours ◽  
Interview Guide ◽  
Purposeful Selection ◽  
Common Barriers

Purpose: Healthful lifestyle habits established in childhood may continue through adulthood. Such habits may also be effective in preventing or reversing overweight and obesity. However, little is known about children's perceptions of healthful eating and physical activity. Thus, we sought a better understanding of how children perceive healthful eating and physical activity. Methods: A purposeful selection was made of Winnipeg, Manitoba, boys (n=23) and girls (n=22) aged 11 to 12 years. The children were interviewed using a semi-structured, indepth interview guide. Data were analyzed using thematic coding. Results: Although healthful eating was seen as necessary for health, high-fat, high-sugar foods were a source of pleasure and enjoyed during social times. Physical activity was a way of spending time with friends, either through active play or watching sports. Boys viewed screen time and homework as barriers to physical activity, while girls identified no common barriers. Children viewed physical activity as easier than healthful eating, describing the former as “play” and “fun.” Conclusions: Knowing how children think about food choices will further our understanding of the disconnect between nutrition knowledge and dietary behaviours. Understanding conflicting pressures that influence children's healthful lifestyles may enhance communication about these topics among parents, educators, and children.

scholarly journals Guidelines for physical activity and screen-time in the outside school hours childcare setting: a scoping review.

2020 ◽  
Author(s):  
Rosa Virgara ◽  
Lucy K Lewis ◽  
Anna Phillips ◽  
Mandy Richardson ◽  
Carol A Maher
Keyword(s):  
Physical Activity ◽  
Screen Time ◽  
Guideline Development ◽  
Grey Literature ◽  
After School ◽  
Physical Activity Recommendations ◽  
Other World ◽  
Before School ◽  
School Period ◽  
School Care

Abstract Background: Globally millions of children attend outside school hours care. Children’s activity in this setting is critical to meeting daily physical activity recommendations. Guidelines are evidence-based statements intended to optimise practice. This study aimed to identify guidelines for physical activity and screen time for use in outside school hours care. Methods: Guidelines were identified by systematically searching Medline, Emcare, Embase, Scopus, ERIC, Sportsdiscus, TROVE, ProQuest, UpToDate, NICE, SIGN and Google in accordance with PRISMA-ScR guidelines. Results were screened independently by two reviewers and data synthesized narratively. Results: Nine guideline documents were identified from grey literature only (n = 8 USA, n = 1 Canada). The guidelines focused predominantly on the after school care period (n = 9 vs n = 1 for the before-school period). All had recommendations for physical activity, whilst 7 also had screen time recommendations. The guidelines varied considerably in their physical activity and screen time recommendations, though taken together, they recommended > 30–60 minutes of MVPA and < 60 minutes of recreational screen time per session. All guidelines were developed by expert/stakeholder panels, but none followed rigorous guideline development methods. Conclusions: Limited published guidelines for physical activity and screen-time in outside school care exist. Guidelines designed with rigorous tools and for other world regions are warranted.

Relation of Adolescents’ Physical Activity to After-School Recreation Environment

2017 ◽  
Vol 14 (5) ◽  
pp. 382-388 ◽  
Author(s):  
Christina M. Thornton ◽  
Kelli L. Cain ◽  
Terry L. Conway ◽  
Jacqueline Kerr ◽  
Brian E. Saelens ◽  
...  
Keyword(s):  
Physical Activity ◽  
School Environment ◽  
Daily Physical Activity ◽  
After School ◽  
Sports Facilities ◽  
Adolescent Physical Activity ◽  
Mixed Regression ◽  
Physical Activity Recommendations ◽  
Policies And Programs ◽  
School Period

Background:The after-school period provides an opportune context for adolescent physical activity. This study examined how characteristics of after-school recreation environments related to adolescent physical activity.Methods:Participants were 889 adolescents aged 12 to 17 (mean = 14.1, SD = 1.4) from 2 US regions. Adolescents reported on whether their school offered after-school supervised physical activity, access to play areas/fields, and presence of sports facilities. Outcomes were accelerometer-measured after-school physical activity, reported physical activity on school grounds during nonschool hours, attainment of 60 minutes of daily physical activity excluding school physical education, and BMI-for-age z-score. Mixed regression models adjusted for study design, region, sex, age, ethnicity, vehicles/licensed drivers in household, and distance to school.Results:School environment variables were all significantly associated with self-reported physical activity on school grounds during non-school hours (P < .001) and attainment of 60 minutes of daily physical activity (P < .05). Adolescents’ accelerometer-measured after-school physical activity was most strongly associated with access to supervised physical activity (P = .008).Conclusions:Policies and programs that provide supervised after-school physical activity and access to play areas, fields, and sports facilities may help adolescents achieve daily physical activity recommendations.

Are Children's Perceptions Of Neighbourhood Environments Associated With Their Physical Activity?

2008 ◽  
Vol 40 (Supplement) ◽  
pp. S29
Author(s):  
Clare Hume ◽  
Jo Salmon ◽  
Michelle Jorna ◽  
Kylie Ball ◽  
David Crawford
Keyword(s):  
Physical Activity ◽  
Children's Perceptions ◽  
Children’S Perceptions

CHILDREN'S PERCEPTIONS OF PHYSICAL ACTIVITY FOR ADULTS: APPROPRIATENESS AND COMPETENCY

1998 ◽  
Vol 30 (Supplement) ◽  
pp. 120
Author(s):  
B. Behlendorf ◽  
R. Holmes ◽  
E. Bost ◽  
C. Vos Strache ◽  
P. MacRae
Keyword(s):  
Physical Activity ◽  
Children's Perceptions ◽  
Children’S Perceptions
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