scholarly journals Factors Affecting Physical Activity in Ecuadorian Adolescents: A Focus Group Study

2015 ◽  
Vol 12 (3) ◽  
pp. 340-348 ◽  
Author(s):  
Kathleen Van Royen ◽  
Roosmarijn Verstraeten ◽  
Susana Andrade ◽  
Angélica Ochoa-Avilés ◽  
Silvana Donoso ◽  
...  
Keyword(s):  
Physical Activity ◽  
Focus Group ◽  
Low Socioeconomic Status ◽  
Role Models ◽  
Leisure Time Physical Activity ◽  
Focus Group Study ◽  
Theoretical Frameworks ◽  
Factors Affecting ◽  
School Based ◽  
Factors Influencing

Background:Physical inactivity levels are increasingly prevalent among Ecuadorian adolescents. School-based interventions can be potentially effective in promoting physical activity but must be informed by cultural-specific factors.Methods:Twelve focus groups were carried out with adolescents (n = 80) in rural and urban Ecuador to identify factors influencing physical activity. In addition, 4 focus group discussions with parents (n = 32) and 4 with school staff (n = 32) were conducted. Individual and environmental factors were questioned using the ‘Attitude, Social influences and Self-efficacy’ model and the socioecological model as theoretical frameworks.Results:Factors influencing physical activity varied between groups. In the rural area farming and norms for girls impeded leisure-time physical activity, whereas urban groups emphasized traffic and crime concerns. Groups from a low socioeconomic status more frequently mentioned a fear of injuries and financial constraints. Several factors were common for all groups including preferences for sedentary activities, poor knowledge, time constraints and laziness, as well as a lack of opportunities at home and school, unsupportive parental rules and lack of role models.Conclusion:A conceptual framework including the identified factors emerged to inform the design of a cultural-sensitive school-based intervention to improve physical activity among Ecuadorian adolescents. Future interventions should be tailored to each setting.

A Self-Determined Exploration of Adolescents’ and Parents’ Experiences Derived From a Multidimensional School-Based Physical Activity Intervention

2020 ◽  
pp. 1-10
Author(s):  
Roberto Ferriz ◽  
Alejandro Jiménez-Loaisa ◽  
David González-Cutre ◽  
María Romero-Elías ◽  
Vicente J. Beltrán-Carrillo
Keyword(s):  
Physical Activity ◽  
Physical Activity Intervention ◽  
Leisure Time Physical Activity ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Motivational Strategies ◽  
School Based ◽  
Parents Experiences

Purpose: Adolescents’ and parents’ experiences within a multidimensional school-based physical activity intervention grounded on self-determination theory were explored. Method: Qualitative data from 29 adolescents (aged 15–17 years) and three parents on behalf of the total students’ families were collected via participant observation (research diary), semistructured interviews, and focus groups. Results: Adolescents perceived that the application of motivational strategies, based on self-determination theory, satisfied their basic psychological needs for autonomy, competence and relatedness, favored self-determined motivation, and gave rise to adaptive consequences (improved physical activity knowledge, creation of affective bonds, and increased leisure-time physical activity). These results were supported by the information reported by the students’ parents. Discussion/Conclusions: The findings support the implementation of self-determination theory-based multidimensional interventions to promote adolescents’ physical activity participation. This study also presents several motivational strategies which could be useful for the design and implementation of future school-based physical activity interventions.

Factors affecting non-aeronautic revenue in Indian airports: A focus group study of Indian PPP Airports

2020 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Tarun Dhingra ◽  
Mahim Sagar ◽  
Akhil Damodaran ◽  
Pushpendra Pratap Singh ◽  
Deep Shree
Keyword(s):  
Focus Group ◽  
Focus Group Study ◽  
Factors Affecting

scholarly journals Educator perspectives on factors influencing children’s school-based physical activity

2018 ◽  
Vol 34 (5) ◽  
pp. 931-940 ◽  
Author(s):  
Matthew S Domville ◽  
Paula M Watson ◽  
Dave J Richardson ◽  
Lee E F Graves
Keyword(s):  
Physical Activity ◽  
Driving Force ◽  
Barriers And Facilitators ◽  
Organizational Level ◽  
Ecological Approach ◽  
Institutional Barriers ◽  
Intrapersonal Factors ◽  
School Based ◽  
Factors Influencing ◽  
Interpersonal Level

Summary Formative research is an important first step in the design and development of children’s school-based physical activity (PA) interventions. Exploration of educator [headteacher and physical education (PE)-co-ordinator] perceptions toward the promotion of school-based PA, including PE delivery has however been limited. This study took a socio-ecological approach to explore the barriers and facilitators of children’s school-based PA from the perspective of school educators. Interviews were conducted with headteachers (n = 4), PE-co-ordinators (n = 4) and a deputy headteacher (n = 1) and data thematically analysed using Nvivo software (version 10). Findings suggested that, at an organizational level headteachers were the predominant driving force in the promotion of PA opportunities, yet institutional barriers including low priority for PA and PE were perceived to negate delivery. At an interpersonal level, strategies to increase the delivery of school-based PA were developed, however poor teacher-coach relationships and significant others reduced PA promotion opportunities. Child PA was further negated through intrapersonal factors, including lack of PE-specific teacher training and varying teacher interest in PA and sport. To increase primary school children’s school-based PA, barriers and facilitators at the organizational, interpersonal and intrapersonal level must be considered and targeted and researchers and schools should work in partnership to develop future interventions.

Land of the Rising Pulse: A Social Ecological Perspective of Physical Activity Opportunities for Schoolchildren in Japan

2014 ◽  
Vol 33 (3) ◽  
pp. 304-325 ◽  
Author(s):  
Collin Andrew Webster ◽  
Naoki Suzuki
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
The United States ◽  
Ecological Perspective ◽  
Daily Routines ◽  
School Based ◽  
Social Ecological ◽  
Factors Influencing ◽  
American Schools ◽  
Japanese Schools

The uptake of policies and recommendations to promote physical activity (PA) in American schools has been slow. It can be useful to investigate international contexts where school-based PA promotion has had more success and consider whether facilitative factors have transferability to American schools. This study employed a social ecological perspective to examine the school-based PA opportunities for Grade 2 students in Japan and the factors influencing these opportunities. Observations in five public schools, relevant documents, and interviews with teachers, principals, and district and ministry officials were analyzed using constant comparison. Findings showed multiple PA opportunities existed in daily routines and throughout the year. Government policy had a downstream influence on all lower levels of the education system. Many of the PA opportunities Japanese schools provided align with American recommendations, but different educational priorities between Japan and the United States might make implementing these opportunities more challenging in American schools.

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