Barriers for recess physical activity: a gender specific qualitative focus group exploration

Publikation: Konferencebidrag uden forlag/tidsskriftPosterForskningpeer review

Resumé

Background: Many children, in particular girls, do not reach the recommended amount of daily physical activity. School recess provides an opportunity for both boys and girls to be physically active, but barriers to recess physical activity are not well understood. This study explores gender differences in children’s perceptions of barriers to recess physical activity. Based on the socio-ecological model four types of environmental barriers were distinguished: natural, social, physical and organizational environment
Methods: Data were collected through 17 focus groups consisting of 111 children (53 boys) from fourth grade, with a mean age of 10.4 years. The focus groups included an open group discussion, go-along group interviews, and a gender segregated post-it note activity. A content analysis of the post-it notes was used to prioritize the children´s perceived barriers. This was verified by a thematic analysis of data from the open discussions and go-along interviews.
Results: The most frequently identified barriers for both boys and girls were weather, conflicts, lack of space, lack of facilities and a newly-found barrier, use of electronic devices. While boys and girls identifying the same barriers, there were both inter- and intra-gender differences in the children´s perceptions of these barriers. Weather was a barrier for all children, apart from the most active boys. Conflicts were perceived as a barrier particularly for those boys who played ballgames. Girls said they would like to have more secluded areas added to the school playground, even in large schoolyards where lack of space was not a barrier. This aligned with girls’ requests for more “hanging-out” facilities, whereas boys primarily wanted activity promoting facilities. Conclusion: Based on the results from this study, we recommend that recess physical activity should be promoted through a combination of actions, addressing barriers within the natural, social, physical and organizational environment.
OriginalsprogEngelsk
Publikationsdato22. maj 2014
StatusUdgivet - 22. maj 2014
BegivenhedAnnual Meeting of the International Society of Behavioral Nutrition and Physical Activity: Advancing Behavior Change Science - Manchester Grand Hyatt, San Diego, CA, USA
Varighed: 21. maj 201424. maj 2014

Konference

KonferenceAnnual Meeting of the International Society of Behavioral Nutrition and Physical Activity
LokationManchester Grand Hyatt
LandUSA
BySan Diego, CA
Periode21/05/201424/05/2014

Fingeraftryk

Focus Groups
Exercise
Interviews
Equipment and Supplies

Citer dette

Pawlowski, C. S., Tjørnhøj-Thomsen, T., Schipperijn, J., & Troelsen, J. (2014). Barriers for recess physical activity: a gender specific qualitative focus group exploration. Poster session præsenteret på Annual Meeting of the International Society of Behavioral Nutrition and Physical Activity, San Diego, CA, USA.
Pawlowski, Charlotte Skau ; Tjørnhøj-Thomsen, Tine ; Schipperijn, Jasper ; Troelsen, Jens. / Barriers for recess physical activity: a gender specific qualitative focus group exploration. Poster session præsenteret på Annual Meeting of the International Society of Behavioral Nutrition and Physical Activity, San Diego, CA, USA.
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abstract = "Background: Many children, in particular girls, do not reach the recommended amount of daily physical activity. School recess provides an opportunity for both boys and girls to be physically active, but barriers to recess physical activity are not well understood. This study explores gender differences in children’s perceptions of barriers to recess physical activity. Based on the socio-ecological model four types of environmental barriers were distinguished: natural, social, physical and organizational environment Methods: Data were collected through 17 focus groups consisting of 111 children (53 boys) from fourth grade, with a mean age of 10.4 years. The focus groups included an open group discussion, go-along group interviews, and a gender segregated post-it note activity. A content analysis of the post-it notes was used to prioritize the children´s perceived barriers. This was verified by a thematic analysis of data from the open discussions and go-along interviews. Results: The most frequently identified barriers for both boys and girls were weather, conflicts, lack of space, lack of facilities and a newly-found barrier, use of electronic devices. While boys and girls identifying the same barriers, there were both inter- and intra-gender differences in the children´s perceptions of these barriers. Weather was a barrier for all children, apart from the most active boys. Conflicts were perceived as a barrier particularly for those boys who played ballgames. Girls said they would like to have more secluded areas added to the school playground, even in large schoolyards where lack of space was not a barrier. This aligned with girls’ requests for more “hanging-out” facilities, whereas boys primarily wanted activity promoting facilities. Conclusion: Based on the results from this study, we recommend that recess physical activity should be promoted through a combination of actions, addressing barriers within the natural, social, physical and organizational environment.",
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Pawlowski, CS, Tjørnhøj-Thomsen, T, Schipperijn, J & Troelsen, J 2014, 'Barriers for recess physical activity: a gender specific qualitative focus group exploration' Annual Meeting of the International Society of Behavioral Nutrition and Physical Activity, San Diego, CA, USA, 21/05/2014 - 24/05/2014, .

Barriers for recess physical activity: a gender specific qualitative focus group exploration. / Pawlowski, Charlotte Skau; Tjørnhøj-Thomsen, Tine; Schipperijn, Jasper; Troelsen, Jens.

2014. Poster session præsenteret på Annual Meeting of the International Society of Behavioral Nutrition and Physical Activity, San Diego, CA, USA.

Publikation: Konferencebidrag uden forlag/tidsskriftPosterForskningpeer review

TY - CONF

T1 - Barriers for recess physical activity: a gender specific qualitative focus group exploration

AU - Pawlowski, Charlotte Skau

AU - Tjørnhøj-Thomsen, Tine

AU - Schipperijn, Jasper

AU - Troelsen, Jens

N1 - Poster session prestented at the International Society of Behavioral Nutrition and Physical Activity, 2014, San Diego, USA

PY - 2014/5/22

Y1 - 2014/5/22

N2 - Background: Many children, in particular girls, do not reach the recommended amount of daily physical activity. School recess provides an opportunity for both boys and girls to be physically active, but barriers to recess physical activity are not well understood. This study explores gender differences in children’s perceptions of barriers to recess physical activity. Based on the socio-ecological model four types of environmental barriers were distinguished: natural, social, physical and organizational environment Methods: Data were collected through 17 focus groups consisting of 111 children (53 boys) from fourth grade, with a mean age of 10.4 years. The focus groups included an open group discussion, go-along group interviews, and a gender segregated post-it note activity. A content analysis of the post-it notes was used to prioritize the children´s perceived barriers. This was verified by a thematic analysis of data from the open discussions and go-along interviews. Results: The most frequently identified barriers for both boys and girls were weather, conflicts, lack of space, lack of facilities and a newly-found barrier, use of electronic devices. While boys and girls identifying the same barriers, there were both inter- and intra-gender differences in the children´s perceptions of these barriers. Weather was a barrier for all children, apart from the most active boys. Conflicts were perceived as a barrier particularly for those boys who played ballgames. Girls said they would like to have more secluded areas added to the school playground, even in large schoolyards where lack of space was not a barrier. This aligned with girls’ requests for more “hanging-out” facilities, whereas boys primarily wanted activity promoting facilities. Conclusion: Based on the results from this study, we recommend that recess physical activity should be promoted through a combination of actions, addressing barriers within the natural, social, physical and organizational environment.

AB - Background: Many children, in particular girls, do not reach the recommended amount of daily physical activity. School recess provides an opportunity for both boys and girls to be physically active, but barriers to recess physical activity are not well understood. This study explores gender differences in children’s perceptions of barriers to recess physical activity. Based on the socio-ecological model four types of environmental barriers were distinguished: natural, social, physical and organizational environment Methods: Data were collected through 17 focus groups consisting of 111 children (53 boys) from fourth grade, with a mean age of 10.4 years. The focus groups included an open group discussion, go-along group interviews, and a gender segregated post-it note activity. A content analysis of the post-it notes was used to prioritize the children´s perceived barriers. This was verified by a thematic analysis of data from the open discussions and go-along interviews. Results: The most frequently identified barriers for both boys and girls were weather, conflicts, lack of space, lack of facilities and a newly-found barrier, use of electronic devices. While boys and girls identifying the same barriers, there were both inter- and intra-gender differences in the children´s perceptions of these barriers. Weather was a barrier for all children, apart from the most active boys. Conflicts were perceived as a barrier particularly for those boys who played ballgames. Girls said they would like to have more secluded areas added to the school playground, even in large schoolyards where lack of space was not a barrier. This aligned with girls’ requests for more “hanging-out” facilities, whereas boys primarily wanted activity promoting facilities. Conclusion: Based on the results from this study, we recommend that recess physical activity should be promoted through a combination of actions, addressing barriers within the natural, social, physical and organizational environment.

M3 - Poster

ER -

Pawlowski CS, Tjørnhøj-Thomsen T, Schipperijn J, Troelsen J. Barriers for recess physical activity: a gender specific qualitative focus group exploration. 2014. Poster session præsenteret på Annual Meeting of the International Society of Behavioral Nutrition and Physical Activity, San Diego, CA, USA.