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

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskningpeer 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.
OriginalsprogDansk
Publikationsdato8. apr. 2014
StatusUdgivet - 8. apr. 2014
Begivenhed5th International Congress on Physical Activity and Public Health 2014 - Rio de Janeiro, Brasilien
Varighed: 8. apr. 201411. apr. 2014

Konference

Konference5th International Congress on Physical Activity and Public Health 2014
LandBrasilien
ByRio de Janeiro
Periode08/04/201411/04/2014

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. Abstract fra 5th International Congress on Physical Activity and Public Health 2014 , Rio de Janeiro, Brasilien.
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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' 5th International Congress on Physical Activity and Public Health 2014 , Rio de Janeiro, Brasilien, 08/04/2014 - 11/04/2014, .

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

2014. Abstract fra 5th International Congress on Physical Activity and Public Health 2014 , Rio de Janeiro, Brasilien.

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskningpeer review

TY - ABST

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

PY - 2014/4/8

Y1 - 2014/4/8

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 - Konferenceabstrakt til konference

ER -

Pawlowski CS, Tjørnhøj-Thomsen T, Schipperijn J, Troelsen J. Barriers for recess physical activity: a gender specific qualitative focus group exploration. 2014. Abstract fra 5th International Congress on Physical Activity and Public Health 2014 , Rio de Janeiro, Brasilien.