Exploring Children’s Physical Activity Behaviours According to Location: A Mixed-Methods Case Study
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants
2.2. Procedures
2.3. Data Processing and Statistical Analysis
3. Results
3.1. Children’s PA Levels
3.2. Time Spent in the Surrounding Environment.
3.3. PA Intensities According to Location
3.4. PA Barriers and Facilitators
3.4.1. Barriers to PA (Categorised According to Relevant Social–Ecological Component)
‘Individual’ Component
‘Social Environment’ Component
‘Other’ Component
3.4.2. Facilitators for PA (Categorised According to Relevant Social–Ecological Component)
‘Individual’ Component
‘Physical Environment’ Component
‘Policy’ Component
‘Other’ Component
4. Discussion
5. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Key Stage (and Age Range) | Boys | Girls | Total |
---|---|---|---|
2 (School Years 5–6, 9–11 years of age) | 42 | 32 | 74 |
3 (School Years 7–8, 11–13 years of age) | 15 | 30 | 45 |
Total | 57 | 62 | 119 |
Variable | SB (min) Percentage SB Time (%) | LPA (min) Percentage LPA Time (%) | MPA (min) Percentage MPA Time (%) | VPA (min) Percentage VPA Time (%) | MVPA (min) Percentage MVPA Time (%) | Meeting PA Guidelines | |
---|---|---|---|---|---|---|---|
No. Children | Percent of Children (%) | ||||||
Boys | 207.6 (±122.4) | 200.9 (±146) | 53.9 (±52.9) | 14.6 (±24) | 68.6 (±63.8) | 16 | 52 |
45.7% (±25.4%) | 39.6% (±19.8%) | 11.7% (±10.2%) | 2.8% (±3.5%) | 13.8% (±11.2%) | |||
Girls | 204.4 (±138.8) | 172.9 (±143.1) | 91.9 (±103.6) | 15 (±30.3) | 106.9 (±117.5) | 15 | 48 |
45.3% (±28.9%) | 33.6% (±23%) | 17.9% (±19.5%) | 3.1% (±6.4%) | 20.9% (±22%) | |||
KS2 (9–11 years) | 216 (±143) | 183.1 (±145.4) | 64 (±62.4) | 13.2 (±18.2) | 77.2 (±72.7) | 18 | 58 |
46.2% (±27.3%) | 36.5% (±23%) | 14% (±12.5%) | 2.9% (±4.5%) | 16.5% (±14.6%) | |||
KS3 (11–13 years) | 191.8 (±110.6) | 191 (±144.7) | 87 (±108.4) | 17.1 (±36.6) | 104 (±122.5) | 13 | 42 |
44.4% (±27.2%) | 36.4% (±20%) | 16.2% (±20%) | 3% (±6) | 18.8% (±21.9%) | |||
KS2 Boys | 183.6 (±119.6) | 204.1 (±143.3) | 59.3 (±53.8) | 13.3 (±14.2) | 72.6 (±63.5) | 11 | 35 |
40.5 (±24.1) | 42.6 (±20.1) | 13.6 (±10.9) | 2.8 (±2.8) | 15.7% (±12.1%) | |||
KS2 Girls | 259.2 (±163.6) | 155.2 (±148.3) | 70.1 (±73.8) | 13.1 (±23) | 83.3 (±85.5) | 7 | 23 |
53.9 (±30.1) | 28.4 (±24.4) | 14.4 (±14.7) | 3.1 (±6.2) | 17.6% (±17.8%) | |||
KS3 Boys | 260.9 (±117.5) * | 193.7 (±160.3) | 41.9 (±51.6) | 17.6 (±39) | 59.5 (±67.3) | 5 | 16 |
57.1 (±25.6) | 32.9 (±18.2) | 7.3 (±7.4) | 2.7 (±4.8) | 9.6% (±8.5%) | |||
KS3 Girls | 153 (±87.9) * | 189.5 (±140.7) | 112.3 (±124.4) | 16.8 (±36.5) | 129 (±140.5) | 8 | 26 |
37.2 (±26) | 38.4 (±21.3) | 21.2 (±23.1) | 3.2 (±6.8) | 24% (±25.6%) | |||
Overall | 205.9 (±130) | 186.4 (±143.9) | 73.5 (±84.6) | 14.8 (±27.2) | 88.4 (±96.6) | 31 | 100 |
45.5% (±27%) | 36.5% (±21.6%) | 14.9% (±15.9%) | 2.9% (±5.2%) | 17.5% (±17.9%) |
Variable | Home | School | Other Indoor Location | Motorised Transport | On Foot | Outdoors (Not Including ‘On Foot’) | Outside (Combining ‘On Foot’ and ‘Outdoors’) |
---|---|---|---|---|---|---|---|
Boys | 30.8 (±23.1) | 41.4 (±22.7) ** | 1.9 (±3.8) | 8.3 (±12.4) * | 4.8 (5.8) | 12.7 (±11.8) | 15.5 (±10.8) |
Girls | 32.7 (±7.5) | 23.4 (±26.4) ** | 4.1 (±8.9) | 17.7 (±17.6) * | 4.3 (5.8) | 17.8 (±14.8) | 17.4 (±13.2) |
KS2 (9–11 years) | 24.8 (±21.2) * | 32.6 (±25) | 3.2 (±8.4) | 16.6 (±18.4) * | 3.7 (±4.9) | 19.1 (±12.7) ** | 19.4 (±13.2) * |
KS3 (11–13 years) | 41.6 (±27.7) * | 31.4 (±28) | 2.9 (±4.4) | 8.4 (±10) * | 5.7 (±6.8) | 10 (±13) ** | 12.4 (±8.8) * |
KS2 Boys | 26.4 (±21.9) | 40.2 (±23.8) * | 2.1 (±4.2) | 11.3 (±13.9) * | 3.2 (±3.8) | 16.8 (±10.9) | 17.3 (±11.3) |
KS2 Girls | 22.7 (±20.9) | 22.5 (±23.8) * | 4.6 (±12) | 23.7 (±21.6) * | 4.3 (±6) | 22.2 (±14.6) | 22.3 (±15.4) |
KS3 Boys | 40.5 (±24) | 44.3 (±21.2) | 1.4 (±2.7) | 1.7 (±2.4) * | 8.3 (±8.1) | 3.7 (±8.5) | 11.5 (±9) |
KS3 Girls | 42.2 (±30.3) | 24.2 (±29.4) | 3.7 (±4.9) | 12 (±10.8) * | 4.3 (±5.7) | 13.6 (±14.1) | 12.8 (±8.9) |
Overall | 31.8 (±25.3) | 32.1 (±26.1) | 3.1 (±7) | 13.2 (±15.9) | 4.5 (±5.8) | 15.3 (±13.5) | 16.5 (±12) |
Themes | Selected Quotes From Children | |
---|---|---|
Barriers to PA | Facilitators for PA | |
Individual | ||
Time | “If I have too much homework, exams and stuff.” | “… however long you do on a physical activity, you get half that time on technologyor something like that” |
Fitness/Health | “If you’re ill” | “I don’t want to be all weaker when I’m older, I want to stay healthy” |
Fun and enjoyment | “They might not like it, so they might not want to do it.” | “I do it because I like dancing and it just makes me happy” |
Equipment cost | “… if they don’t have like the right equipment to do it.” | “Maybe lower the price a little bit so that people don’t have to wait loads to save up” |
Social Environment | ||
Friends and family | “Might have to look after their family and it might stops [sic]you having their social time with their friends and going out” | “I do runs with my dad, I go on my bike” |
Socialise | “… sometimes some of the people might have other plans” | “It’s a chance to meet up with friends” |
Physical Environment | ||
Location/Environment | “Not exercising and getting outside.” | “I go up to the college car park because it’s big and loads of my friends just play there.” |
Club | “… have to be good at it to go there and stay there” | “… because that’s where the club [is], it’s what I do and I’m a part of that team” |
Facilities | “That’s where you play, that’s the home ground or your home team. You have to go there.” | “There’s trampolining at, I can’t remember the school now but it’s a high school.” |
Policy | ||
Rewards | “…make it into like a fun game and whoever did the most exercise in that period of time would get a prize or something like that.” | “… in periods of time when who does the most exercise you win a prize, so you’re kind of pushing the students to work for the prize.” |
Promotion | - | “… put a word on Facebook and tell people what’s happening and let everyone know happening and try and bring some people down to it.” |
Child Voice | “People might not like what the variety is” | “You can ask what they like the most, and start clubs and get them to come.” |
Awareness | - | “Like do a survey to see what they would want to do instead of like saying we’re going to do hockey today because some people might not like it.” |
Other | ||
Weather | “… if it’s in the winter, some people don’t have motivation because it’s quite cold and dark, and if it’s muddy.” | “… you need the activity, the exercise and the nice fresh air, instead of being stuck indoors, stuff like that.” |
Technology | “When you’ve got a phone or like a console, you don’t think as much about getting active, you just want to play on them.” | “You could reduce your time down on a tablet or computer so that you’re not always on it.” |
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Khawaja, I.; Woodfield, L.; Collins, P.; Benkwitz, A.; Nevill, A. Exploring Children’s Physical Activity Behaviours According to Location: A Mixed-Methods Case Study. Sports 2019, 7, 240. https://doi.org/10.3390/sports7110240
Khawaja I, Woodfield L, Collins P, Benkwitz A, Nevill A. Exploring Children’s Physical Activity Behaviours According to Location: A Mixed-Methods Case Study. Sports. 2019; 7(11):240. https://doi.org/10.3390/sports7110240
Chicago/Turabian StyleKhawaja, Irfan, Lorayne Woodfield, Peter Collins, Adam Benkwitz, and Alan Nevill. 2019. "Exploring Children’s Physical Activity Behaviours According to Location: A Mixed-Methods Case Study" Sports 7, no. 11: 240. https://doi.org/10.3390/sports7110240