Barriers for recess physical activity: a gender specific qualitative focus group exploration
Barriers for recess physical activity: a gender specific qualitative focus group exploration
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DOI：
10.1186/1471-2458-14-639
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发表时间：
2014-06-23
影响因子：
4.5
通讯作者：
Troelsen, Jens
中科院分区：
文献类型：
--
作者：
Pawlowski, Charlotte Skau;Tjornhoj-Thomsen, Tine;Troelsen, Jens
背景：许多儿童，特别是女孩，没有达到建议的每日体力活动量。学校课间休息为男孩和女孩提供了进行身体活动的机会，但课间活动的障碍尚不清楚。本研究探讨了儿童对课间体力活动障碍的看法的性别差异。根据社会生态模型，区分了四种类型的环境障碍：自然环境、社会环境、物质环境和组织环境。 方法：通过 17 个焦点小组（17 所不同学校）收集数据，共有 111 名四年级儿童（53 名男孩），平均年龄 10.4 岁。焦点小组包括公开小组讨论、随行小组访谈和性别隔离的便利贴活动。对便利贴的内容分析用于对孩子们感知到的障碍进行排名。通过对公开讨论和随行访谈的记录进行主题分析，证实了这一点。结果：对于男孩和女孩来说，最常见的障碍是天气、冲突、缺乏空间、缺乏游乐设施以及新发现的障碍，即使用电子设备。虽然男孩和女孩都发现了相同的障碍，但对这些障碍的看法在性别间和性别内都存在差异。除了最活跃的男孩之外，天气对所有孩子来说都是一个障碍。冲突被视为一种障碍，尤其是那些打球的男孩。女孩们表示，她们希望在学校操场上增加更多僻静的区域，即使是在空间不足也不是障碍的大校园里。这符合女孩对更多“闲逛”设施的要求，而男孩主要想要促进活动的设施。结论：根据这项研究的结果，我们建议通过多种行动来促进课间体育活动，解决自然、社会、身体和组织环境中的障碍。
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 (at 17 different schools) with in total 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 rank the children's perceived barriers. This was verified by a thematic analysis of transcripts 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 play facilities and a newly-found barrier, use of electronic devices. While boys and girls identified the same barriers, there were both inter-and intra-gender differences in the perception of these barriers. Weather was a barrier for all children, apart from the most active boys. Conflicts were perceived as a barrier particularly by 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 promoting recess physical activity through a combination of actions, addressing barriers within the natural, social, physical and organizational environment.