Supporting primary schools to close the gap in physical activity level created by disadvantage in children from low socioeconomic backgrounds

支持小学缩小社会经济背景较低的儿童因弱势而造成的体育活动水平差距

• 批准号: 2381327
• 金额: --
• 依托单位: University of Bath
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2381327
• 关键词: Supporting; primary; schools; close; gap

Background: Current physical activity guidelines in the UK recommend that children engage in moderate-to-vigorous-intensity physical activity for an average of at least 60 minutes per day across the week. Fifty-three percent of UK children aged 5-16 years do not meet these recommendations, with this figure higher in those from low socioeconomic backgrounds. Research indicates that UK children from low socioeconomic backgrounds not only do less physical activity but are also less likely to enjoy being active.Lower levels of physical activity contribute to the pre-existing health inequalities present among children from lower socioeconomic backgrounds. Cost, family support, poor accessibility, and lack of awareness are the most salient barriers to being active for children from low socioeconomic status households. Traditional public health interventions can actually increase health inequalities as they often rely on individual-level behaviour change rather than understanding the wider determinants of health. Focusing on environmental determinants and how they facilitate behaviours like physical activity may be more effective in enabling healthy behaviours for those from disadvantaged backgrounds. Schools are ideally positioned to help drive change. However, the impact the school environment has on activity levels for children from different socioeconomic backgrounds is poorly understood. In 2016, the UK government tasked schools with providing 30 minutes of the recommended 60 minutes of physical activity per day. Although Public Health England provide guidance on increasing physical activity in schools, with reference to addressing the gap in physical activity among socioeconomic groups, there is no advice on how to support those from a disadvantaged background to be more active. Aims and Methods: This project will aim to use an interdisciplinary, mixed-methods approach to identify the role that the school environment plays in reducing inequalities in physical activity levels between children from different socioeconomic backgrounds. This will be achieved by conducting three studies: 1. A secondary data analysis will be used to determine which school-level factors are associated with increased physical activity levels among low socioeconomic status pupils.2. A qualitative study will then explore the barriers and facilitators, perceived by staff and pupils in primary schools, in supporting children from low socioeconomic backgrounds to achieve recommended physical activity levels.3. A three-month placement with the Youth Sports Trust will be spent co-creating a resource containing guidance on how primary schools can support children from low socioeconomic backgrounds to overcome barriers and implement factors to increase physical activity levels. This guidance will be piloted in primary schools to evaluate its feasibility, acceptability, and potential effectiveness. Potential applications: This research will seek to a) contribute important knowledge regarding the association between socioeconomic status, the primary school environment, and physical activity in children, and b) work with primary schools and stakeholders, such as the Youth Sports Trust, to co-create a resource that primary schools can use to help close the gap in children's physical activity level created by inequality and disadvantage.OIV to Canada may be sought.

背景资料：英国目前的体育活动指南建议儿童每周平均每天至少进行60分钟的中等强度到高强度的体育活动。53%的英国5-16岁儿童不符合这些建议，这一数字在低社会经济背景的儿童中更高。研究表明，来自低社会经济背景的英国儿童不仅体育活动较少，而且也不太可能享受活跃。较低的体育活动水平导致了来自低社会经济背景的儿童中存在的先前存在的健康不平等。成本、家庭支持、可获得性差和缺乏认识是低社会经济地位家庭儿童积极参与的最突出障碍。传统的公共卫生干预措施实际上会增加健康不平等，因为它们往往依赖于个人行为的改变，而不是理解更广泛的健康决定因素。关注环境决定因素以及它们如何促进身体活动等行为，可能会更有效地促进来自弱势背景的人的健康行为。学校的理想定位是帮助推动变革。然而，人们对学校环境对来自不同社会经济背景的儿童的活动水平的影响知之甚少。2016年，英国政府要求学校每天提供30分钟的建议60分钟的体育活动。虽然英格兰公共卫生部提供了关于在学校增加体育活动的指导，提到解决社会经济群体之间体育活动的差距，但没有关于如何支持来自弱势背景的人更加积极的建议。目的和方法：该项目旨在采用跨学科、混合方法的方法，确定学校环境在减少不同社会经济背景儿童之间体育活动水平不平等方面的作用。这将通过进行三项研究来实现：1。二次数据分析将用于确定哪些学校层面的因素与低社会经济地位学生的体育活动水平增加有关。然后，一项定性研究将探讨小学工作人员和学生在支持来自低社会经济背景的儿童达到推荐的体育活动水平方面所遇到的障碍和促进因素。与青年体育信托基金会的为期三个月的安置将用于共同创建一个资源，其中包含关于小学如何支持来自低社会经济背景的儿童克服障碍和实施提高体育活动水平的因素的指导。这一指导将在小学试行，以评估其可行性、可接受性和潜在的有效性。潜在应用：这项研究将寻求a）提供关于社会经济地位、小学环境和儿童体育活动之间关系的重要知识，以及B）与小学和利益攸关方（如青年体育信托基金）合作，共同创造一种资源，小学可以利用这种资源来帮助缩小不平等和不利因素造成的儿童体育活动水平的差距。