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

背景：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分钟的中等到高强度的体育活动。53%的5-16岁的英国儿童没有达到这些建议，而这一数字在社会经济背景较低的儿童中更高。研究表明，来自低社会经济背景的英国儿童不仅体育锻炼较少，而且不太可能喜欢运动。较低的身体活动水平加剧了社会经济背景较低的儿童本来就存在的健康不平等。成本、家庭支持、难以获得以及缺乏意识是社会经济地位较低家庭儿童积极参与活动的最显著障碍。传统的公共卫生干预措施实际上可能增加卫生不平等，因为它们往往依赖于个人层面的行为改变，而不是了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，可能更有效地促进来自弱势背景的人的健康行为。学校处于帮助推动变革的理想位置。然而，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却知之甚少。2016年，英国政府要求学校每天提供建议的60分钟体育活动中的30分钟。尽管英格兰公共卫生部提供了关于增加学校体育活动的指导，涉及解决社会经济群体在体育活动方面的差距，但没有关于如何支持来自弱势背景的人更积极活动的建议。目的和方法：本项目旨在采用跨学科、混合方法的方法来确定学校环境在减少不同社会经济背景的儿童在体育活动水平上的不平等方面所起的作用。这将通过开展三项研究来实现：1。二级数据分析将用于确定哪些学校层面的因素与社会经济地位较低的学生体育活动水平的增加有关。然后，一项定性研究将探讨教师和小学生在支持低社会经济背景的儿童达到建议的体育活动水平方面所感受到的障碍和促进因素。在为期三个月的实习中，青年体育信托基金将共同创建一个资源，其中包含有关小学如何支持社会经济背景较低的儿童克服障碍并实施增加体育活动水平的因素的指导。该指南将在小学试行，以评估其可行性、可接受性和潜在有效性。潜在应用：本研究将寻求：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；b)与小学和青年体育信托等利益相关者合作，共同创造一种资源，小学可以利用这种资源来帮助缩小由不平等和劣势造成的儿童体育活动水平差距。可寻求前往加拿大的OIV。

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.