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Exploring the perspectives of 10‐, 11‐, and 12‐year‐old primary school students on physical activity engagement—“'Cause you can't just be sitting at a desk all the time!”
Author(s) -
Harvey J.,
Pearson E. S.,
Sanzo P.,
Len A. E.
Publication year - 2018
Publication title -
child: care, health and development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.832
H-Index - 82
eISSN - 1365-2214
pISSN - 0305-1862
DOI - 10.1111/cch.12555
Subject(s) - boredom , desk , physical activity , psychology , medical education , physical education , workload , sitting , student engagement , pedagogy , medicine , social psychology , engineering , physical therapy , pathology , computer science , operating system , mechanical engineering
Background Research indicates that 91% of Canadian children are not engaging in enough physical activity (PA) to achieve health benefits. Physical education (PE) classes have been identified as a way to improve child health by facilitating engagement in movement‐based activities. The daily physical activity (DPA) initiative was created with similar intentions and requires that students participate in at least 20 min of PA daily via PE classes and/or during instructional time for other subjects. Despite recommendations that 150 min of exercise/play be incurred weekly through either avenue, nearly half of Canadian schools fail to achieve this goal. The disconnect between PA‐related school policies and low reported participation rates suggests that additional research is warranted. The purpose of this study was to explore the perspectives of primary students regarding the facilitators, barriers, and recommendations for PA engagement at their schools. Methods Researchers conducted nine group interviews with 53 children aged 10–12, representing six primary schools in Northwestern Ontario using a semi‐structured interview format. Sessions were analysed using inductive content analysis. Results Participants discussed several facilitators of PA including enjoying activities (alleviating boredom and participating with others), accomplishment (skill building and enhanced self‐image), and benefits in the classroom (thinking clearly and enhanced readiness to learn). Barriers to PA participation included school rules and culture (PA/PE restrictions, heavy workload, and “no work, no PA”), personal struggles (physical challenges and varied skill levels), and technology (being addictive and a replacement for being active). Recommendations for enhancing engagement that were outlined by the children centred around PE and daily physical activity (increase opportunities and involve students in planning/delivery) and recess‐based themes (decrease focus on safety and make equipment more available). Conclusion These student perspectives and related recommendations may be beneficial for administrators and teachers in similar contexts who are seeking to enhance PA engagement among students with the goal of improving child health.