Untapped Resources

10- to 13-Year-Old Primary Schoolchildren's Views on Additional Physical Activity in the School Setting: A Focus Group Study

Vera van den Berg, Eline E Vos, Renate H M de Groot, Amika S Singh, Mai J M Chinapaw

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Schools are considered ideal venues to promote physical activity (PA) in children. However, a knowledge gap exists on how to adequately integrate PA into the school day and in particular, on the preferences of children regarding additional PA in school. Therefore, the aim of our qualitative study was to gain comprehensive insight into 10⁻13-year-old primary schoolchildren's perspectives on how to increase PA in the school setting. We conducted nine focus groups (32 girls and 20 boys) with children attending the final two grades of primary school in the Netherlands. We used inductive thematic analysis to analyze the data. The results showed that children were enthusiastic about additional PA in school. Children suggested various ways to increase PA, including more time for PA in the existing curriculum, e.g., physical education (PE), recess, and occasional activities, such as field trips or sports days; school playground adaptation; improving the content of PE; and implementing short PA breaks and physically active academic lessons. Children emphasized variation and being given a voice in their PA participation as a prerequisite to keep PA enjoyable and interesting in the long term. Finally, children mentioned the role of the teacher and making efforts to accommodate all children and their different preferences as important. Children have concrete ideas, acknowledging the challenges that accompany integrating additional PA in school. We therefore recommend actively involving children in efforts to increase school-based PA and to make "additional PA in school" a shared project of teachers and students.

Original languageEnglish
Article number2713
Number of pages21
JournalInternational Journal of Environmental Research and Public Health
Volume15
Issue number12
DOIs
Publication statusPublished - 1 Dec 2018

Fingerprint

Focus Groups
Exercise
Physical Education and Training
Netherlands
Curriculum
Sports
Students

Keywords

  • physical activity
  • school
  • physical education
  • implementation
  • perceptions children
  • intervention development
  • feasibility
  • qualitative research
  • preadolescents

Cite this

@article{0b269225f0384ec9b0b6c0bb735f9979,
title = "Untapped Resources: 10- to 13-Year-Old Primary Schoolchildren's Views on Additional Physical Activity in the School Setting: A Focus Group Study",
abstract = "Schools are considered ideal venues to promote physical activity (PA) in children. However, a knowledge gap exists on how to adequately integrate PA into the school day and in particular, on the preferences of children regarding additional PA in school. Therefore, the aim of our qualitative study was to gain comprehensive insight into 10⁻13-year-old primary schoolchildren's perspectives on how to increase PA in the school setting. We conducted nine focus groups (32 girls and 20 boys) with children attending the final two grades of primary school in the Netherlands. We used inductive thematic analysis to analyze the data. The results showed that children were enthusiastic about additional PA in school. Children suggested various ways to increase PA, including more time for PA in the existing curriculum, e.g., physical education (PE), recess, and occasional activities, such as field trips or sports days; school playground adaptation; improving the content of PE; and implementing short PA breaks and physically active academic lessons. Children emphasized variation and being given a voice in their PA participation as a prerequisite to keep PA enjoyable and interesting in the long term. Finally, children mentioned the role of the teacher and making efforts to accommodate all children and their different preferences as important. Children have concrete ideas, acknowledging the challenges that accompany integrating additional PA in school. We therefore recommend actively involving children in efforts to increase school-based PA and to make {"}additional PA in school{"} a shared project of teachers and students.",
keywords = "physical activity, school, physical education, implementation, perceptions children, intervention development, feasibility, qualitative research, preadolescents",
author = "{van den Berg}, Vera and Vos, {Eline E} and {de Groot}, {Renate H M} and Singh, {Amika S} and Chinapaw, {Mai J M}",
note = "Int. J. Environ. Res. Public Health 2018, 15, 2713; doi:10.3390/ijerph15122713 Received: 26 October 2018; Accepted: 24 November 2018; Published: 1 December 2018",
year = "2018",
month = "12",
day = "1",
doi = "10.3390/ijerph15122713",
language = "English",
volume = "15",
journal = "International Journal of Environmental Research and Public Health",
issn = "1660-4601",
publisher = "MDPI AG",
number = "12",

}

Untapped Resources : 10- to 13-Year-Old Primary Schoolchildren's Views on Additional Physical Activity in the School Setting: A Focus Group Study. / van den Berg, Vera; Vos, Eline E; de Groot, Renate H M; Singh, Amika S; Chinapaw, Mai J M.

In: International Journal of Environmental Research and Public Health, Vol. 15, No. 12, 2713, 01.12.2018.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Untapped Resources

T2 - 10- to 13-Year-Old Primary Schoolchildren's Views on Additional Physical Activity in the School Setting: A Focus Group Study

AU - van den Berg, Vera

AU - Vos, Eline E

AU - de Groot, Renate H M

AU - Singh, Amika S

AU - Chinapaw, Mai J M

N1 - Int. J. Environ. Res. Public Health 2018, 15, 2713; doi:10.3390/ijerph15122713 Received: 26 October 2018; Accepted: 24 November 2018; Published: 1 December 2018

PY - 2018/12/1

Y1 - 2018/12/1

N2 - Schools are considered ideal venues to promote physical activity (PA) in children. However, a knowledge gap exists on how to adequately integrate PA into the school day and in particular, on the preferences of children regarding additional PA in school. Therefore, the aim of our qualitative study was to gain comprehensive insight into 10⁻13-year-old primary schoolchildren's perspectives on how to increase PA in the school setting. We conducted nine focus groups (32 girls and 20 boys) with children attending the final two grades of primary school in the Netherlands. We used inductive thematic analysis to analyze the data. The results showed that children were enthusiastic about additional PA in school. Children suggested various ways to increase PA, including more time for PA in the existing curriculum, e.g., physical education (PE), recess, and occasional activities, such as field trips or sports days; school playground adaptation; improving the content of PE; and implementing short PA breaks and physically active academic lessons. Children emphasized variation and being given a voice in their PA participation as a prerequisite to keep PA enjoyable and interesting in the long term. Finally, children mentioned the role of the teacher and making efforts to accommodate all children and their different preferences as important. Children have concrete ideas, acknowledging the challenges that accompany integrating additional PA in school. We therefore recommend actively involving children in efforts to increase school-based PA and to make "additional PA in school" a shared project of teachers and students.

AB - Schools are considered ideal venues to promote physical activity (PA) in children. However, a knowledge gap exists on how to adequately integrate PA into the school day and in particular, on the preferences of children regarding additional PA in school. Therefore, the aim of our qualitative study was to gain comprehensive insight into 10⁻13-year-old primary schoolchildren's perspectives on how to increase PA in the school setting. We conducted nine focus groups (32 girls and 20 boys) with children attending the final two grades of primary school in the Netherlands. We used inductive thematic analysis to analyze the data. The results showed that children were enthusiastic about additional PA in school. Children suggested various ways to increase PA, including more time for PA in the existing curriculum, e.g., physical education (PE), recess, and occasional activities, such as field trips or sports days; school playground adaptation; improving the content of PE; and implementing short PA breaks and physically active academic lessons. Children emphasized variation and being given a voice in their PA participation as a prerequisite to keep PA enjoyable and interesting in the long term. Finally, children mentioned the role of the teacher and making efforts to accommodate all children and their different preferences as important. Children have concrete ideas, acknowledging the challenges that accompany integrating additional PA in school. We therefore recommend actively involving children in efforts to increase school-based PA and to make "additional PA in school" a shared project of teachers and students.

KW - physical activity

KW - school

KW - physical education

KW - implementation

KW - perceptions children

KW - intervention development

KW - feasibility

KW - qualitative research

KW - preadolescents

U2 - 10.3390/ijerph15122713

DO - 10.3390/ijerph15122713

M3 - Article

VL - 15

JO - International Journal of Environmental Research and Public Health

JF - International Journal of Environmental Research and Public Health

SN - 1660-4601

IS - 12

M1 - 2713

ER -