Perceptions and Measurement of Playtime Physical Activity in English Primary School Children: The Influence of Socioeconomic Status

Autor/inn/en	McWhannell, Nicola; Triggs, Carmel; Moss, Samantha
Titel	Perceptions and Measurement of Playtime Physical Activity in English Primary School Children: The Influence of Socioeconomic Status
Quelle	In: European Physical Education Review, 25 (2019) 2, S.438-455 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X17743048
Schlagwörter	Foreign Countries; Physical Activity Level; Elementary School Students; Intervention; Low Income Students; Recess Breaks; Life Style; Socioeconomic Influences; Student Attitudes; Preferences; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Aktive Pause; Lebensstil; Sozioökonomischer Faktor; Schülerverhalten
Abstract	Children in areas of low socioeconomic status might face barriers to physical activity during school playtime in comparison to their high socioeconomic status counterparts. However, limited research within the area currently prevents evidence-based interventions from being targeted appropriately. This exploratory study aimed to assess and compare playtime physical activity levels and perceptions of physical activity in primary school children from two schools of different socioeconomic status. Fifty-three children wore an accelerometer during playtime for three school days while 33 children participated in single-sex focus groups to elicit their experiences of physical activity during playtime. Results revealed that children from the low socioeconomic status school spent more time in sedentary activities (P = 0.001) and spent less time in moderate and moderate to vigorous physical activity (P = 0.001) than children from the high socioeconomic status school. Despite some between-school similarities in their perceptions of physical activity, differences resonated in their reasons for taking part in physical activity, perceptions of the play environment and ideas to improve physical activity. These findings contribute to current research and provide in-depth information from active users of the play environment that could be useful to inform new interventions for schools of varying socioeconomic status. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01