Perceptions and measurement of playtime physical activity in English primary school children: The influence of socioeconomic status
MetadataShow full item record
AbstractChildren 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.
CitationMcWhannell, N., Triggs, C. & Moss, S. (2017). Perceptions and measurement of playtime physical activity in English primary school children: The influence of socioeconomic status. European Physical Education Review, 25(2), 438-455
The following license files are associated with this item:
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International