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dc.contributor.authorMcWhannell, Nicola
dc.contributor.authorTriggs, Carmel
dc.contributor.authorMoss, Samantha
dc.date.accessioned2019-08-20T15:49:08Z
dc.date.available2019-08-20T15:49:08Z
dc.date.issued2017-11-27
dc.identifier.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), 438-455en_US
dc.identifier.issn1356-336X
dc.identifier.doi10.1177/1356336X17743048
dc.identifier.urihttp://hdl.handle.net/10034/622524
dc.description.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.en_US
dc.language.isoenen_US
dc.publisherSageen_US
dc.relation.urlhttps://journals.sagepub.com/doi/10.1177/1356336X17743048en_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en_US
dc.subjectAccelerometeren_US
dc.subjectrecessen_US
dc.subjectmixed-methodsen_US
dc.subjectphysical activityen_US
dc.subjectplaytimeen_US
dc.subjectsocioeconomicen_US
dc.titlePerceptions and measurement of playtime physical activity in English primary school children: The influence of socioeconomic statusen_US
dc.typeArticleen_US
dc.identifier.eissn1741-2749
dc.identifier.journalEuropean Physical Education Reviewen_US
dc.date.accepted2017-11-25
or.grant.openaccessYesen_US
rioxxterms.funderUnfundeden_US
rioxxterms.identifier.projectunfundeden_US
rioxxterms.versionAMen_US
rioxxterms.licenseref.startdate2017-11-27
refterms.dateFCD2019-04-17T11:32:30Z
refterms.versionFCDAM
refterms.dateFOA2019-08-31T01:10:52Z


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