Children's Physical Activity Levels during Primary School Break Times: A Quantitative and Qualitative Research Design

Autor/inn/en	Powell, Emma; Woodfield, Lorayne A.; Nevill, Alan A. M.
Titel	Children's Physical Activity Levels during Primary School Break Times: A Quantitative and Qualitative Research Design
Quelle	In: European Physical Education Review, 22 (2016) 1, S.82-98 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X15591135
Schlagwörter	Foreign Countries; Primary Education; Elementary School Students; Children; Physical Activities; Physical Activity Level; Recess Breaks; Mixed Methods Research; Predictor Variables; Social Behavior; Play; Playground Activities; Observation; Interviews; Gender Differences; Student Participation; Athletics; Group Activities; Group Structure; Interrater Reliability; Peer Relationship; Student Attitudes; Multiple Regression Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Primarbereich; Child; Kind; Kinder; Aktive Pause; Prädiktor; Social behaviour; Soziales Verhalten; Spiel; Beobachtung; Interviewing; Interviewtechnik; Geschlechterkonflikt; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Leichtathletik; Gruppenaktivität; Gruppenstruktur; Interrater-Reliabilität; Peer-Beziehungen; Schülerverhalten
Abstract	The overall aim of this study was to assess the diversity of primary school children's physical activity (PA) during outdoor recess. The study was grounded in a mixed method approach, assisting in the identification of multifaceted predictors of children's PA, including insights to social behaviours during break time. Data were obtained from children aged 7-10 years across five primary schools in the West Midlands, United Kingdom. Data were collected during the English winter months from November 2013 to January 2014 and involved two distinct phases. In the quantitative phase (n = 82), children's PA levels and social play behaviours were directly observed at break time using the system for observing children's activity and relationships during play (SOCARP).The SOCARP instrument coded 820 minutes of school break time across the categories of: physical activity; group size; activity type and social play behaviours. In the qualitative phase (n = 80), children participated in group interviews in relation to their perceptions and experiences of the playground environment. Findings indicated boys and girls have different predictors of their PA levels. Participating in sports activities and engaging in large groups were positive predictors of boys' moderate to vigorous physical activity (MVPA), whereas pro-social interactions and small/medium groups were positive predictors of girls' MVPA. The qualitative findings highlighted several themes including: boys and sport; power hierarchies; girls' walk and talk; and imaginary play. Drawing from the current findings, it is suggested that interventions should focus on the social environment of break times, facilitating walk and talk routes for girls and sporting opportunities for boys. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01