2020
DOI: 10.1177/0017896920959092
|View full text |Cite
|
Sign up to set email alerts
|

Challenges to school-based physical activity data collection: Reflections from English primary and secondary schools

Abstract: Background: Schools are ideal environments in which to conduct child and adolescent physical activity (PA) research. Despite this, PA-specific practical guidance for school-based research is lacking, which may present unique challenges to researchers. Based on reflections from our own experiences, this paper seeks to provide practical guidance on how best to approach school-based PA data collection. Discussion: This paper focuses on the practicalities of quantitative and qualitative data collection in English … Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2

Citation Types

0
2
0

Year Published

2021
2021
2024
2024

Publication Types

Select...
4

Relationship

0
4

Authors

Journals

citations
Cited by 4 publications
(2 citation statements)
references
References 39 publications
(43 reference statements)
0
2
0
Order By: Relevance
“…Unfortunately, it was unclear if the benefits remained long-term. Potential barriers to school-based physical activity promotion include lack of resources and time, steep learning curves for teachers, insufficient teacher training, unsupportive school environment, lack of buy-in, and competing priorities [18,22,23]. Researchers and professionals must identify ways to minimize or address these barriers when implementing school-based physical activity interventions.…”
Section: Introductionmentioning
confidence: 99%
See 1 more Smart Citation
“…Unfortunately, it was unclear if the benefits remained long-term. Potential barriers to school-based physical activity promotion include lack of resources and time, steep learning curves for teachers, insufficient teacher training, unsupportive school environment, lack of buy-in, and competing priorities [18,22,23]. Researchers and professionals must identify ways to minimize or address these barriers when implementing school-based physical activity interventions.…”
Section: Introductionmentioning
confidence: 99%
“…One promising school-based physical activity intervention is peer-led mentoring or peerdelivered physical activity interventions, as they bypass the teachers and do not require teacher training, time commitment, and extensive resources [24][25][26][27][28]. Specifically, mentors, such as trained undergraduate students, are low-cost and reduce burden on school teachers [23,24,27] Additionally, mentors are able to become more involved with the local community, forming community relationships on an individual level and institutional level between colleges and publicschool districts [29].…”
Section: Introductionmentioning
confidence: 99%