Children’s perceptions of factors influencing their physical activity: a focus group study on primary school children

Tay, Gabrielle Wann Nii; Chan, Mei Jun; Kembhavi, Gayatri; Lim, Jubilee; Rebello, Salome A.; Ng, Hazyl; Lin, Congren; Lança, Carla Costa; Müller‐Riemenschneider, Falk; Chong, Mary Foong‐Fong

doi:10.1080/17482631.2021.1980279

Cited by 9 publications

(9 citation statements)

References 69 publications

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“…Based on current literature and previous work by the team [19,20,[29][30][31], factors that can potentially influence children's healthy eating and activity behaviours include knowledge, home and school environment, attitudes, self-efficacy, emotional response, social norms and support, behavioural intentions, and habit strength. With this knowledge, a programme theory was developed for the intervention (Fig.…”

Section: Phase 1: Development Of Pedalmentioning

confidence: 99%

Promoting hEalthy Diet and Active Lifestyle (PEDAL): a protocol for the development and feasibility study of a multicomponent intervention among primary school children in Singapore

Chan,

Müller-Riemenschneider,

Chia

et al. 2024

Pilot Feasibility Stud

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Background Setting healthy lifestyle habits during the formative years of childhood is critical as habits can track to adulthood and help prevent obesity and chronic disease risks in later life. While multicomponent interventions have been shown to be effective in changing the lifestyle behaviours of children, there is a limited understanding of the feasibility of such interventions in primary schools in Singapore. A multiphase mixed method study was conducted to develop and examine the feasibility of a theory-based multicomponent school-based intervention—Promoting hEatlthy Eating and Active Lifestyle (PEDAL). Methods Underpinned by Kincaid’s ideation model, the PEDAL intervention was developed to increase fruit and vegetable consumption and decrease sedentary behaviours among children. This study consists of three phases. Phase 1 details the development of PEDAL, which consists of four components: (A) a series of interactive health education lessons, (B) actionable home activities to support habit formation, (C) parental/guardian engagement, and (D) optimising the school environment. In Phase 2, components A and B of PEDAL were implemented in two public, co-educational primary schools among Primary 5 students (aged 10–12 years) in Singapore. Data was collected quantitatively using questionnaires and qualitatively using focus group discussions (FGDs) with students and teachers. The feasibility dimensions of components A and B, including recruitment capability, data collection, social validity, and practicality were examined, and ideation on healthy eating and physical activity was explored. In Phase 3, the full PEDAL intervention was pilot-tested in two other public, co-education primary schools with the same target population, using a concurrent mixed method quasi-experimental study design. Feasibility dimensions and potential effectiveness of the intervention will be assessed. Discussion This study will provide insights into the feasibility of PEDAL and inform its refinement. Findings from the pilot test will guide the planning of a larger-scale definitive trial. Trial registration Registered with ISRCTN registry (ISRCTN16114046) on 16 October 2022.

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Section: Phase 1: Development Of Pedalmentioning

confidence: 99%

Promoting hEalthy Diet and Active Lifestyle (PEDAL): a protocol for the development and feasibility study of a multicomponent intervention among primary school children in Singapore

Chan,

Müller-Riemenschneider,

Chia

et al. 2024

Pilot Feasibility Stud

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“…Data saturation was reached by the end of data collection. This article will focus on the FGD findings pertaining to dietary behaviour as findings on physical activity are reported elsewhere (25) .…”

Section: Data Collectionmentioning

confidence: 99%

Understanding children’s perspectives of the influences on their dietary behaviours

Chan

Tay

Kembhavi

et al. 2022

Public Health Nutr.

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Objective This study aimed to examine the intrapersonal, interpersonal, environmental and macrosystem influences on dietary behaviours among primary school children in Singapore. Design A qualitative interpretive approach was used in this study. Focus group discussions guided by the socio-ecological model (SEM), of which transcripts were analysed deductively using the SEM and inductively using thematic analysis to identify themes at each SEM level. Setting Two co-educational public primary schools in Singapore. Participants A total of 48 children (n=26 girls) took part in the semi-structured FGDs. Their mean age was 10.8 years (SD = 0.9, range 9-12 years) and the majority of the children were Chinese (n=36), along with some Indians (n=8) and Malays (n=4). Results Children’s knowledge of healthy eating did not necessarily translate into healthy dietary practices and concern for health was a low priority. Instead, food and taste preferences were pivotal influences in their food choices. Parents had a large influence on children with regards to their accessibility to food, their attitudes and values towards food. Parental food restriction led to some children eating in secrecy. Peer influence was not frequently reported by children. Competitions in school incentivised children to consume fruits and vegetables, but reinforcements from teachers were inconsistent. The proximity of fast-food chains in the neighbourhood provided children easy access to less healthy foods. Health advertisements on social media rather than posters worked better in drawing children’s attention. Conclusions Findings highlighted important factors that should be considered in future nutrition interventions targeting children.

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“…Several qualitative studies with parents, teachers or children on barriers and facilitators of PA have already been published (8)(9)(10)(11)(12)(13)(14)(15)(16)(17). Previous qualitative studies investigated parent role modeling, parental support (8)(9)(10)(11)(14)(15)(16)(17)(18), childrens' preference for being active (8-10, 15, 16, 19), organised activities and living in rural settings (8-10, 12, 13, 15-17, 20-22) as facilitators of PA in children.…”

Section: Introductionmentioning

confidence: 99%

Determinants promoting and hindering physical activity in primary school children in Germany: a qualitative study with students, teachers and parents

Sell,

Brandes,

Brandes

et al. 2024

Front. Public Health

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BackgroundDeterminants affecting children’s physical activity (PA) at an early age are of particular interest to develop and strengthen strategies for increasing the levels of children’s PA. A qualitative study was conducted to investigate the views of primary school-aged children, their teachers and parents regarding barriers and facilitators to engage in PA.MethodsFocus groups were conducted separately with primary school children, parents and teachers in a city in Northern Germany between October 2021 and January 2022. The semi- structured focus groups with children and teachers took part in person within school, whereas the focus groups with parents took place online. Data were transcribed verbatim and analysed using thematic analysis. During analysis, the socio-ecological model was identified as useful to map the determinants mentioned and was consequently applied to organize the data.ResultsTeachers (n = 10), parents (n = 18) and children (n = 46) of five primary schools in Germany participated in the focus groups. Participants of the three groups identified similar barriers and facilitators of PA in primary school-aged children, ranging across all four layers of the socio-ecological model. The barriers encountered were the preferences of children for sedentary activities (individual characteristics), the preference of parents to control their child’s actions (microsystem), a lack of financial resources from parents and long sitting times in class (mesosystem), and barriers related to rainy weather and Covid-19 restrictions (exosystem). Facilitators mentioned were the childrens’ natural tendency to be active (individual characteristics), involvement and co-participation of parents or peers in engaging in PA, support provided by teachers and the school (microsystem), living in rural areas, having sufficient facilities and favorable weather conditions (exosystem).ConclusionA range of determinants promoting and hindering PA, ranging across all layers of the socio-ecological model were identified by children, parents and teachers in this study. These determinants need to be kept in mind when developing effective PA intervention programs for primary school-aged children. Future interventions should go beyond individual characteristics to also acknowledge the influence of childrens’ social surrounding, including parents, peers and teachers, and the wider (school) environment.

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Children’s perceptions of factors influencing their physical activity: a focus group study on primary school children

Cited by 9 publications

References 69 publications

Promoting hEalthy Diet and Active Lifestyle (PEDAL): a protocol for the development and feasibility study of a multicomponent intervention among primary school children in Singapore

Promoting hEalthy Diet and Active Lifestyle (PEDAL): a protocol for the development and feasibility study of a multicomponent intervention among primary school children in Singapore

Understanding children’s perspectives of the influences on their dietary behaviours

Determinants promoting and hindering physical activity in primary school children in Germany: a qualitative study with students, teachers and parents

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