Gender differences in barriers to participation in after‐school physical activities and related factors in Australian schoolchildren: A cross‐sectional study

Abstract

Education and Child Development, Adelaide for their support in analysing the data and their contribution towards the improvement of the manuscript.

Barriers to Physical Activity in Spanish Children and Adolescents: Sex and Educational Stage Differences

“…Interestingly, in our Spanish sample, disliking barriers resulted less rated than time barriers which may be related to the increase in school workload or even in home responsibilities (Corr et al, 2019 ; Duffey et al, 2021 ). This seems to especially affect females, since in the same way as it occurs with disliking reasons, female students in our study reported greater time barriers than their male counterparts, which agrees with other studies (Rosselli et al, 2020 ; Lazarowicz et al, 2021 ). A reason that literature states is the change in leisure activities, especially girl's desire to do different things like shopping or hanging out with friends instead of being physically active (Corr et al, 2019 ; Rosselli et al, 2020 ).…”

“…In the college period, only girls reported further increased barriers of time and dislike for PA practice in comparison to secondary. In this regard, the above stated ideas regarding greater tiredness in older girls and their interest in other activities different from PA for their leisure time could explain our result (Jodkowska et al, 2015 ; Corr et al, 2019 ; Rosselli et al, 2020 ; Cowley et al, 2021 ; Duffey et al, 2021 ; Lazarowicz et al, 2021 ).…”

“…Greater disliking and time barriers observed in females could be between the underlying reasons for the higher levels of MVPA observed in boys at all educational stages in comparison to girls, which is in accordance with the existing literature (Madsen et al, 2009 ; Fernández et al, 2017 ; Guthold et al, 2020 ; Rosselli et al, 2020 ). Previous studies have also observed that girls report more barriers to PA than boys (Jodkowska et al, 2015 ; Rosselli et al, 2020 ; Lazarowicz et al, 2021 ). Specifically, within disliking reasons, the lack of skills is one of the major barriers reported by girls (Jodkowska et al, 2015 ).…”

“…A reason that literature states is the change in leisure activities, especially girl's desire to do different things like shopping or hanging out with friends instead of being physically active (Corr et al, 2019 ; Rosselli et al, 2020 ). Another reason suggested is the remaining socio-cultural pattern of increased home duties and household work in girls in comparison to boys (Lazarowicz et al, 2021 ). There were also studies showing no sex differences in time barriers (Fernández et al, 2017 ) or even no sex differences in the perception of any barriers (Gunnell et al, 2015 ).…”

A Review of Experiential School-Based Culinary Interventions for 5–12-Year-Old Children

“…This review sought to examine the content and impact of school-based culinary interventions. Only interventions implemented during standard school hours were included, as these interventions are available to all children regardless of gender [ 16 ], logistics [ 17 ], or socioeconomic status [ 18 ]. In addition, the review sought to identify the commitment required from school staff to facilitate an effective health-promoting intervention during school hours, as logistical challenges are commonly cited as barriers to the integration of health interventions into a school day [ 19 , 20 , 21 ].…”