Mothers’ perceptions of the UK physical activity and sedentary behaviour guidelines for the early years (Start Active, Stay Active): a qualitative study
Abstract:ObjectivesHigher levels of physical activity (PA) during early childhood have been associated with improved health outcomes, whereas sedentary behaviour (SB) has been associated with poorer health outcomes in children. In 2011, the UK produced guidelines for PA and SB in children under 5 years. Mothers have been identified as key influences in young children's PA and SB. The aim of this study was to use in-depth interviews with mothers of preschool children to examine attitudes to the guidance.DesignQualitativ… Show more
“…This theme encompasses parents' (and care providers' ) widely expressed belief that children require a certain amount of daily downtime. Importantly, not all sedentary time was perceived to be equal, with reading and time spent sitting devoted to academic and development activities deemed to be essential , even if this was in front of a screen. Sometimes to calm her down we sit at the table and I'll teach her something … putting puzzles together, stuff like that … well is sitting and colouring really a sedentary behavior?…”
Section: Resultsmentioning
confidence: 99%
“…These barriers also meant that parents tended to use less active modes of transport (i.e. stroller and car ) as they were more convenient and often quicker, which further impacted their child's opportunities to be active. My mom never does anything with me, she just takes me places and leaves me there.…”
Section: Resultsmentioning
confidence: 99%
“…Resources within the community, including parks and playgrounds, presented both barriers and opportunities for activity . Children spending increased time spent outside and having community support for activity available were perceived to be universally positive influences. Because there is a lot of fear around with drug users and a lot of crime and that, people don't let their kids out.…”
SummaryPositive activity behaviours (i.e. higher physical activity [PA]/lower sedentary behaviour [SB]) are beneficial from infancy, yet evidence suggests that young children (0‐ to 6‐year‐olds) are relatively inactive. To better understand the perceived influences on these behaviours and to aid intervention development, this paper systematically synthesizes the extensive qualitative literature regarding perceived barriers and facilitators to PA and SB in young children (0–6 years old). A search of eight electronic databases (July 2016) identified 43 papers for inclusion. Data extraction and evidence synthesis were conducted using thematic content analysis, underpinned by the socio‐ecological model (i.e. individual, interpersonal, community, organizational and policy levels). Parents, childcare providers and children perceived seven broad themes to be important for PA and SB, including the child; the home; out‐of‐home childcare; parent–childcare provider interactions; environmental factors; safety; and weather. Each theme mapped onto between one and five levels of the socio‐ecological model; barriers and facilitators at the interpersonal level (e.g. parents, care providers and family) were most frequently cited, reflecting the important (perceived) role adults/peers play in shaping young children's behaviours. We provide an overarching framework to explain PA and SB in early childhood. We also highlight where gaps in the current literature exist (e.g. from male carers; in developing countries; and barriers and facilitators in the environmental and policy domains) and where future quantitative work may focus to provide novel insights about children's activity behaviours (e.g. safety and weather).
“…This theme encompasses parents' (and care providers' ) widely expressed belief that children require a certain amount of daily downtime. Importantly, not all sedentary time was perceived to be equal, with reading and time spent sitting devoted to academic and development activities deemed to be essential , even if this was in front of a screen. Sometimes to calm her down we sit at the table and I'll teach her something … putting puzzles together, stuff like that … well is sitting and colouring really a sedentary behavior?…”
Section: Resultsmentioning
confidence: 99%
“…These barriers also meant that parents tended to use less active modes of transport (i.e. stroller and car ) as they were more convenient and often quicker, which further impacted their child's opportunities to be active. My mom never does anything with me, she just takes me places and leaves me there.…”
Section: Resultsmentioning
confidence: 99%
“…Resources within the community, including parks and playgrounds, presented both barriers and opportunities for activity . Children spending increased time spent outside and having community support for activity available were perceived to be universally positive influences. Because there is a lot of fear around with drug users and a lot of crime and that, people don't let their kids out.…”
SummaryPositive activity behaviours (i.e. higher physical activity [PA]/lower sedentary behaviour [SB]) are beneficial from infancy, yet evidence suggests that young children (0‐ to 6‐year‐olds) are relatively inactive. To better understand the perceived influences on these behaviours and to aid intervention development, this paper systematically synthesizes the extensive qualitative literature regarding perceived barriers and facilitators to PA and SB in young children (0–6 years old). A search of eight electronic databases (July 2016) identified 43 papers for inclusion. Data extraction and evidence synthesis were conducted using thematic content analysis, underpinned by the socio‐ecological model (i.e. individual, interpersonal, community, organizational and policy levels). Parents, childcare providers and children perceived seven broad themes to be important for PA and SB, including the child; the home; out‐of‐home childcare; parent–childcare provider interactions; environmental factors; safety; and weather. Each theme mapped onto between one and five levels of the socio‐ecological model; barriers and facilitators at the interpersonal level (e.g. parents, care providers and family) were most frequently cited, reflecting the important (perceived) role adults/peers play in shaping young children's behaviours. We provide an overarching framework to explain PA and SB in early childhood. We also highlight where gaps in the current literature exist (e.g. from male carers; in developing countries; and barriers and facilitators in the environmental and policy domains) and where future quantitative work may focus to provide novel insights about children's activity behaviours (e.g. safety and weather).
“…Of concern, these feelings of guilt may be particularly pronounced among parents whose children are not meeting the guidelines (Mistry and Latimer-Cheung 2014). As Carson et al (2014) and Bentley et al (2015) both suggest regarding future dissemination of the early years guidelines, messaging about the Movement Guidelines should be gain-framed, pragmatic, and focused on what parents and other stakeholders can do and feel able to achieve.…”
Section: Discussionmentioning
confidence: 99%
“…Involving end-users in the process may help identify strategies for persuasively communicating guidelines and developing related knowledge translation products that provide guidance on how to implement the guidelines (Latimer-Cheung et al 2013). To the best of our knowledge, published qualitative research examining stakeholder perceptions of existing guidelines has been conducted only after their release, including the Canadian Sedentary Behaviour Guidelines for the Early Years and UK Physical Activity and Sedentary Behaviour Guidelines (Bentley et al 2015), and Canada's Physical Activity Guide (Public Health Agency of Canada 1998) (Berry et al 2010).…”
Engaging stakeholders in the development of guidelines and plans for implementation is vital. The purpose of this study was to examine stakeholders' (parents, teachers, exercise professionals, paediatricians, and youth) perceptions of the Canadian 24-Hour Movement Behaviour Guidelines for Children and Youth ("Movement Guidelines"). Stakeholders (n = 104) engaged in semi-structured focus groups or interviews to discuss the perceived acceptability of the guidelines, potential barriers to implementation, and preferred methods and messengers of dissemination. A thematic analysis was conducted. Overall, there was consistent support across all stakeholder groups, with the exception of youth participants, for the Movement Guidelines. Stakeholders identified a range of barriers to the uptake of the guidelines including concerns with accurately defining key terms such as "recreational" screen time; everyday challenges such as financial and time constraints; and the possibility of the Movement Guidelines becoming just another source of stress and guilt for already busy and overwhelmed parents. Participants identified a range of recommended methods and messengers for future dissemination. School and medical settings were the most commonly recommended settings through which dissemination efforts should be delivered. Overall, participants representing a range of stakeholder groups were receptive to the new Movement Guidelines and endorsed their value. In complementing the Movement Guidelines, messaging and resources will need to be developed that address common concerns participants had regarding their dissemination and implementation.
This study establishes wrist-worn physical activity cut-points for the GENEActiv accelerometer in preschoolers. What is Known: • GENEActiv accelerometers have been validated as a PA measurement tool in adolescents and adults. • No study to date has validated the GENEActiv accelerometers in preschoolers. What is New: • Cut-points were determined for the wrist-worn GENEActiv accelerometer in preschoolers. • These cut-points can be used in future research to help classify and increase preschoolers' compliance rates with PA.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
