Physical Activity Barriers and Facilitators Among US Pacific Islanders and the Feasibility of Using Mobile Technologies for Intervention: A Focus Group Study With Tongan Americans

Wan, Neng; Wen, Ming; Fan, Jessie X.; Tavake-Pasi, O. Fahina; McCormick, Sara; Elliott, Kirsten; Nicolosi, Emily

doi:10.1123/jpah.2017-0014

Cited by 8 publications

(13 citation statements)

References 30 publications

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“…The use of focus groups to explore PA behaviours in this study supports previous literature [66,67]. Children were influenced by a range of factors that both facilitated and limited opportunities to take part in PA.…”

Section: Discussionsupporting

confidence: 84%

“…However, a strong theme emerged from the focus groups relating to the use of technology as a major hindrance to PA participation. Despite current research indicating that technology can be used as a positive way to monitor and promote a PA lifestyle [66,69], children within this study often reported technology as a barrier towards PA: “When you’ve got a phone or like a console, you don’t think as much about getting active, you just want to play on them.” Children identified a need to limit the amount of time spent on technological devices: “You could reduce your time down on a tablet or computer so that you’re not always on it.” This suggests that children are aware of the negative impact that technology has on PA behaviours.…”

Section: Discussionmentioning

confidence: 69%

“…Children were influenced by a range of factors that both facilitated and limited opportunities to take part in PA. The children highlighted that: “They might not like it, so they might not want to do it” and “… if they don’t have like the right equipment to do it.” Despite factors such as fun, enjoyment, and wanting to keep fit and healthy as being identified as motives for PA participation on an individual level, children identified time, poor diet/food intake, and the cost of equipment as restrictions to PA participation [66,67].…”

Section: Discussionmentioning

confidence: 99%

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Exploring Children’s Physical Activity Behaviours According to Location: A Mixed-Methods Case Study

Khawaja

Woodfield

Collins

et al. 2019

Sports

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The school environment is ideally placed to facilitate physical activity (PA) with numerous windows of opportunity from break and lunch times, to lesson times and extracurricular clubs. However, little is known about how children interact with the school environment to engage in PA and the other locations they visit daily, including time spent outside of the school environment i.e., evening and weekend locations. Moreover, there has been little research incorporating a mixed-methods approach that captures children’s voices alongside objectively tracking children’s PA patterns. The aim of this study was to explore children’s PA behaviours according to different locations. Sixty children (29 boys, 31 girls)—35 key stage 2 (aged 9–11) and 25 key stage 3 (aged 11–13)—wore an integrated global positioning systems (GPS) and heart rate (HR) monitor over four consecutive days. A subsample of children (n = 32) were invited to take part in one of six focus groups to further explore PA behaviours and identify barriers and facilitators to PA. Children also completed a PA diary. The KS2 children spent significantly more time outdoors than KS3 children (p = 0.009). Boys engaged in more light PA (LPA) when on foot and in school, compared with girls (p = 0.003). KS3 children engaged in significantly more moderate PA (MPA) at school than KS2 children (p = 0.006). Focus groups revealed fun, enjoyment, friends, and family to be associated with PA, and technology, costs, and weather to be barriers to PA. This mixed methodological study highlights differences in the PA patterns and perceptions of children according to age and gender. Future studies should utilize a multi-method approach to gain a greater insight into children’s PA patterns and inform future health policies that differentiate among a range of demographic groups of children.

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Section: Discussionsupporting

confidence: 84%

Section: Discussionmentioning

confidence: 69%

Section: Discussionmentioning

confidence: 99%

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Exploring Children’s Physical Activity Behaviours According to Location: A Mixed-Methods Case Study

Khawaja

Woodfield

Collins

et al. 2019

Sports

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“…Throughout the academic year, children highlighted barriers to PA, with many being referred to consistently each term. The first barrier to be discussed was time for PA, which literature has acknowledged [ 50 ]. Within the current investigation, time was associated with parents/guardians’, and home responsibilities, which consequently affected children’s PA: “Not having the time to do it…”; “It might be affecting them by their home routine.” In addition to this, the timing of PA clubs was identified to affect PA participation.…”

Section: Discussionmentioning

confidence: 99%

Tracking Children’s Physical Activity Patterns across the School Year: A Mixed-Methods Longitudinal Case Study

et al. 2020

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Despite the breadth of health benefits associated with regular physical activity (PA), many children in the UK are not sufficiently active enough to meet health guidelines, and tend to become less active as they mature into and throughout adolescence. Research has indicated that children’s school, home and neighbourhood environments can all significantly influence their opportunities to engage in moderate-to-vigorous physical activity (MVPA). However, less is known about how children’s MVPA patterns within these key environments may change across the school year. The current mixed-methods case study aims to explore this issue by tracking key stage 2 (KS2) and key stage 3 (KS3) children’s MVPA patterns across the school year. Fifty-eight children (29 boys, 29 girls, KS2 = 34, KS3 = 24) wore an integrated global positioning systems (GPS) and heart rate (HR) monitor over four consecutive days in the first term of school (autumn), before these measurements were repeated in the two remaining school terms (winter–summer). A subsample of children (n = 6–8 per group) were invited to take part in one of six focus groups each term to further explore their PA behaviours and identify the barriers and facilitators to PA. The children’s MVPA was significantly lower (p = 0.046) in term 2 (winter/spring term) than during the warmer terms (autumn and summer). All the locations showed reductions in MVPA in term 2, except indoor MVPA, which increased, and MVPA on foot in the neighbourhood, which remained consistent. Focus groups revealed location, friends, and the variety of options to be associated with MVPA, and poor weather, parental permission, and time limitations to be barriers to MVPA. This mixed-methodological, repeated-measures design study highlights differences in the activity patterns and perceptions of children over the school year. Future studies should implement longitudinal, multi-method approaches to gain deeper insight into how children’s PA behaviours differ over time. Consequently, this can inform future health policies promoting children’s PA throughout the year.

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“…Including such culture components within physical activities can change perceptions of what physical activity entails (Kolt et al, 2006;LaBreche et al, 2016). Facilitators to physical activity participation have been identified as those that are faith-based (Kolt et al, 2006;Look et al, 2012;Wan et al, 2018), and community-and/or group-based (Albright et al, 2017;Biddle et al, 2011;Kolt et al, 2006;Wan et al, 2018), have a supportive environment (Albright et al, 2017;Hafoka & Carr, 2018;Schluter et al, 2011;Siefken et al, 2014) and focus on social and fun aspects (Albright et al, 2017;Biddle et al, 2011;Siefken et al, 2014Siefken et al, , 2015Wan et al, 2018). Barriers to physical activity acknowledged in extant literature include lack of motivation or self-confidence (Heard et al, 2017;Kolt et al, 2006;Look et al, 2012;Siefken et al, 2014Siefken et al, , 2015Wan et al, 2018), no time or inconvenience (Heard et al, 2017;Schluter et al, 2011;Siefken et al, 2015;Wan et al, 2018), commitments of daily life (Kolt et al, 2006;Schluter et al, 2011;Siefken et al, 2014), concerns for safety (Albright et al, 2017;Hafoka & Carr, 2018;Heard et al, 2017) and lack of support from health care professionals …”

Section: Introductionmentioning

confidence: 99%

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Physical Activity Barriers and Facilitators Among US Pacific Islanders and the Feasibility of Using Mobile Technologies for Intervention: A Focus Group Study With Tongan Americans

Cited by 8 publications

References 30 publications

Exploring Children’s Physical Activity Behaviours According to Location: A Mixed-Methods Case Study

Exploring Children’s Physical Activity Behaviours According to Location: A Mixed-Methods Case Study

Tracking Children’s Physical Activity Patterns across the School Year: A Mixed-Methods Longitudinal Case Study

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