Physical activity practice and sports preferences in a group of Spanish schoolchildren depending on sex and parental care: a gender perspective

Abstract

Background: Physical activity plays an important role in the maintenance of health, and it is especially important during childhood. However, the lack of information about differences in physical activity practice and sports preferences of children considering gender differences can result in non-effective policies that enhance inequalities between sexes. The aim of this study is to identify the sports preferences of Spanish schoolchildren and their physical activity practice behaviors depending on their sex and their parental care, analyzing the possible differences from a gender perspective. Method: Three hundred sixty-four Spanish schoolchildren (179 girls, 185 boys) participated in this cross-sectional study. A daily physical activity questionnaire was used to evaluate physical activity level (PAL), moderate-to-vigorous physical activity (MVPA) and sports preferences and a socio-health questionnaire were used to collect data about parental care. Statistical analysis was performed using SPSS and applying Student's T-test for normal variables, Mann-Whitney U-test for non-parametrical variables, and chi-square (χ2) test for categorical variables. Subsequently, odds ratios were used to analyze associations between the physical activity practice of the children and parental care. Results: PAL and time spent in MVPA was significantly lower for girls compared to boys (1.44 ± 0.07 vs. 1.46 ± 0.07, p < 0.001 and 0.74 ± 0.40 h/day vs. 0.90 ± 0.45 h/day; p < 0.001, respectively). Dancing, rhythmic gymnastics, skating, and water sports were practiced more by girls, while football, wrestling sports, handball, and racket sports were practiced more by boys (p < 0.05). Children cared for by their fathers had higher odds for physical activity practice (OR = 1.995 (1.202-3.310), p = 0.008). Conclusion: Physical activity among girls was less frequent and less intense. Girls opted for individual sports with artistic connotations, while boys often practiced more team contact sports. Furthermore, children are more physically actives when their father is in charge of them.

Association between Physical Activity and Mood States of Children and Adolescents in Social Isolation during the COVID-19 Epidemic

“…Meanwhile, in China, girls were more likely to undertake some housework at home [ 45 ], thus they may have more moderate and light PA than boys [ 46 ]. In previous studies, most studies have found that boys have higher levels of PA than girls during non-COVID-19 epidemic periods [ 47 , 48 ]. That was contrary to our research results, but it also reflected the significant impact of the COVID-19 epidemic on the PA among children and adolescents.…”

Importancia de la actividad física sobre la inteligencia emocional y diferencias de género (Impact of physical activity on emotional intelligence and sex differences)

“…Esto puede deberse a lo que ya he explicado en anteriores puntos, donde las niñas en la preadolescencia y adolescencia tienen una mayor tasa de abandono en actividades físico-deportivas que los niños. Laird, Fawkner y Niven (2018) y Peral et al, (2020) obtuvieron en su informe que puede darse por recibir más o menos apoyo de las familias.…”

Validation of Modified SOFIT+: Relating Physical Activity Promoting Practices in Physical Education to Moderate-to-vigorous Physical Activity in 5–6 Year Old Children

“…SOFIT+ has been previously validated in elementary school children from the USA and high school students from the UK (Fairclough et al, 2018;Weaver et al, 2016). To account for gender-specific differences in MVPA engagement during PE or coaching (i.e., boys being more active than girls) and gender-specific attitudes toward different PAs (Peral-Suárez et al, 2020;Tanaka et al, 2018), previous validation studies evaluated the relation between teacher practices and MVPA engagement in boys and girls separately (Fairclough et al, 2018;Weaver et al, 2016). However, SOFIT+ has not been validated in children younger than 6-years-old and amongst primary school children from countries outside the USA, limiting the cross-cultural validity of the tool (Fairclough et al, 2018;Weaver et al, 2016).…”