Screen-related sedentary behaviours of school-aged children

Abstract

Objective-To solicit school principals' and teachers' perspectives on children's screen-related sedentary behaviour and to identify possible solutions to reduce sedentary behaviours among school-aged children.Method-In-person interviews using a semi-structured interview guide were conducted with school principals and grades five and six classroom teachers in 14 randomly selected elementary schools in London and Middlesex County, Ontario. Fourteen principals and 39 classroom teachers participated in the study. Inductive content analysis was performed independently by two researchers.Results-Both principals and teachers were very concerned about children's excessive screen activities, but they did not perceive that they could play a key role in reducing these behaviours. Key barriers were identified to reducing screen-related sedentary behaviour and to children's active living both at and away from school. They included competing demands from other subjects, limited gym resources/space within the school, a lack of control over the home environment, and a perception that parents were poor role models. Notwithstanding the above barriers, principals and teachers still recommended increasing children's daily physical activity both within and outside of school hours. Furthermore, they stressed the need for parents to play a key role in reducing their children's screen-related sedentary behaviours and increasing their level of physical activity.Conclusion-School principals and teachers were very concerned about excessive screenbehaviour among school-aged children when away from school and suggested that interventions

It's not as Easy as just Saying 20 Minutes a Day': Exploring Teacher and Principal Experiences Implementing a Provincial Physical Activity Policy

“…This study expands on previous literature identifying space constraints as a barrier [43,49] by highlighting how space constraints cause safety concerns and prevent students from meeting the intensity requirements. Further, participants emphasized that DPA is a lower priority than other subjects because it is not reportable, consistent with studies of other school-based PA interventions [22,41,50,51]. Principals tended to mention factors within the political and economic environments (e.g., school board's influence and funds allocated to DPA) more than teachers, likely due to their roles.…”

“…The importance of determining how it has been implemented and whether the intended outcomes are being achieved has been stressed [40]. Researchers suggest that in order to answer these questions, we ask the key stakeholders on the ground [38,39,41].…”

ЭФФЕКТИВНЫЕ СТРАТЕГИИ СОКРАЩЕНИЯ МАЛОПОДВИЖНОГО ОБРАЗА ЖИЗНИ ПОДРОСТКОВОЙ МОЛОДЕЖИ НА ПРИМЕРЕ ЗАРУБЕЖНОГО ОПЫТА// International Journal of Educational and Scientific Research 4(12), 2021/ Chief Editor K. Kumpulainen /OEAPS OU - Tallinn, Estonia (Open European Academy of Public Sciences). Vienna, Austria 30.04.2021: OEAPS OU., 2021. P. 80-113.

“…Likewise, He et al (2011) [16] had an interest in reducing sedentary behavior in adolescents and stimulating increased physical activity by targeting school systems to organize intervention programs. The aim of this study was to identify barriers and potential interventions to increase physical activity.…”

Health Knowledge, Attitudes, Practices, and Beliefs of Lebanese and Palestinian School Children in Lebanon

“…In addition, since school-aged children's health-related behaviours are predominantly influenced by their parents and educators, the active engagement of principals and teachers in obesity prevention and healthy bodyweight promotion in school-aged children is critical (Gupta, 1996;Meizi et al, 2011). Thus teachers need to transmit the cultural heritage of society including the knowledge, skills, customs, and the attitudes acquired over the years.…”