Perceptions and measurement of playtime physical activity in English primary school children: The influence of socioeconomic status

McWhannell, Nicola; Triggs, Carmel; Moss, Samantha

doi:10.1177/1356336x17743048

Cited by 12 publications

(25 citation statements)

References 59 publications

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“…The qualitative data explained that participant's perceptions of PA showed some similarities between schools A and B. It was concluded that participants have different reasons for taking part in PA, therefore, their perception to use the playground was given as an idea to improve PA (McWhannell, Triggs and Moss, 2017). Also, (McPherson et al, 2018) supported the claims that PA has a significant effect on the academic performance of students at all levels of education.…”

Section: Introductionmentioning

confidence: 75%

“…The participants from School B remarked that they engage in PA simply to become healthy and stronger than those from participants from School A. The study revealed participation in sports activity makes the students have more fun (McWhannell, Triggs and Moss, 2017). The qualitative data explained that participant's perceptions of PA showed some similarities between schools A and B.…”

Section: Introductionmentioning

confidence: 89%

“…This is one, out of the many goals for vision 2030 plan. A study by (McWhannell, Triggs and Moss, 2017) acknowledged that "PA has a positive effect on academic performance for students in academic core subjects and executive function". The participants from School B remarked that they engage in PA simply to become healthy and stronger than those from participants from School A.…”

Section: Introductionmentioning

confidence: 99%

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Sports Activities for Undergraduate Students in Saudi Arabia Universities: A Systematic Literature Review

Sayyd¹,

Zainuddin²,

Ghan³

et al. 2020

saj

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Objectives: Kingdom of Saudi Arabia (KSA) has experienced tremendous economic growth in the past few years and this in turn has led to undesirable lifestyle behaviors coupled with an associated rise in non-communicable diseases. This has forced the KSA administration to encourage sports related activities for a healthy life style. In this article, a Systematic Literature Review (SLR) is presented to discuss the current state of Physical Activity (PA) and sports activities in KSA and Other Countries in the World (OCW). The article also presents issues that hinder the success of physical and sports activities development in KSA to identify research gap. Methods: SLR search was conducted using ScienceDirect, Springer, Journal of health sciences and Google Scholar databases. The databases electronic search produced 553 articles at the initial stage. Some of these articles were eliminated since they did not conform to inclusion criteria. Finally a total of 58 articles satisfied the condition and were included for the study. Results: The literature highlighted that the studies investigating the male respondents is quite low having 3 in KSA and 0 in OCW, as against 7 in KSA and 0 in OCW for Females. In addition, the empirical analyses of the result based on this SLR concluded that the sports related studies in KSA are very low as compared to OCW. The study revealed that the main factors that hinder the success of physical and sports activities in KSA universities among males are lack of energy, motivation, self-confidence, and time, while among females, they are lack of social support and resources. Conclusion: It is not encouraged to participate in sports activity in Saudi Arabia. Despite the protests to promote sports activities there is very little action in this area as compared to OCW. Therefore, further research is needed to realize the potential in this area KSA to realise the vision 2030 and goal.

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Section: Introductionmentioning

confidence: 75%

Section: Introductionmentioning

confidence: 89%

Section: Introductionmentioning

confidence: 99%

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Sports Activities for Undergraduate Students in Saudi Arabia Universities: A Systematic Literature Review

Sayyd¹,

Zainuddin²,

Ghan³

et al. 2020

saj

View full text Add to dashboard Cite

show abstract

“…This study found that, on average, boys were more active than girls, and numerous studies have discussed the differences between boys’ and girls’ PA [ 41 , 42 ]. This study found a unique time-segmented gender gap, with a six-minute difference in MVPA in favour of boys during curriculum time and recess time, and a sixteen-minute difference during out-of-school time.…”

Section: Discussionmentioning

confidence: 99%

Measuring Temporal Differences in Rural Canadian Children’s Moderate-to-Vigorous Physical Activity

Button

Clark

Martin

et al. 2020

IJERPH

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The purpose of this study was to measure the factors that influence children’s moderate-to-vigorous physical activity (MVPA) during school curriculum time, recess time, and outside school time in a rural area. During the Fall and Winter of 2016, 34 boys and 55 girls aged 8–14 years from rural communities in rural Northwestern Ontario participated in the Spatial Temporal Environment and Activity Monitoring project. The children’s MVPA was measured using an accelerometer, and child-level demographic, behavioral, and environmental data were gathered from surveys, passively logging global positioning units, and municipal datasets. Data on daily temperature and precipitation were gathered from the closest Environment Canada weather station. A mixed model was used to assess the relationship between child- and day-level factors and children’s MVPA. On average, children were getting 12.9 min of MVPA during recess, 17.7 min during curriculum time, and 29.0 min of MVPA outside school time. During all three time points, boys were more active than girls. During curriculum time, children in lower grades were more active, and the weather had differing impacts depending on the time of day. The findings of this study illustrate the differences in MVPA and the factors that influence MVPA by time of day. Examining different time segments provides valuable information for understanding children’s MVPA patterns.

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“…parents, relatives, good friends) can have a marked impact on children's intrinsic motivation [10,13]. Previous studies have reported that if children understand that sports are bene cial for health, they are more willing to participate and that children from high and medium socioeconomic backgrounds recognise more physical activity bene ts than children from low socioeconomic backgrounds [14][15][16]. Generally, children from low socioeconomic backgrounds also experience less parental support and encouragement for physical activity than children from middle and high socioeconomic homes [15].…”

Section: Introductionmentioning

confidence: 99%

What makes children learn how to swim? – Health, lifestyle and environmental factors associated with swimming ability among children in the city of Malmö, Sweden

Lõhmus¹,

Osooli²,

Pilgaard³

et al. 2020

Preprint

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BackgroundSwimming ability among children in the city of Malmö, Sweden is strongly affected by socioeconomic differences. We investigated to what extent mediating health and lifestyle factors, such as children’s eating, sleeping and physical activity habits, as well as the characteristics of the social and working environment at both school and home, could explain the socioeconomic gradient in swimming ability. MethodsOur study population included children who started their first-grade school-year in 2012 or 2013 at any of the public primary schools of Malmö, Sweden. Cross-sectional, self-reported questionnaire-based data about health status and swimming ability in the fourth grade (age 10) were included from the Pupil Health Database (ELSA) for 3,468 children. ResultsChildren’s self-reported swimming ability was strongly associated with both individual- and school-based sociodemographic variables. Nine health, lifestyle and environmental variables were identified as potential mediators and included in the final model. Four of these variables, “Activity”, “Outdoor time”, “Social relationships at home and on the free time”, and “Positivity about future”, were significantly and positively associated with children’s ability to swim. ConclusionsSocial support, optimism for the future and an active lifestyle were positively associated with children’s swimming skills; however, compared to the socioeconomic factors, these health- and lifestyle factors contributed very little. It is possible, that interventions concerning children’s swimming ability in lower socioeconomic neighbourhoods, should in addition to children’s swimming lessons, target the whole families with the goal of increasing their possibilities for socialising and engaging in different kinds of recreational activities.

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Perceptions and measurement of playtime physical activity in English primary school children: The influence of socioeconomic status

Cited by 12 publications

References 59 publications

Sports Activities for Undergraduate Students in Saudi Arabia Universities: A Systematic Literature Review

Sports Activities for Undergraduate Students in Saudi Arabia Universities: A Systematic Literature Review

Measuring Temporal Differences in Rural Canadian Children’s Moderate-to-Vigorous Physical Activity

What makes children learn how to swim? – Health, lifestyle and environmental factors associated with swimming ability among children in the city of Malmö, Sweden

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