Physical activity as a dimension of family life for lower primary school children

Macdonald, Doune; Rodger, Sylvia; Ziviani, Jenny; Jenkins, David G.; Batch, J. A.; Jones, J. J.

doi:10.1080/13573320412331302412

Cited by 33 publications

(30 citation statements)

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“…Social class has been identified as an environmental and social factor which may have a positive or negative influence on adolescents' participation in physical activities (Green, Smith and Roberts, 2005). Social class is the factor that may affect adolescent's physical activity levels (Macdonald et al, 2004). Research has confirmed the lower rates of involvement in activities by youth living in urban, low-income communities as compared to youth living in middle and upper-income communities within urban areas and surrounding suburbs (Weiss, Little, & Bouffard, 2005).…”

Section: The Constraints To Participation In Sportmentioning

confidence: 88%

Motivators, Constraints and Benefits of Participation in Sport As Perceived by the Students

Marwat

Islam

Khattak

2016

IntJSCS

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The purpose of this study was to evaluate the different motivators, constraints and general benefits of involvement in sports as perceived by the students. For this purpose, in addition to examining the existing literature for determining the principal motivators and constraints reported by the sport persons, viewpoint of the players was obtained and analyzed. Data from male and female student (N=370), 215 male and 155 female were obtained through a properly developed Likert type scale. The scale, offering 10 possible motivators, 10 possible constraints and 10 benefits associated with participation in sport, was administered to the respondents. Data from the respondents were collected during Gomal university Inter-colleges Sport competition 2014-2015. The data have revealed that to have fun, to be physically fit, to stay in shape, to be with friends, to do something I am good at and popularity were the main motivators for participation in sport and similarly, the main five constraints in the way of participation reported by the respondents include a) financial problem, b) socio-cultural restrictions, c) access to the facilities, d) parental barriers, and e) physiological problems. Promotion of health, fun and entertainment, relieving tension, sociability and wellbeing were reported as the main benefits of participation.

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Section: The Constraints To Participation In Sportmentioning

confidence: 88%

Motivators, Constraints and Benefits of Participation in Sport As Perceived by the Students

Marwat

Islam

Khattak

2016

IntJSCS

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“…Furthermore, previous research has highlighted examples of parents perceiving a greater need to encourage boys to participate in sport/physical activity than girls 27 .…”

Section: Discussionmentioning

confidence: 99%

Does Activity-Related Social Support Differ by Characteristics of the Adolescent?

Edwardson¹,

Gorely²,

Musson³

et al. 2014

Journal of Physical Activity and Health

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Background:Previous research has shown a positive relationship between activity-related social support provided by parents and peers and adolescents’ physical activity. However, more information is needed on whether activity-related social support differs by sociodemographic characteristics. The purpose of this study was to investigate differences in activity-related social support in a sample of adolescents, by characteristics such as age, gender, socioeconomic status (SES), ethnicity, and physical activity level and to determine which characteristics are the most important predictors of activity-related social support.Methods:Information was provided by 578 boys and 588 girls (11–14 years) on demographic factors, physical activity, and activity-related support. ANOVA, correlations, and multiple regression were performed to address the purposes of the study.Results:Boys, White British, younger, more physically active, and high-SES adolescents perceived more support for physical activity. Age predicted all types of support excluding peer support; ethnicity predicted mother logistic support and sibling support; gender predicted peer support, father explicit modeling, and father logistic support; and SES predicted mother and father logistic support.Conclusions:Families and peers of adolescents who are female, from Black and minority ethnic groups, older, of low-SES, and less active should be targeted for intervention.

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“…A nuanced understanding of the experiences of young people from different social classes within schools is difficult to determine, although research by Kirk, Carlson et al, (1997) and Macdonald, Rodger et al (2004) points to the highly differentiated experiences of children depending on parents' income, and the LAP project does provide some insight through case studies of young people from different social backgrounds (Wright et al, 2003). More telling for the purposes of this discussion, however, were the comparisons of LAP interviews with teachers from the government and the systemic catholic school with those of the teachers from the elite private schools.…”

Section: Social Classmentioning

confidence: 99%

Re-conceiving ability in physical education: a social analysis

Wright

Burrows

2006

Sport, Education and Society

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In this paper we explore how 'ability' is currently conceptualised in physical education and with what effects for different groups of young people. We interrogate approaches to theorizing ability in physical education that draw on sociological and phenomenological 'foundations' together with notions of ability as 'physical' and 'cultural capital' drawn from the work of Bourdieu. We also look to data we and others have collected across a number of empirical projects to ask: where do we find talk about what we might identify as 'ability' in the context of physical education and sport; how is it talked about? and in what ways might this further our thinking of the meaning of 'ability' in physical education and school based sport? Our findings suggest that physical ability is far from a neutral concept and that how it is understood has important consequences for young people in relation to gender, race and social class. We argue that ongoing discussions around what we mean by ability, how we use it, and in relation to whom, are crucial in physical education where organized sport, recreation and exercise remain privileged over other constituents of physical culture.3

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Physical activity as a dimension of family life for lower primary school children

Cited by 33 publications

References 0 publications

Motivators, Constraints and Benefits of Participation in Sport As Perceived by the Students

Motivators, Constraints and Benefits of Participation in Sport As Perceived by the Students

Does Activity-Related Social Support Differ by Characteristics of the Adolescent?

Re-conceiving ability in physical education: a social analysis

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