Preschool staff and parents’ perceptions of preschool children’s physical activity and fundamental movement skills from an area of high deprivation: a qualitative study

Abstract

This study investigated preschool staff and parents' perceptions of preschool children's physical activity (PA) and fundamental movement skills (FMS), in relation to the environment, facilities, play and barriers to PA. Following institutional ethics approval, semi-structured focus groups were conducted in 4 preschools, with the inclusion of parents and staff of 2-4year-old children from North Warwickshire, England. The focus groups consisted of between four and five participants and included both parents and staff. However, focus groups were homogeneous in terms of gender, socioeconomic background and predominately homogeneous in ethnic background. Thematic analysis was used to identify key themes and subthemes. Emergent themes included: spacious outdoor environment, the use of climbing frames and outdoor equipment for promoting PA and developing FMS, who was responsible for PA; time, cost, health and safety concerns as barriers to PA and staff training. Findings suggest that preschools provide good opportunities for PA and FMS, especially for preschool children from low socioeconomic backgrounds, allowing them access to outdoor exercise and equipment. However, results from the focus groups highlighted a need for more staff training and greater parental involvement in relation to PA and FMS opportunities, to further improve preschool children's PA levels and develop their FMS. To increase PA and FMS in preschool children, interventions are required which continue with the current levels of PA in preschools, whilst 2 2 including greater parental involvement and staff training for increasing PA levels and developing FMS.

“I Wasn’t Sure What It Meant to Be Honest”—Formative Research Towards a Physical Literacy Intervention for Preschoolers

“…Whitehead [4] states that during the early years parents or principle carers are the most significant individuals in the development of PL. The finding that parents/carers are important agents in supporting PL is consistent with previous studies reporting that positive parental behaviours can increase children's FMS competency [36] and PA levels [37] and have been identified as being key to engaging children in PA and development of FMS competency [17]. The family/home environment is an important context where parents/carers influence their children's PA behaviours via direct (e.g., provision of equipment, outdoor access, and independent mobility) and indirect (modelling behaviour and positive encouragement) actions [36,38].…”

“…This further highlights the need for "buy in" of the concept of PL, identified by experts during Phase One (see Table 1), to be extended to parents/family as well as children's centre staff. As such, the findings of the present study would seem to indicate that it would be of value to researchers to consult with parents/carers on the design of future research projects/interventions aiming to develop children's PL, in line with previous research that has recommended greater parental involvement is required in order to increase levels of both PA and FMS competency [17].…”

“…As such, and in accordance with the socio-ecological model of influences on behaviour [13][14][15][16], early years educational providers provide an opportune setting to support young children's PL. In particular, preschool staff and teachers (i.e., educators/practitioners) are perhaps key social agents in supporting PL and shaping the PA behaviours of young children [17], while features of the physical environment within the preschool setting (e.g., outdoor space) may also influence PL and PA [18]. Understanding how preschool settings and staff can best support young children's PL is important and such evidence can inform the development of appropriate PL programmes and interventions.…”

“…The studies reported that practitioners would benefit from staff training or workshops, additional equipment and resources, and increased funds for physical activity [22], and recommended that future interventions examine the impacts on children's movement and learning of teachers moving with children during outdoor play and including more natural features in the design of outdoor play areas [21]. In a recent study, focus groups were used to explore parents' and preschool practitioners perceptions of PA, and additionally, fundamental movement skill (FMS) competency, among English preschool children [17]. The study found that there was a need for more training for practitioners on how PA could be incorporated and delivered within the preschool setting, and it identified the home environment as needing to be supportive in promoting PA and FMS [17].…”

“…In a recent study, focus groups were used to explore parents' and preschool practitioners perceptions of PA, and additionally, fundamental movement skill (FMS) competency, among English preschool children [17]. The study found that there was a need for more training for practitioners on how PA could be incorporated and delivered within the preschool setting, and it identified the home environment as needing to be supportive in promoting PA and FMS [17]. Whilst these studies examined practitioner views on PA and FMS, to date there has not been a study that has addressed PL alone and more specifically, how to inform training curricula and programme development.…”