Abstract:Malawian parents' concept of children's physical activity is more comprehensive than scientific definition and includes aspects of both physical and mental activity.
“…Parents and carers also stated that children generally had a preference for use of electronic media over more active pursuits . Other adults did however state that children could be active or indeed be encouraged to be more active when in front of the TV . Children can spend all day watching television nowadays.…”
Section: Resultsmentioning
confidence: 99%
“…Children with a healthier lifestyle (i.e. good diet and much sleep) were perceived to be more active, with a child's general health cited as positive and negative influences, where children with better health were more active.…”
Section: Resultsmentioning
confidence: 99%
“…These barriers also meant that parents tended to use less active modes of transport (i.e. stroller and car ) as they were more convenient and often quicker, which further impacted their child's opportunities to be active. My mom never does anything with me, she just takes me places and leaves me there.…”
Section: Resultsmentioning
confidence: 99%
“…Related to this, a physically active child was often also deemed to have the potential to cause trouble : limiting physical activity was reported as one way to punish naughty behaviour , with children themselves mentioning that bad behaviour meant they were prevented from being active . Yeah, they [the children who are too active] are not controlled by the parents.…”
Section: Resultsmentioning
confidence: 99%
“…So, it's not … it becomes a level whereby you start also [to] complain: no, this is now too much. (P) …”
SummaryPositive activity behaviours (i.e. higher physical activity [PA]/lower sedentary behaviour [SB]) are beneficial from infancy, yet evidence suggests that young children (0‐ to 6‐year‐olds) are relatively inactive. To better understand the perceived influences on these behaviours and to aid intervention development, this paper systematically synthesizes the extensive qualitative literature regarding perceived barriers and facilitators to PA and SB in young children (0–6 years old). A search of eight electronic databases (July 2016) identified 43 papers for inclusion. Data extraction and evidence synthesis were conducted using thematic content analysis, underpinned by the socio‐ecological model (i.e. individual, interpersonal, community, organizational and policy levels). Parents, childcare providers and children perceived seven broad themes to be important for PA and SB, including the child; the home; out‐of‐home childcare; parent–childcare provider interactions; environmental factors; safety; and weather. Each theme mapped onto between one and five levels of the socio‐ecological model; barriers and facilitators at the interpersonal level (e.g. parents, care providers and family) were most frequently cited, reflecting the important (perceived) role adults/peers play in shaping young children's behaviours. We provide an overarching framework to explain PA and SB in early childhood. We also highlight where gaps in the current literature exist (e.g. from male carers; in developing countries; and barriers and facilitators in the environmental and policy domains) and where future quantitative work may focus to provide novel insights about children's activity behaviours (e.g. safety and weather).
“…Parents and carers also stated that children generally had a preference for use of electronic media over more active pursuits . Other adults did however state that children could be active or indeed be encouraged to be more active when in front of the TV . Children can spend all day watching television nowadays.…”
Section: Resultsmentioning
confidence: 99%
“…Children with a healthier lifestyle (i.e. good diet and much sleep) were perceived to be more active, with a child's general health cited as positive and negative influences, where children with better health were more active.…”
Section: Resultsmentioning
confidence: 99%
“…These barriers also meant that parents tended to use less active modes of transport (i.e. stroller and car ) as they were more convenient and often quicker, which further impacted their child's opportunities to be active. My mom never does anything with me, she just takes me places and leaves me there.…”
Section: Resultsmentioning
confidence: 99%
“…Related to this, a physically active child was often also deemed to have the potential to cause trouble : limiting physical activity was reported as one way to punish naughty behaviour , with children themselves mentioning that bad behaviour meant they were prevented from being active . Yeah, they [the children who are too active] are not controlled by the parents.…”
Section: Resultsmentioning
confidence: 99%
“…So, it's not … it becomes a level whereby you start also [to] complain: no, this is now too much. (P) …”
SummaryPositive activity behaviours (i.e. higher physical activity [PA]/lower sedentary behaviour [SB]) are beneficial from infancy, yet evidence suggests that young children (0‐ to 6‐year‐olds) are relatively inactive. To better understand the perceived influences on these behaviours and to aid intervention development, this paper systematically synthesizes the extensive qualitative literature regarding perceived barriers and facilitators to PA and SB in young children (0–6 years old). A search of eight electronic databases (July 2016) identified 43 papers for inclusion. Data extraction and evidence synthesis were conducted using thematic content analysis, underpinned by the socio‐ecological model (i.e. individual, interpersonal, community, organizational and policy levels). Parents, childcare providers and children perceived seven broad themes to be important for PA and SB, including the child; the home; out‐of‐home childcare; parent–childcare provider interactions; environmental factors; safety; and weather. Each theme mapped onto between one and five levels of the socio‐ecological model; barriers and facilitators at the interpersonal level (e.g. parents, care providers and family) were most frequently cited, reflecting the important (perceived) role adults/peers play in shaping young children's behaviours. We provide an overarching framework to explain PA and SB in early childhood. We also highlight where gaps in the current literature exist (e.g. from male carers; in developing countries; and barriers and facilitators in the environmental and policy domains) and where future quantitative work may focus to provide novel insights about children's activity behaviours (e.g. safety and weather).
Nivel de actividad física, comportamiento sedentario y sueño en la población de la primera infanciaLevel of physical activity, sedentary behavior, and sleep in the early childhood population
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