The status of active after-school clubs among primary school children in England (UK) after the COVD-19 lockdowns: implications for policy and practice

Abstract

Background Children’s physical activity in England is more dependent on active clubs after the COVID-19 pandemic. However, it is unclear how the COVID-19 pandemic and related cost-of-living crisis have impacted on active club participation, costs and provision. This mixed-methods natural experiment explored school-based and community-based active clubs after lockdowns, using a unique combination of data sources to highlight implications for policy and practice post-COVID-19. Methods Cross-sectional questionnaire data on school and community active clubs were collected from 10-11-year-old children pre-COVID-19 in 2017-18 (N = 1,296; 50 schools), in 2021 (N = 393; 23 schools), and 2022 (N = 463; 27 schools). Club participation and attendance frequency were modelled using logistic and Poisson mixed effects models, adjusted for child age, gender and household education. In 2021 and 2022, parents reported expenditure on community-based clubs and schools provided data on school-based club provision, with data summarised descriptively. Qualitative data were collected in 2021 and 2022, with one-to-one interviews with school staff (N = 18) and parents (N = 43), and twelve child focus groups (N = 92), and analysed using the framework method. Results School-based active club participation was higher in 2022 compared to pre-pandemic (50% /43%), while community-based club participation was lower (74%/80%). Children attended 0.3 fewer clubs per week. Those from lower education households were less likely to participate in both types of active clubs, and girls less likely to attend community clubs. In 2022, the median cost of community and school club sessions were £6.67 and £3.88 respectively, with 52% of school-based clubs free to parents. Schools offered an average of 3.4 active clubs per week for 10-11-year-olds in 2022, with 34% partly/wholly subsidised. Qualitative analysis highlighted the impact of the cost-of-living crisis and COVID-19 pandemic on family resources, encouraging a shift to more affordable and convenient school-based active clubs, which negatively impacted the community-based active club environment. However, many schools struggled to meet this increased demand. Conclusions Findings emphasise the importance for policymakers to support schools to meet increased demand for clubs and community clubs to increase affordable and convenient physical activity opportunities. Targeted support is needed to prevent socioeconomic and gender inequalities.

The impact of the COVID-19 pandemic on the physical activity environment in English primary schools: a multi-perspective qualitative analysis

“…To encourage children to be active, schools need a range of clubs and staff capacity to support varying child needs, 51,52 however, other Active-6 analysis has found an increased demand for school-based active clubs since the lockdowns, which schools are struggling provide. 61 Other recent evidence, including Active-6, has also found that the impact of the pandemic on child physical activity, and the recovery, is uneven across demographic groups such as gender, age, ethnicity and SES. 25,62 These findings are mirrored in this study, which suggest that children who were active before the pandemic lockdowns returned to active clubs, and those who were less active are now even harder to engage, resulting in a greater polarisation of child ability and activity levels.…”

Exploring parents’ physical activity motivation during the COVID-19 pandemic: a mixed-methods study from a self-determination theory perspective

“…This is in contrast to patterns seen in children, where organised active clubs have become the mainstay of activity for children following lockdowns, 47 particularly active clubs based at the child's school, but this has been socio-demographically patterned. 46,47,62,63 The qualitative discussions highlighted the importance of social connection during the pandemic for increasing enjoyment and effort in physical activity. Connecting with others was often one of the main reasons for engaging in online physical activity and going for walks with friends.…”

Physical activity interventions in European primary schools: a scoping review to create a framework for the design of tailored interventions in European countries

“…However, a large number of children do not meet the World Health Organization (WHO) recommended average of 60 minutes of moderate-to-vigorous physical activity (MVPA) per day (1,2), with recent accelerometer data suggesting that only 41% of 10-11 year old children meet the recommendation (3,4). As we emerge from the COVID-19 pandemic, the way in which children are physically active has changed, with fewer children engaging in unstructured forms of physical activity, such as active play, and an increased dependence on structured activities, such as active school clubs (5)(6)(7). As girls and children from lower socio-economic groups have greater challenges in engaging in structured activities, these groups may be at risk of lower than their pre-pandemic levels of physical activity (5)(6)(7)(8).…”

“…As we emerge from the COVID-19 pandemic, the way in which children are physically active has changed, with fewer children engaging in unstructured forms of physical activity, such as active play, and an increased dependence on structured activities, such as active school clubs (5)(6)(7). As girls and children from lower socio-economic groups have greater challenges in engaging in structured activities, these groups may be at risk of lower than their pre-pandemic levels of physical activity (5)(6)(7)(8).…”