Understanding contextual barriers, supports, and opportunities for physical activity among Mexican-origin children in Texas border colonias: A descriptive study

Abstract

BackgroundThe increasing numbers of colonias along the U.S.-Mexico border are characterized by disproportionately poor families of Mexican-origin, limited access to resources and health services, and heightened risk for obesity and diabetes. Despite consistent evidence supporting physical activity (PA) in prevention of chronic diseases, many individuals of Mexican-origin, including children, fail to meet PA recommendations. Environmental influences on PA, founded in ecological and social cognitive perspectives, have not been examined among children living in colonias. The purpose of this study was to identify and better understand (1) household and neighborhood environmental PA resources/supports, (2) perceived barriers to engaging in PA, and (3) PA offerings, locations, and transportation characteristics for Mexican-origin children living in colonias.MethodsData for this study were collected by promotora-researchers (indigenous community health workers trained in research methods) using face-to-face interviews conducted in Spanish. The sample consists of 94 mother-child dyads from Texas border colonias in Hidalgo County. Interviews included questionnaire items addressing PA barriers, household and neighborhood environmental support assessments conducted with each dyad, and open-ended questions that were coded to identify availability and locations of PA opportunities and transportation options. Descriptive statistics were calculated and differences between genders, birth countries, and BMI categories of children were determined using chi-square tests.ResultsAll children were of Mexican-origin. The most frequently reported barriers were unleashed dogs in the street, heat, bad weather, traffic, no streetlights, and no place like a park to exercise. Prominent locations for current PA included schools, home, and parks. Common PA options for children were exercise equipment, running, playing, and sports. Environmental assessments identified exercise equipment (bicycles/tricycles, balls, etc.…), paved/good streets, yard/patio space, and social norms as the most frequent household or neighborhood resources within these colonias. Differences in PA barriers, options, and environmental resources for genders, birth countries, and BMI categories were detected.ConclusionsThis study suggests that PA environmental resources, barriers, and opportunities for colonias children are similar to previous studies and distinctively unique. As expected, built resources in these communities are limited and barriers exist; however, knowledge of PA opportunities and available PA resources within colonias households and neighborhoods offers insight to help guide future research, policy, and PA initiatives.

Physical and social environmental characteristics of physical activity for Mexican-origin children: examining differences between school year and summer perceptions

“…Looking at mother-child agreement across factors can aid in understanding the complete picture. Consistent with previous findings, the authors hypothesize that extreme summer temperatures characteristic of colonias will serve as a barrier to physical activity, and be compounded with the elimination of school-based physical activity opportunities during the summer months [ 10 – 13 , 17 ].…”

“…During the summer months (June- August), average high temperatures in Hidalgo County, Texas range from 97-99 °F, and record high temperatures have reached 110 °F [ 16 ]. Previous research within colonias communities cited schools as the most frequent location for children’s physical activity, and school buses as the most common transportation option used by children to access physical activity opportunities [ 17 ]. However, schools are not in-session during summer months, and school buses are not available as a means of transportation.…”

“…However, schools are not in-session during summer months, and school buses are not available as a means of transportation. In addition, there are limited physical activity programs, especially programs with no charge, which could alter environmental support and/or barriers to physical activity [ 17 ].…”

What matters when children play: Influence of Social Cognitive Theory and perceived environment on levels of physical activity among elementary-aged youth

“…PA at school may be especially important for minority children living in low-income, urban areas where PA opportunities and facilities are often limited (Umstattd Meyer, Sharkey, Patterson, & Dean, 2013; Wright, Giger, Norris, & Suro, 2013). Children may engage in moderate or vigorous PA at various times throughout the school day, including during recess, physical education classes, lunch, and regular classroom time (Nettleford, McKay, Warburton, McGuire, & Bredin, 2010; Tudor-Locke, Lee, Morgan, Beighle, & Pangrazi, 2006).…”

Comparison of the exposure–response relationship of dapagliflozin in adult and paediatric patients with type 2 diabetes mellitus

“…Lifestyle modification remains the most commonly used intervention, but once T2DM develops in children and adolescents, lifestyle changes are exceedingly difficult to employ . Moreover, opportunities for lifestyle modification may be limited by socio‐economic barriers related to race and ethnicity in vulnerable subpopulations .…”