What are the drivers of cross-generational physical activity? Exploring the experiences of children and parents

Freire, Kate; Pope, Rodney; Coyle, Julia

doi:10.1007/s10389-018-0979-4

Cited by 8 publications

(7 citation statements)

References 21 publications

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“…Social support and the influence of parents, teachers, siblings, and friends can be both facilitators and barriers to physical activity, and previous studies agree that family, peers, and teachers are important socializing elements that support the practice of physical activity (Goh et al, 2017;Laird et al, 2018;Shen et al, 2018;Yao & Rhodes, 2015). In addition, our results are consistent with other research that confirms that children's beliefs about the support of these socializing agents can help shape their attitudes, values, and participation in physical activity (Bois et al, 2005;Brustad, 1993;Freire et al, 2018;Ornelas et al, 2007;Shen et al, 2018) and that co-participation allows parents to shape healthy behaviors, convey to children the importance of being active (Rhodes & Lim, 2017), and facilitate parenting by teaching important life skills (Freire et al, 2018).…”

Section: Discussionsupporting

confidence: 90%

Parents’ and Teachers’ Perceptions of Physical Activity in Schools: A Meta-Ethnography

Porcuna

Martín

2020

The Journal of School Nursing

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The aim of this meta-ethnographic study was to analyze parents’ and teachers’ perceptions of barriers and facilitators to physical activity in children. Facilitators were the benefits of physical activity, modeling, participation, children’s preferences, and factors supporting active transport. Barriers were quantifying the physical activity, parents’ lack of time, the cost of activities, bad weather, traffic, long distances, and the lack of facilities and safety. The level of physical activity does not depend exclusively on individual factors related to the child; rather, barriers and facilitators are influenced by the social and school context and the physical and built environment. It is important that school nurses understand these contextual factors, so that they can take these into consideration when designing their intervention programs.

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Section: Discussionsupporting

confidence: 90%

Parents’ and Teachers’ Perceptions of Physical Activity in Schools: A Meta-Ethnography

Porcuna

Martín

2020

The Journal of School Nursing

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“…The results of this study are consistent with studies of a global trend [12,13,14]. The physical qualities of endurance, quickness, agility, and flexibility in the process of schooling become less in demand, with the exception of the development of a physical education program.…”

Section: Discussionsupporting

confidence: 91%

Development of Physical Qualities of Preschool Children Taking into Account Gender Features

Tereshchenko¹,

Zvyagina²,

Kharina³

et al. 2020

Proceedings of the International Scientific and Practical Conference on Education, Health and Human Wellbeing (ICEDER 2019)

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The formation of the physical qualities of a preschooler, taking into account their individual data in order to achieve harmonious physical development, is an important task of the basic general education program of preschool education in the sphere of physical education. The purpose of our research is to study the formation parameters and the level of physical qualities of preschool children in the city of Chelyabinsk. Research methods: questionnaire of parents, assessment of physical qualities using exercises in experimental (n=72) and control groups (n=68): a long jump from a place, throwing a stuffed ball of 1 kg. from behind the head, and beating the ball. An analysis of the primary results revealed differences between the groups, as well as differences in indicators, taking into account gender identity in a number of exercises. In the range of ball throwing, a high level is defined in 59% of boys and 15% of girls. The "Kicking the Ball off the Floor" indicator for girls is higher than for boys, at 33% and 8%, respectively. It should be noted that no significant differences were found in the "Long Jump from a Place" indicators. The results obtained after the implementation of the set of measures give reason to assert the effectiveness of the program for the development of speed-strength qualities, taking into account gender identity. 1.

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“…Parents play an important role in promoting a healthy and active lifestyle in their children [14,28,44,45]. They are the first initiators of their children's participation in sports and physical activity [24].…”

Section: Discussionmentioning

confidence: 99%

Parent-Child Physical Activity Association in Families with 4- to 16-Year-Old Children

Sigmundová

Sigmund

Baďura

et al. 2020

IJERPH

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Background: The main aim of this study was to quantify the associations between parents’ and children’s physical activity by age, gender, and the day of the week on the basis of a pedometer-measured step count (SC). Methods: The sample comprised data from 4-to 16-year-old children and their parents from the Czech Republic (1102 mother-child dyads and 693 father-child dyads). The parents and their children wore the Yamax SW200 pedometer during seven days of monitoring. Results: The strongest SC association was found between mothers and daughters aged 4–7.9 years on weekdays (rp = 0.402; p < 0.01) and at weekends (rp = 0.577; p < 0.01). In children aged 8–16, the parent-child association is gender-specific, with the father-son relationship being dominant, especially at weekends (weekend SC: fathers-sons8–11.9 y rp = 0.416, p < 0.01; fathers-sons12–16 y rp = 0.443, p < 0.01). An increase of 1000 steps in the fathers (mothers) is associated with an increase of more than 400 (200) steps in their sons (daughters). Conclusions: This study confirms a strong parent-child SC relationship in children younger than eight years of age. In older children, the parent-child SC association is gender-specific and dominated by the father-son relationship, particularly on weekends. The SC associations that are revealed can be used for the development of physical activity programs for adolescents.

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What are the drivers of cross-generational physical activity? Exploring the experiences of children and parents

Cited by 8 publications

References 21 publications

Parents’ and Teachers’ Perceptions of Physical Activity in Schools: A Meta-Ethnography

Parents’ and Teachers’ Perceptions of Physical Activity in Schools: A Meta-Ethnography

Development of Physical Qualities of Preschool Children Taking into Account Gender Features

Parent-Child Physical Activity Association in Families with 4- to 16-Year-Old Children

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