What young people say about physical activity: the Children's Sport Participation and Physical Activity (CSPPA) study

Tannehill, Deborah; MacPhail, Ann; Walsh, Julia; Woods, Catherine

doi:10.1080/13573322.2013.784863

Cited by 51 publications

(53 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Fitzgerald, Fitzgerald, & Aherne, 2012;Tannehill et al, 2013;Wood Baker, Little, & Brownell, 2003). A similar positive influence was evident in this study in the supportive peers with whom young people associated.…”

Section: Support and Influencesupporting

confidence: 65%

“…Physical activity research has witnessed a related shift from considering and addressing the needs of young people in a distanced way to consulting the voices of youth in a more meaningful way (MacPhail, 2011;O'Sullivan & MacPhail, 2010;Quarmby & Dagas, 2013;Rees, Kavanagh, Harden, Shepherd, Brunton, Oliver, & Oakley, 2006;Tannehill, MacPhail, Walsh, & Woods, 2013;Wright, Macdonald, & Groom 2003). Sandford et al (2010) report a movement towards the acceptance of young people as competent and skilled social agents, capable of reflecting upon, understanding and articulating their experiences.…”

Section: Physical Activitymentioning

confidence: 99%

See 1 more Smart Citation

Physical activity experiences of young people in an area of disadvantage: ‘there's nothing there for big kids, like us’

McEvoy

MacPhail

Enright

2015

Sport, Education and Society

Self Cite

View full text Add to dashboard Cite

Through an examination of the experiences of young people in one disadvantaged area, this paper adds to an emerging body of knowledge focused on what place physical activity occupies in the lives of young people in areas of disadvantage. A total of 40 young people (21 males, 19 females) participated in focus group interviews. The research question explored the forces which enable and constrain the participation of youths in physical activity and the interplay between such forces and how they experience and exercise agency. All focus group interviews were transcribed, coded and thematically analysed. The findings remind us that young people can be seen as positioned within multiple social relations conferred by specific social identities (such as child, friend, brother or sister) and each of these identities influence the ability of youth to exercise agency in choosing whether, where and when to participate in physical activity. Institutional structures also influenced the physical activity habits of young people in this study. It was interesting to note that staying out of trouble was one of the most discussed benefits of physical activity. Young people also recorded feelings of disempowerment through the belief that no significance was attributed to their words and shared thoughts. This sense of constrained agency presents a particular difficulty when we consider that it is only through accessing the voices of young people that those attempting to promote physical activity can ensure that the range of opportunities being created are matched to the preferences of youth.

show abstract

Section: Support and Influencesupporting

confidence: 65%

Section: Physical Activitymentioning

confidence: 99%

Physical activity experiences of young people in an area of disadvantage: ‘there's nothing there for big kids, like us’

McEvoy

MacPhail

Enright

2015

Sport, Education and Society

Self Cite

View full text Add to dashboard Cite

show abstract

“…Of these, 15 focussed specifically on pupils' perspectives, while another 16 focussed on pupils alongside teachers and/or parents. Several sought pupils' perspectives on ways physical education led to engagement in healthy behaviours, such as physical activity participation, sport involvement, and healthy eating (28,40,90) . Five studies addressed the physical education experiences of pupils with various types of disability (27,32,39,80,91) .…”

Section: Pupilsmentioning

confidence: 99%

A major review of stakeholder perspectives on the purposes of primary physical education

Chróinín¹,

Fletcher

Jess

et al. 2019

European Physical Education Review

View full text Add to dashboard Cite

While there may be some broad agreement about the purposes of primary physical education, there is dramatic variance in how these purposes are prioritised and enacted. Primary physical education consequently focusses on multiple, often competing, priorities. To gain a better understanding of this issue we review how different stakeholders view the purposes of primary physical education. We analysed 95 qualitative studies published between 2000 and 2017 that focussed on the views of different stakeholders. Across all stakeholders, the main purposes of primary physical education were identified as being physically active and learning physical, social, and emotional skills. Teachers and pupils were the most represented stakeholders, while the limited representation of school principals and policy makers was noted. The review indicates a need to examine the perspectives of those underrepresented stakeholders, serving as an entry point for bridge-building to shape the future direction of primary physical education.

show abstract

“…Within the rural school, the teacher requested that all children ( n = 18) be given the opportunity to participate due to the small school size. The rationale for splitting the groups according to their activity status was based on previous research showing that children are more likely to contribute to discussions if homogenously grouped in terms of their PA levels [36]. Both sets of focus groups were broadly representative of the demographics of the school populations.…”

Section: Methodsmentioning

confidence: 99%

Formative research to develop a school-based, community-linked physical activity role model programme for girls: CHoosing Active Role Models to INspire Girls (CHARMING)

et al. 2019

View full text Add to dashboard Cite

Background Physical inactivity is a persistent challenge among girls. School-based physical activity (PA) interventions have shown mixed effects on girl’s activity levels, with multi-component approaches involving both school and community links appearing more effective for sustainable change. The purpose of the current research was to gather views from preadolescent girls, parents, teachers and stakeholders in order to co-produce a multi-component school-based, community linked PA intervention programme. Methods Focus groups were conducted in two primary schools with 34 girls aged 9–11 years and 11 parents (10 female, 1 male). In-depth interviews were conducted with four female teachers (including two head teachers). Focus groups and interviews focused on programme design (structure, content and delivery) and potential factors affecting intervention uptake and continued PA participation. A series of stakeholder engagement events occurred throughout the study period. All data were transcribed verbatim and thematically analysed in NVivo 11. Results Girls reported that fun taster sessions delivered by role models would encourage them to participate in a school-based role model programme, with tailored taster sessions each week to enhance continued PA participation. Parents and teachers identified a number of barriers to uptake and continued PA participation, and active involvement of stakeholders facilitated the development of intervention strategies. Strategies included; single-sex after-school sessions, use of female role models, low-cost activity options and mapping community provision. Analyses revealed the importance of tailoring the programme to align with local needs, demands and provision. Conclusions Data show numerous barriers to intervention uptake and continued PA participation when designing a school-based, community-linked intervention. Adopting a co-production approach, this formative work highlights a number of potential strategies for overcoming these barriers. Findings from the research directed the development and implementation of the CHARMING role model intervention and informed the creation of an intervention logic model. Electronic supplementary material The online version of this article (10.1186/s12889-019-6741-1) contains supplementary material, which is available to authorized users.

show abstract

What young people say about physical activity: the Children's Sport Participation and Physical Activity (CSPPA) study

Cited by 51 publications

References 26 publications

Physical activity experiences of young people in an area of disadvantage: ‘there's nothing there for big kids, like us’

Physical activity experiences of young people in an area of disadvantage: ‘there's nothing there for big kids, like us’

A major review of stakeholder perspectives on the purposes of primary physical education

Formative research to develop a school-based, community-linked physical activity role model programme for girls: CHoosing Active Role Models to INspire Girls (CHARMING)

Contact Info

Product

Resources

About