Write, draw, show, and tell: a child-centred dual methodology to explore perceptions of out-of-school physical activity

Abstract

BackgroundResearch to increase children’s physical activity and inform intervention design has, to date, largely underrepresented children’s voices. Further, research has been limited to singular qualitative methods that overlook children’s varied linguistic ability and interaction preference. The aim of this study was to use a novel combination of qualitative techniques to explore children’s current views, experiences and perceptions of out-of-school physical activity as well as offering formative opinion about future intervention design.MethodsWrite, draw, show and tell (WDST) groups were conducted with 35 children aged 10–11 years from 7 primary schools. Data were analysed through a deductive and inductive process, firstly using the Youth Physical Activity Promotion Model as a thematic framework, and then inductively to enable emergent themes to be further explored. Pen profiles were constructed representing key emergent themes.ResultsThe WDST combination of qualitative techniques generated complimentary interconnected data which both confirmed and uncovered new insights into factors relevant to children’s out-of-school physical activity. Physical activity was most frequently associated with organised sports. Fun, enjoyment, competence, and physical activity provision were all important predictors of children’s out-of-school physical activity. Paradoxically, parents served as both significant enablers (i.e. encouragement) and barriers (i.e. restricting participation) to physical activity participation. Some of these key findings would have otherwise remained hidden when compared to more traditional singular methods based approaches.ConclusionsParents are in a unique position to promote health promoting behaviours serving as role models, physical activity gatekeepers and choice architects. Given the strong socialising effect parents have on children’s physical activity, family-based physical activity intervention may offer a promising alternative compared to traditional school-based approaches. Parents' qualitative input is important to supplement children’s voices and inform future family-based intervention design. The WDST method developed here is an inclusive, interactive and child-centred methodology which facilitates the exploration of a wide range of topics and enhances data credibility.

Parental perceptions on childrens out-of-school physical activity and family-based physical activity

“…This study compliments and extends two previous studies (Noonan et al 2016a;Noonan, Boddy, Fairclough, & Knowles, 2016b) which firstly examined associations between home and neighbourhood environments and children's PA (Noonan et al 2016a), and secondly, explored children's views, experiences and perceptions of out-of-school PA (Noonan et al 6 2016b). This study will build upon previous research methodologies by triangulating data sources to explore parents' PA knowledge and perceptions of children's out-of-school PA to formatively contribute to a family-based intervention design.…”

“…Parents were eligible to take part in the study if they had previously completed a questionnaire investigating their neighbourhood perceptions and their child had completed prior anthropometry, cardiorespiratory fitness and PA assessments (Noonan et al 2016a). The details of participant recruitment for the previous study have been reported elsewhere (Noonan et al 2016b). Briefly, forty five parents (24.9% response rate) consented to take part in a telephone interview.…”

Origins of perceived physical education ability and worth among English adolescents

“…Example 180 questions are presented in Table 2, which demonstrate aspects of face validity. The 181 research team have extensive experience of working with children and conducting 182 research on topics similar to that explored in the current study (Fairclough and 183 Stratton, 2005;Knowles et al, 2013;Noonan et al, 2016; Ridgers et al, 2012). Prior 184 to data collection the focus group interview questions were assessed independently 185 by the authors, a group meeting then took place to reach a collective consensus that 186 the questions were age appropriate and would answer the research questions.…”

Predisposing, reinforcing and enabling factors for physical activity in boys and girls from socially disadvantaged communities

“…The stronger association for girls relative to boys may reflect varying physical activity preferences between boys and girls, and the parental physical activity support required. For example, boys are typically provided with more unstructured physical activity opportunities and independent mobility to play outdoors relative to girls who typically participate in activities which require greater logistic support from parents (e.g., dance; gymnastics; Noonan et al, 2016b). Where girls are more reliant on their parents to access physical activity opportunities this in turn relates to an increase in girls' physical activity self-efficacy.…”

“…While school-based physical activity opportunities (e.g., physical education and recess play) may be available to many children, out-of-school physical activity opportunities are directly influenced by parental encouragement (e.g., positive verbal reinforcement) and support (e.g., payment of club subscriptions, transport to and from provision (Noonan et al, 2016b), and constraints on children's individual choice (e.g., access to garden/yard (Noonan et al, 2016a). Various studies have shown that children who receive a high level of parental physical activity support are more likely to engage in more physical activity than children who receive limited parental physical activity support (Beets, Cardinal and Alderman, 2010).…”