The implementation, fidelity, and receipt of a self-determination-theory-based after-school physical activity intervention (Action 3:30) delivered by teaching assistants (TAs) was examined using a mixed-methods process evaluation. Physical activity motivation and need satisfaction were reported by 539 participants at baseline, the end of intervention, and 4-month follow-up. Pupil- and TA-reported autonomy-support and teaching efficacy were collected alongside interviews with 18 TAs and focus groups with 60 participants. Among intervention boys there were small increases in identified, introjected, and external motivation and no differences in need satisfaction. Among girls, intrinsic and identified motivation and autonomy and relatedness were lower in the intervention group. Qualitative evidence for fidelity was moderate, and boys reported greater need satisfaction than girls. TAs provided greater structure than involvement or autonomy-support and felt least efficacious when facing school-based challenges. The findings highlight the refinements needed to enhance theoretical fidelity and intervention effectiveness for boys and girls.
Delivery and Receipt of a Self-Determination-Theory-Based Extracurricular Physical Activity Intervention: Exploring Theoretical Fidelity in Action 3:30
Simon J. Sebire, Mark J. Edwards, Kenneth R. Fox, Ben Davies, Kathryn Banfield, Lesley Wood, and Russell Jago
Jennifer Brunet, Lori Dithurbide, Shilpa Dogra, Kim Gammage, Mary Jung, Lindsay Kipp, Tara-Leigh McHugh, Simon Sebire, Katherine Tamminen, and Kathleen Wilson
Edited by Christopher Shields
Understanding the Accuracy of Parental Perceptions of Child Physical Activity: A Mixed Methods Analysis
Joanna M. Kesten, Russ Jago, Simon J. Sebire, Mark J. Edwards, Laura Pool, Jesmond Zahra, and Janice L. Thompson
Interventions to increase children’s physical activity (PA) have achieved limited success. This may be attributed to inaccurate parental perceptions of their children’s PA and a lack of recognition of a need to change activity levels.
Fifty-three parents participated in semistructured interviews to determine perceptions of child PA. Perceptions were compared with children’s measured MVPA (classified as meeting or not meeting UK guidelines) to produce 3 categories: “accurate,” “over-estimate,” and “under-estimate.” Deductive content analysis was performed to understand the accuracy of parental perceptions.
All parents of children meeting the PA guidelines accurately perceived their child’s PA; while the majority of parents whose child did not meet the guidelines overestimated their PA. Most parents were unconcerned about their child’s PA level, viewing them as naturally active and willing to be active. Qualitative explanations for perceptions of insufficient activity included children having health problems and preferences for inactive pursuits, and parents having difficulty facilitating PA in poor weather and not always observing their child’s PA level. Social comparisons also influenced parental perceptions.
Strategies to improve parental awareness of child PA are needed. Perceptions of child PA may be informed by child “busyness,” being unaware of activity levels, and social comparisons.