Couched in attitude theory, this follow-up study examines children-voiced perceptions of enjoyment and usefulness toward a district mandated elementary physical education (PE) program. Attitudes of 277 5th and 6th grade males and females from four representative schools from within a district were assessed in a mixed methods study. Survey results were analyzed to examine between groups, schools (based on SES), and gender differences. Twelve males and twelve females were selected from lowest and highest survey responders for follow-up interviews. Survey results indicated a generally positive attitudes (enjoyment: M = 2.71, SD = 0.35; usefulness M =2.69, SD = 0.35) with significant enjoyment differences (F(3, 266) = 5.627, p ≤ .001) noted between schools. Qualitative results define quality PE as enjoyable and useful when it (a) provided a fun, social, learning environment and activities, (b) made an impact on healthy knowledge and behaviors, and (c) consisted of well managed classes taught by engaging teachers.
Keven A. Prusak, Tirza Davis, Todd R. Pennington and Carol Wilkinson
Rebecca Megan Stanley, Kobie Boshoff and James Dollman
The after-school period is potentially a “critical window” for promoting physical activity in children. The purpose of this study was to qualitatively explore children’s perceptions of the factors influencing their engagement in physical activity during the after-school period as the first phase in the development of a questionnaire.
Fifty-four South Australian children age 10−13 years participated in same gender focus groups. Transcripts, field notes, and activity documents were analyzed using content analysis. Through an inductive thematic approach, data were coded and categorized into perceived barriers and facilitators according to a social ecological model.
Children identified a number of factors, including safety in the neighborhood and home settings, distance to and from places, weather, availability of time, perceived competence, enjoyment of physical activity, peer influence, and parent influence. New insights into bullying and teasing by peers and fear of dangerous animals and objects were revealed by the children.
In this study, hearing children’s voices allowed the emergence of factors which may not be exposed using existing surveys. These findings are grounded in children’s perceptions and therefore serve as a valuable contribution to the existing literature, potentially leading to improved intervention and questionnaire design.
Øyvind F. Standal, Tor Erik H. Nyquist and Hanne H. Mong
children’s voices were thought about as ethical questions: That the kids should express their wishes, to voice their opinions. That can be different from their parents’. One thing if it is really young children, but with youth, it can be conflicts. So handling that in the best possible way (is a challenge
Anna E. Chalkley, Ash C. Routen, Jo P. Harris, Lorraine A. Cale, Trish Gorely and Lauren B. Sherar
). An ecological perspective on health promotion programs . Health Education Quarterly, 15 ( 4 ), 351 – 377 . PubMed ID: 3068205 10.1177/109019818801500401 Morgan , M. , Gibbs , S. , Maxwell , K. , & Britten , N. ( 2002 ). Hearing children’s voices: Methodological issues in conducting focus