TY - JOUR

T1 - Educator perspectives on factors influencing children?s school-based physical activity

AU - Domville, MS

AU - Watson, PM

AU - Richardson, DJ

AU - Graves, LEF

N1 - This is a pre-copyedited, author-produced version of an article accepted for publication in Health Promotion International following peer review. The version of record Matthew S Domville, Paula M Watson, Dave J Richardson, Lee E F Graves, Educator perspectives on factors influencing children?s school-based physical activity, Health Promotion International, , day041 is available online at https://doi.org/10.1093/heapro/day041

PY - 2018/7/1

Y1 - 2018/7/1

N2 - Formative research is an important first step in the design and development of children?s school-based physical activity (PA) interventions. Exploration of educator (headteacher and PE-coordinator) perceptions toward the promotion of school-based PA, including physical education (PE) delivery has however been limited. This study took a socio-ecological approach to explore the barriers and facilitators of children?s school-based PA from the perspective of school educators. Interviews were conducted with headteachers (n=4), PE-coordinators (n=4) and a deputy headteacher (n=1) and data thematically analysed using Nvivo software (version 10). Findings suggested that, at an organisational level headteachers were the predominant driving force in the promotion of PA opportunities, yet institutional barriers including low priority for PA and PE were perceived to negate delivery. At an interpersonal level, strategies to increase the delivery of school-based PA were developed, however poor teacher-coach relationships and significant others reduced PA promotion opportunities. Child PA was further negated through intrapersonal factors, including lack of PE-specific teacher training and varying teacher interest in PA and sport. To increase primary school children?s school-based PA, barriers and facilitators at the organisational, interpersonal and intrapersonal level must be considered and targeted, and researchers and schools should work in partnership to develop future interventions.

AB - Formative research is an important first step in the design and development of children?s school-based physical activity (PA) interventions. Exploration of educator (headteacher and PE-coordinator) perceptions toward the promotion of school-based PA, including physical education (PE) delivery has however been limited. This study took a socio-ecological approach to explore the barriers and facilitators of children?s school-based PA from the perspective of school educators. Interviews were conducted with headteachers (n=4), PE-coordinators (n=4) and a deputy headteacher (n=1) and data thematically analysed using Nvivo software (version 10). Findings suggested that, at an organisational level headteachers were the predominant driving force in the promotion of PA opportunities, yet institutional barriers including low priority for PA and PE were perceived to negate delivery. At an interpersonal level, strategies to increase the delivery of school-based PA were developed, however poor teacher-coach relationships and significant others reduced PA promotion opportunities. Child PA was further negated through intrapersonal factors, including lack of PE-specific teacher training and varying teacher interest in PA and sport. To increase primary school children?s school-based PA, barriers and facilitators at the organisational, interpersonal and intrapersonal level must be considered and targeted, and researchers and schools should work in partnership to develop future interventions.

KW - 1117 Public Health And Health Services

KW - 1302 Curriculum And Pedagogy

U2 - 10.1093/heapro/day041

DO - 10.1093/heapro/day041

M3 - Article

VL - 34

SP - 931

EP - 940

JO - Health Promotion International

JF - Health Promotion International

SN - 0957-4824

IS - 5

ER -