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A Lot Of These Tend To Go To Waste Nyt
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Barriers and facilitators to physical activity and FMS in children living in deprived areas in the UK: a qualitative study
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By Emma LJ Eyre*, Leanne J Ademi, Catherine Cook, Mark Noone, Jason Tallis and Michael Duncan
Received: 21 December 2021 / Revised: 26 January 2022 / Accepted: 29 January 2022 / Published: 2 February 2022
Using socio-ecological models, this qualitative study aimed to explore teachers’ perspectives on barriers and facilitators to basic movement skills (FMS) and physical activity participation among children living in disadvantaged areas of the UK. A purposive sample of 14 primary school teachers took part in semi-structured focus groups drawn from schools in low SES and ethnically diverse areas of central England. Thematic analysis of transcripts identified multiple and interrelated factors at all levels of the socio-ecological model for FMS and PA barriers (ie, individual, interpersonal, organizational, community, and policy). Facilitators are found at three levels of influence (ie, individual, interpersonal, and organizational). We conclude that barriers and enablers for PA and FMS are multifactorial and interrelated among children of different ethnic backgrounds living in disadvantaged areas. At the school level, programs to increase PA and actively promote FMS may be ineffective unless barriers at all levels are addressed and their complexity is holistically considered. Because of the many complex and interrelated factors, there is a need for multifaceted solutions across all sectors.
PE; Syllabus socio-ecological model; basic movement skills; teacher training; PE determinants of health; Syllabus socio-ecological model; basic movement skills; teacher training; Determinants of health
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Many children in England do not participate in sufficient physical activity (PA) for the associated physical, mental and social health benefits [1, 2, 3, 4, 5]. As health behaviors track from childhood to adulthood, understanding the barriers and facilitators to PA in childhood is critical for policymakers and public health practitioners to address this gap. PA is a multifaceted and complex behavior influenced by physical, psychological, social, environmental and demographic factors . For children to engage in lifelong PA, they need fundamental motor skills (FMS) (eg, run, run, throw, catch) . Although FMS has a direct effect on PA in childhood, conceptual models suggest that the effect of FMS on children’s PA may be mediated by perceived motor and physical ability [ 8 ]. However, recent meta-analytic data  show that there is insufficient evidence for the proposed effect of perceived motor ability on the effect of FMS on PA. Mastery of FMS requires teaching skills and opportunities to practice and reinforce them in different environments [10, 11, 12]. Furthermore, children in England have low levels of both PA  and FMS skills . Children living in disadvantaged and ethnically diverse areas in England [ 14 , 15 , 16 , 17 , 18 ] are particularly vulnerable to high levels of inactivity and poor FMS achievement. It has been suggested that 27–65% of these children (ages 7–9) meet physical activity guidelines [14, 16] and 81.4% lack four basic movement skills (ie, run, run, throw). Practical purpose. and close) . Therefore, there is a need to understand the factors that contribute to FMS development and lack of PA participation among children living in disadvantaged and ethnically diverse areas.
PA barriers of children living in various ethnically low socio-economic areas were examined from the perspective of parents. Although parents understood the importance of engaging their children in PA , they indicated many barriers such as lack of PA knowledge, lifestyle (eg, work duties, other responsibilities), and their local environment. environments as well as their security issues [17, 18]. Because of these personal and neighborhood barriers, parents believe that schools are an important environment for their children’s PA [ 19 , 20 ].
The school setting is where the child spends most of his day and the policy provides courses for FMS. It has been suggested that schools are the primary environment where programs promoting PA [21, 22, 23, 24] and FMS are considered most effective . In particular, primary school provides the first opportunity for every child in England to develop their FMS through a physical education (PE) course . The PE program in England focuses on the development of motor skills in the early years (four to five years). However, the efficiency of FMS in England remains low since the introduction of the new curriculum . Teachers are responsible for implementing this curriculum, introducing them to the skills needed to engage in lifelong PA, as well as providing opportunities to practice and strengthen these skills. To address the low levels observed for both physical activity and FMS, it is important to understand teachers’ experiences and perspectives. Having such information can yield important insights that can inform policy and practice.
To date, there is little literature qualitatively examining teachers’ perceptions of PA and FMS behavior in young children living in areas of high deprivation in England. Roscoe, James and Duncan  explored the perspective of preschool teachers, identifying a wide outdoor environment and outdoor tools as facilitators of PA and developing FMS in disadvantaged children. Preschool teachers consider time, cost, barriers to PA, staff training, and health and safety concerns . Domville et al.,  adopted a socio-ecological perspective to examine teachers’ (n = 5) barriers to children’s school PA in elementary schools in a socioeconomically disadvantaged area. . Domville et al.,  identified organizational barriers (i.e., major drivers of PA opportunities, organizational barriers i.e., low priority of PA/PE), interpersonal barriers (i.e., poor teacher-coach relationships, reduced PA opportunities, low ), internal Barriers (ie, lack of PE training, differences in teachers’ interest in PA and sports).
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Although current findings provide valuable insight into the barriers and facilitators of PA opportunities, they do not capture teachers’ barriers to teaching the national PE curriculum and desired outcomes. In addition, teachers’ experience of factors influencing PA and PE curricula in FMS development in disadvantaged and ethnically diverse schools has not been considered. Given the low levels of PA and FMS among children living in disadvantaged and ethnically diverse areas [ 17 , 18 , 19 ] and the fact that these children receive most of their PA at school [ 14 , 28 ], teacher education is needed. . required and provides new insights.
Despite best efforts to improve PA and FMS in children, they may be hampered by the inability to actually understand the many related and related factors that influence both behaviors. Socio-ecological models [29, 30, 31, 32, 33, 34] may provide valuable insights into motor ability and low-level PA engagement at critical stages of their life-span development, where multiple factors are involved in the behavior. Understand correlation factors. Ecological models recognize that behavior has multiple levels of influence (eg, individual, interpersonal, environmental, and political), thus gaining insight into the complexity of psychosocial and environmental variables such as physical activity, PE distribution, and FMS. In the best description of the movements. [32, 33, 34]. Because the relationship with the environment is as important as the environment itself. This approach has been used in other studies in an attempt to understand the multiple and interrelated factors that influence PA behavior in children [ 27 , 35 ]. In conclusion, using socio-ecological models, this study sought to identify multiple and interrelated barriers and facilitators to perceived PA and FMS by primary teaching staff.
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