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Barriers and Facilitators to Leisure Physical Activity in Children: A Qualitative Approach Using the Socio-Ecological Model

Author

Listed:
  • María Martínez-Andrés

    (Faculty of Nursing, University of Castilla-La Mancha, 02071 Albacete, Spain
    Social and Health Care Research Center, University of Castilla-La Mancha, 16071 Cuenca, Spain)

  • Raquel Bartolomé-Gutiérrez

    (Faculty of Nursing, University of Castilla-La Mancha, 02071 Albacete, Spain
    Department of Psychology, University of Castilla-La Mancha, 02071 Albacete, Spain)

  • Beatriz Rodríguez-Martín

    (Social and Health Care Research Center, University of Castilla-La Mancha, 16071 Cuenca, Spain
    Faculty of Health Sciences, University of Castilla-La Mancha, 45600 Talavera de la Reina, Toledo, Spain)

  • María Jesús Pardo-Guijarro

    (Social and Health Care Research Center, University of Castilla-La Mancha, 16071 Cuenca, Spain
    Faculty of Education, University of Castilla-La Mancha, 16071 Cuenca, Spain)

  • Miriam Garrido-Miguel

    (Faculty of Nursing, University of Castilla-La Mancha, 02071 Albacete, Spain
    Social and Health Care Research Center, University of Castilla-La Mancha, 16071 Cuenca, Spain)

  • Vicente Martínez-Vizcaíno

    (Social and Health Care Research Center, University of Castilla-La Mancha, 16071 Cuenca, Spain)

Abstract

Despite the benefits of engaging in physical activity during their leisure time, children do not meet the recommendations on physical activity. Following the socio-ecological model as a theoretical framework, the aim of this study was to determine the barriers and facilitators that influence physical activity participation in children’s leisure time. Data collection was conducted through focus groups and individual drawings in a sample of 98 eight- to eleven-year-olds from six schools in Cuenca (Spain). Following the socio-ecological model, individual characteristics (age and sex), as well as the microsystem (parents and friends), mesosystem (timing and out-of-school schedule) and exosystem (safety and weather) influence physical activity participation. The relationships between these levels of the socio-ecological model reveal that opportunities for leisure physical activity are determined by children’s schedules. This schedule is negotiated by the family and is influenced by parents’ worries and necessities. This is the main barrier to physical activity participation due to the creation of more restrictive, sedentary schedules, especially for girls. Our results show the elements required to develop successful strategies to increase physical activity opportunities, namely, focusing on giving children the opportunity to choose activities, raising parents’ awareness of the importance of physical activity and improving the perceived safety of parks, taking into consideration the gender perspective.

Suggested Citation

  • María Martínez-Andrés & Raquel Bartolomé-Gutiérrez & Beatriz Rodríguez-Martín & María Jesús Pardo-Guijarro & Miriam Garrido-Miguel & Vicente Martínez-Vizcaíno, 2020. "Barriers and Facilitators to Leisure Physical Activity in Children: A Qualitative Approach Using the Socio-Ecological Model," IJERPH, MDPI, vol. 17(9), pages 1-15, April.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:9:p:3033-:d:350975
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    References listed on IDEAS

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    6. Nuria Codina & José V. Pestana, 2019. "Time Matters Differently in Leisure Experience for Men and Women: Leisure Dedication and Time Perspective," IJERPH, MDPI, vol. 16(14), pages 1-11, July.
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    Cited by:

    1. Romain Marconnot & Jorge Pérez-Corrales & Juan Nicolás Cuenca-Zaldívar & Javier Güeita-Rodríguez & Pilar Carrasco-Garrido & Cristina García-Bravo & Eva Solera-Hernández & Sonia Gutiérrez Gómez-Calcerr, 2021. "The Perspective of Physical Education Teachers in Spain Regarding Barriers to the Practice of Physical Activity among Immigrant Children and Adolescents: A Qualitative Study," IJERPH, MDPI, vol. 18(11), pages 1-15, May.
    2. Samantha Watters Kallander & Rebecca Gordon & Dina L. G. Borzekowski, 2021. "“People Will Continue to Suffer If the Virus Is Around”: A Qualitative Analysis of Sub-Saharan African Children’s Experiences during the COVID-19 Pandemic," IJERPH, MDPI, vol. 18(11), pages 1-23, May.
    3. Ashley Cox & Stuart J. Fairclough & Robert J. Noonan, 2021. "“It’s Just Not Something We Do at School”. Adolescent Boys’ Understanding, Perceptions, and Experiences of Muscular Fitness Activity," IJERPH, MDPI, vol. 18(9), pages 1-21, May.
    4. Romain Marconnot & Antonio Luis Marín-Rojas & Carmen Jiménez-Antona & Jorge Pérez-Corrales & Javier Güeita-Rodríguez & Domingo Palacios-Ceña, 2020. "The Meaning of Physical Activity: A Qualitative Study on the Perspective of South American Immigrant Parents," IJERPH, MDPI, vol. 17(20), pages 1-14, October.
    5. Donglin Hu & Shi Zhou & Zachary J. Crowley-McHattan & Zhiyun Liu, 2021. "Factors That Influence Participation in Physical Activity in School-Aged Children and Adolescents: A Systematic Review from the Social Ecological Model Perspective," IJERPH, MDPI, vol. 18(6), pages 1-22, March.
    6. Vanesa Alcántara-Porcuna & Mairena Sánchez-López & Vicente Martínez-Vizcaíno & María Martínez-Andrés & Abel Ruiz-Hermosa & Beatriz Rodríguez-Martín, 2021. "Parents’ Perceptions on Barriers and Facilitators of Physical Activity among Schoolchildren: A Qualitative Study," IJERPH, MDPI, vol. 18(6), pages 1-27, March.

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