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Influence of the Parental Educational Level on Physical Activity in Schoolchildren

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Listed:
  • Inés M. Muñoz-Galiano

    (Department of Pedagogy, Faculty of Humanities and Education Science, University of Jaén, 23071 Jaén, Spain)

  • Jonathan D. Connor

    (Department of Sport and Exercise Science, James Cook University, Townsville 4811, Australia)

  • Miguel A. Gómez-Ruano

    (Department of Sport and Exercise Science, James Cook University, Townsville 4811, Australia
    Department of Social Sciences of Physical Activity, Sports and Leisure, Technical University of Madrid, 28040 Madrid, Spain)

  • Gema Torres-Luque

    (Department of Plastic, Music and Corporal Expression, Faculty of Humanities and Education Science, University of Jaén, 23071 Jaén, Spain)

Abstract

The factors influencing physical activity participation in children are varied, although there is evidence that the educational level of parents may be one important factor. The aim of this study is to analyze the influence of parental education on the level of physical activity and the sedentary behavior of their children. The parents of 727 students, separated based on school group (preschool: n = 179; primary: n = 284; secondary: n = 230; high: n = 34), were invited to complete a series of questionnaires assessing their educational level (low, intermediate, and high) and their child’s level of physical activity and sedentary behavior. Primary school students with high- and intermediate-educated parents were found to engage in significantly more physical activity per week and spent more time engaged in homework than children with lower-educated parents. Secondary school students with higher-educated parents were found to spend significantly less time engaged in sedentary behavior than children with lower- or intermediate-educated parents, and high schoolers with higher-educated parents engaged in less tablet time than children with lower-educated parents. Multiple linear regression demonstrated that greater physical activity was precipitated by certain sedentary behaviors in children with more educated parents, such as total time watching TV (primary school), doing homework (secondary school), and total time using a tablet/similar (high school), which increased total time engaged in physical activity. These findings suggest that more educated parents may implement structured time for their children to engage in a balance of physical activity and sedentary behaviors.

Suggested Citation

  • Inés M. Muñoz-Galiano & Jonathan D. Connor & Miguel A. Gómez-Ruano & Gema Torres-Luque, 2020. "Influence of the Parental Educational Level on Physical Activity in Schoolchildren," Sustainability, MDPI, vol. 12(9), pages 1-11, May.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:9:p:3920-:d:356545
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    References listed on IDEAS

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    1. Viviane S Straatmann & Ylva B Almquist & Aldair J Oliveira & Gloria V Veiga & Mikael Rostila & Claudia S Lopes, 2019. "Stability and bidirectional relationship between physical activity and sedentary behaviours in Brazilian adolescents: Longitudinal findings from a school cohort study," PLOS ONE, Public Library of Science, vol. 14(1), pages 1-13, January.
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