Perception of barriers and motivations for physical activity during recess among elementary school students in public schools in San Pedro Sula
Keywords:
self-esteem, recesses, sedentary lifestyle, physical activityAbstract
With the overweight-obesity, sedentary lifestyle and low self-esteem that Central American children face, the school plays a decisive role in helping to develop healthy environments; however, it is necessary to explore the barriers and factors that affect the participation in physical activities of elementary school students during school recesses. Being able to have the mapping of these determinants will offer the possibility of designing an intervention to activate students during school breaks, in order to promote greater physical activity of moderate intensity in the environment of school breaks, in an environment of Peace Methodology: Participants will be students from two schools in San Pedro Sula, Honduras, using the Ecological theoretical construct with typically selected focus groups. The analysis will be carried out with the coding of the information following the open analysis, the axial and the selective coding (Pitney and Parker, 2009), in order to be able to define the categories of analysis of the information.
Downloads
References
Álvarez, C. (2019). Overweight, obesity, physical activity levels, and self-esteem in Central American children. Retos. https://doi.org/10.47197/retos.v37i37.71680
Álvarez, C. (2018). Determination of physical activity during School recesses: combining measurements physical activity and children perspectives. MHsalud. DOI:https://doi.org/10.15359/mhs.14-2
Álvarez, C. (2016). Entendiendo los factores que determinan la actividad física en el entorno escolar dese la perspectiva de los niños y niñas. MHSalud, 13 (1), 1-17.
Geller, K. S., y Dzewaltowski, D. A. (2010). Examining elementary school-aged children’s self-efficacy and proxy efficacy for fruit and vegetable consumption.
Health Education and Behavior, 37(4), 465–478. https://doi.org/10.1177/1090198109347067
Haapala, H. L., Hirvensalo, M. H., Laine, K., Laakso, L., Hakonen, H., Kankaanpää, A.,
Lintunen, T., y Tammelin, T. H. (2014). Recess physical activity and school-related social factors in Finnish primary and lower secondary schools: Cross-sectional associations. BMC Public Health, 14(1), 1–9. https://doi.org/10.1186/1471-2458-14-1114
Horner S.D. (2000). Using focus group methods with middle school children. Research in Nursing; Health, 23 (6), 510–517. http://dx.doi.org/10.1002/1098-
X(200012)23:6<510::AID-NUR9>3.0.CO;2-L
Ishii, K., Shibata, A., Sato, M., y Oka, K. (2014). Recess physical activity and perceived school environment among elementary school children. International Journal of Environmental Research and Public Health, 11(7), 7195–7206. https://doi.org/10.3390/ijerph110707195
Lake, A.A y Townshend, T.G. (2013). Exploring the built environment, physical activity and related behaviours of young people attending school, college and those not in employment. Journal of Public Health, 35 (1), 57–66. http://dx.doi.org/10.1093/pubmed/fds059
Lox, C., Martin, K. A., y Petruzzello, S. J. (2006). The psychology of exercise. Arizona:
Holcomb Hathaway.
Medina, C. O., y Medina, E. U. (2007). Autoeficacia y Conductas de Salud. Ciencia y
Enfermería, 13(1). doi:10.4067/s0717-95532007000100002
Okuda, T Gómez, H . (2005). Métodos en investigación cualitativa: triangulación. Revista Colombiana de Psiquiatría, 1, 118-124.
Parrish, A., Okely, A.D., Stanley, R.M. et al. (2013). The Effect of School Recess Interventions on Physical Activity. Sports Med 43, 287–299.https://doi.org/10.1007/s40279-013-0024-2
Patton, M.Q. (2002). Qualitative research and evaluation methods.Thousand Oaks, CA: Sage.
Pawlowski, C. S., Tjørnhøj-Thomsen, T., Schipperijn, J., y Troelsen, J. (2014). Barriers
for recess physical activity: A gender specific qualitative focus group exploration. BMC Public Health, 14(1), 1–10. https://doi.org/10.1186/1471-2458-14-639
Pitney, W. A. y Parker, J. (2009). Qualitative Research in physical activity and the
health professions. Champaign, IL: Human Kinetics.
Skau, C., Tjornhoj-Thonsen, T., Schipperijn, J. y Troelsen, J. (2014) Barriers for Recess Physical Actvity: a gender specific qualitative focus group exploration. BMC Public Health, 14, 639.
Stellino, M. B., y Sinclair, C. (2014). Examination of children’s recess physical activity patterns using the activities for daily living-playground participation (ADL-PP) instrument. Journal of Teaching in Physical Education, 33(2), 282–296. https://doi.org/10.1123/jtpe.2013-0156
Vásquez-Bonilla, A. A., Zelaya-Paz, C., y García-Aguilar, J. (2019). Análisis de sobrepeso y obesidad, niveles de actividad física y autoestima en escolares de San Pedro Sula, Honduras. MHSALUD Revista En Ciencias Del Movimiento Humano Y Salud, 16(2), 1-14. doi:10.15359/mhs.16-2.5
Ward, D., Saunders, R. y Pate, R. (2007). Physical Activity Inteventions in Children and Adolescents. United States: Human Kinetics.
Willenberg, L. J., Ashbolt, R., Holland, D., Gibbs, L., Macdougall, C., Garrard, J., Waters, E. (2010). Increasing school playground physical activity: A mixed methods study combining environmental measures and childrens perspectives. Journal of Science and Medicine in Sport, 13(2), 210-216. doi:10.1016/j.jsams.2009.02.011
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 REDES
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
