Pawlowski Charlotte Skau, Andersen Henriette Bondo, Tjørnhøj-Thomsen Tine, Troelsen Jens, Schipperijn Jasper
Institute of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark.
Centre for Intervention Research in Health Promotion and Disease Prevention, National Institute of Public Health, University of Southern Denmark, Øster Farimagsgade 5a, 1353, Copenhagen K, Denmark.
BMC Public Health. 2016 Jan 6;16:16. doi: 10.1186/s12889-015-2687-0.
Increasing recess physical activity has been the aim of several interventions, as this setting can provide numerous physical activity opportunities. However, it is unclear if these interventions are equally effective for all children, or if they only appeal to children who are already physically active. This study was conducted to explore the least physically active children's "lived experiences" within four existential lifeworlds linked to physical activity during recess: space, body, time, and relations.
The study builds on ethnographic fieldwork in a public school in Denmark using a combination of participatory photo interviews and participant observation. Thirty-seven grade five children (11-12 years old) were grouped in quartiles based on their objectively measured daily physical activity levels. Eight children in the lowest activity quartile (six girls) were selected to participate in the study. To avoid stigmatising and to make generalisations more reliable we further recruited eight children from the two highest activity quartiles (four girls) to participate.
An analysis of the least physically active children's "lived experiences" of space, body, time and relations revealed several key factors influencing their recess physical activity: perceived classroom safety, indoor cosiness, lack of attractive outdoor facilities, bodily dissatisfaction, bodily complaints, tiredness, feeling bored, and peer influence.
We found that the four existential lifeworlds provided an in-depth understanding of the least physically active children's "lived experiences" of recess physical activity. Our findings imply that specific intervention strategies might be needed to increase the least physically active children's physical activity level. For example, rethinking the classroom as a space for physical activity, designing schoolyards with smaller secluded spaces and varied facilities, improving children's self-esteem and body image, e.g., during physical education, and creating teacher organised play activities during recess.
增加课间体育活动一直是多项干预措施的目标，因为这种环境可以提供大量的体育活动机会。然而，尚不清楚这些干预措施对所有儿童是否同样有效，或者它们是否只吸引那些已经积极参与体育活动的儿童。本研究旨在探讨在课间与体育活动相关的四个存在主义生活世界（空间、身体、时间和关系）中，体育活动最少的儿童的“生活体验”。
本研究基于在丹麦一所公立学校进行的民族志实地调查，采用参与式照片访谈和参与观察相结合的方法。37名五年级儿童（11至12岁）根据客观测量的每日体育活动水平被分为四分位数组。从活动水平最低的四分位数组中挑选出8名儿童（6名女孩）参与研究。为避免污名化并使概括更可靠，我们还从两个活动水平最高的四分位数组中招募了8名儿童（4名女孩）参与。
对体育活动最少的儿童在空间、身体、时间和关系方面的“生活体验”进行分析后发现，有几个关键因素影响他们的课间体育活动：对教室安全的认知、室内舒适感、缺乏有吸引力的户外设施、身体不满意、身体不适、疲劳、感到无聊以及同伴影响。
我们发现这四个存在主义生活世界为深入理解体育活动最少的儿童在课间体育活动中的“生活体验”提供了帮助。我们的研究结果表明，可能需要特定的干预策略来提高体育活动最少的儿童的体育活动水平。例如，重新将教室视为体育活动空间，设计带有较小私密空间和多样设施的校园，在体育教育等过程中提高儿童的自尊和身体形象，并在课间开展教师组织的游戏活动。
