Sport and Physical Activity Research Centre, Sheffield Hallam University, Sheffield, United Kingdom.
Department of Psychology, Sociology and Politics, Sheffield Hallam University, Sheffield, United Kingdom.
Front Public Health. 2023 Jun 2;11:1193669. doi: 10.3389/fpubh.2023.1193669. eCollection 2023.
Previous studies indicated that physical education programs in schools were unsuccessful to ameliorate physical activity (PA) behaviors among adolescents. This study investigated PE teachers' perceptions of barriers and facilitators to PA and further digital exercise interventions among inactive British adolescents in secondary schools based on the Capability, Opportunity, Motivation, and Behavior (COM-B) model, the Behavior Change Wheel (BCW), and Theoretical Domains Framework (TDF).
A qualitative study was conducted among 156 PE teachers in England. deductive thematic analysis approach was applied to analyze data.
A comprehensive perception of PE teachers revealed 21 barriers to PA among inactive adolescents in secondary schools. The study findings show that barriers exist across all categories of the COM-B model in physical opportunity (7), reflective motivation (5), social opportunity (4), psychological capability (4) and physical capability (1). The majority of these barriers were reported in previous studies as being barriers to PA from the perspective of children and adolescents. This shows that the findings are consistent with the views of children and adolescents that participated in these studies. Particular salient barriers for inactive adolescents were reported and greater insight into their experiences was highlighted. The study reported the main sources of behavior, intervention functions, policy functions, and behavior change tools that can be used for future behavior change interventions to support inactive adolescents.
The study recommends using its findings to design interventions for inactive adolescents to achieve recommended levels of physical activity (PA). The study's comprehensive approach and evidence-based solutions provide extensive reference points for future intervention design, informing policy and contributing to enhancing support for inactive adolescents. Further development of digital exercise interventions, including conversational artificial intelligence (AI), is suggested to engage adolescents at scale and provide personalized support to overcome multiple barriers to PA.
先前的研究表明，学校的体育教育计划未能改善青少年的身体活动（PA）行为。本研究基于能力、机会、动机和行为（COM-B）模型、行为改变车轮（BCW）和理论领域框架（TDF），调查了英国中学不活跃青少年的体育教师对 PA 以及进一步的数字运动干预的看法，这些看法涉及到体育教师对 PA 的障碍和促进因素的看法。
在英格兰，对 156 名体育教师进行了一项定性研究。采用演绎主题分析方法对数据进行分析。
对不活跃青少年 PA 的全面感知揭示了中学体育教师存在 21 个障碍。研究结果表明，这些障碍存在于 COM-B 模型的所有类别中，包括身体机会（7）、反思动机（5）、社会机会（4）、心理能力（4）和身体能力（1）。这些障碍中的大多数在之前的研究中都被报道为儿童和青少年 PA 的障碍。这表明这些发现与参与这些研究的儿童和青少年的观点一致。研究报告了不活跃青少年的主要障碍，并强调了对他们的经验的更深入了解。该研究报告了未来行为改变干预措施可以使用的主要行为来源、干预功能、政策功能和行为改变工具，以支持不活跃的青少年。
该研究建议利用研究结果为不活跃的青少年设计干预措施，以达到推荐的身体活动（PA）水平。该研究的综合方法和循证解决方案为未来的干预设计提供了广泛的参考点，为政策提供信息，并有助于加强对不活跃青少年的支持。建议进一步开发数字运动干预措施，包括对话式人工智能（AI），以大规模吸引青少年，并提供个性化支持，克服 PA 的多重障碍。
