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BMC Public Health
Published in: BMC Public Health 1/2016

Open Access 01-12-2015 | Research article

Space, body, time and relationship experiences of recess physical activity: a qualitative case study among the least physical active schoolchildren

Authors: Charlotte Skau Pawlowski, Henriette Bondo Andersen, Tine Tjørnhøj-Thomsen, Jens Troelsen, Jasper Schipperijn

Published in: BMC Public Health | Issue 1/2016

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Abstract

Background

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.

Methods

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.

Results

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.

Conclusion

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.
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Metadata
Title
Space, body, time and relationship experiences of recess physical activity: a qualitative case study among the least physical active schoolchildren
Authors
Charlotte Skau Pawlowski
Henriette Bondo Andersen
Tine Tjørnhøj-Thomsen
Jens Troelsen
Jasper Schipperijn
Publication date
01-12-2015
Publisher
BioMed Central
Published in
BMC Public Health / Issue 1/2016
Electronic ISSN: 1471-2458
DOI
https://doi.org/10.1186/s12889-015-2687-0

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