Abstract
The aim of this study is to develop and test a method to perform focus groups (FGs) and to elicit the subjective views of preschool-age children on physical activity and perceived kindergarten barriers to practice it. FGs have been held in three different kindergarten classes with 49 children who were 4-5 years old. Children were asked to draw themselves in their preferred way of playing and were asked few questions about their drawings to understand their behaviours and ideas. In class A and B, 67% and 75% of the children, respectively, drew sedentary plays (table and impersonation games). Children referred that the main obstacle to perform active games outside home/kindergarten was the parents’ and teachers’ perceived risk that they could be hurt or catch a cold. The children would like to have more table games in the kindergarten. 81% of children in class C drew active group games. All these children were well satisfied with their kindergarten environment and did not refer to any adults’ fear regarding active play. This class teacher spent a lot of time to develop children's motor abilities through active games and often used the garden to let the children to play freely. The use of drawings to understand children's habits on physical activity has turned out to be a reliable and easy tool in preschool children. The different results obtained in the two children groups show the need to change the beliefs and the behaviours of teachers and parents who seem to be non-architectural “invisible” barriers to be knocked down. This protocol has been developed by ASL Brindisi within the framework of PERISCOPE's objective to develop new methodologies.
Key words::
Acknowledgement
This paper is a result of the project Periscope, which has received funding from the EU, in the framework of the Public Health Programme through the EAHC (Agreement number 2006341).
Declaration of interest: All authors declare that they have no conflict of interest and that they have no competing interests. The authors alone are responsible for the content and writing of the paper.