“You’ve got a Friend in Me” A Case for using Entertainment Education and Gamification Elements in Children’s Physical Activity Sessions: Creating an Immersive Environment to Increase Engagement. (Preprint)

2020 ◽  
Author(s):  
Emily Budzynski-Seymour ◽  
Michelle Jones ◽  
James Steele
Keyword(s):  
Physical Activity ◽  
Focus Groups ◽  
Physical Activity Promotion ◽  
Research Area ◽  
Entertainment Education ◽  
Activity Setting ◽  
Activity Promotion ◽  
The Media ◽  
Immersive Environment ◽  
Children’S Physical Activity

UNSTRUCTURED Engaging children in physical activity is a pertinent research area. The health benefits of physical activity are well known, however it is consistently reported that many children are failing to accumulate the recommended hours. The media may have a role to play in physical activity promotion, however this is a relatively under explored area. This research aims to explore one potential use of the media by investigating children’s preferences for characters, specifically Disney characters, which are present in the media that they are frequently exposed to. Focus groups were conducted, with 27 children (20 girls, 7 boys) aged between seven and ten. In the focus groups children were asked to draw their favourite Disney character and then discuss in the group the reasoning behind the chosen characters. The results were discussed in relation to two areas of research, entertainment education and gamification and how all of this can be incorporated into a physical activity setting. The main findings from the study suggest that if you can create an immersive environment, by incorporating elements such as characters/preferred characteristics of a character which have been identified by this research, you may be able to promote physical activity to children.

“Advertise in the Chippy”

2011 ◽  
Vol 6 (3) ◽  
pp. 277-283
Author(s):  
Naomi Ellis ◽  
Christopher Gidlow ◽  
Rachel Davey
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Health Promotion ◽  
Focus Groups ◽  
Population Group ◽  
Physical Activity Promotion ◽  
Target Population ◽  
Valuable Insight ◽  
Activity Promotion ◽  
Activity Groups

Background. To maximize often limited resources for health promotion interventions, it is critical to identify and consult with the target population to inform program design and implementation. Objective. To highlight the value of scoping (identifying any barriers or limitations within a target population group) in the initial social marketing phase of targeting physical activity interventions for positive mental health. Method. Semistructured focus groups were undertaken in 2 segmented population groups: Study 1—adults (aged between 20 and 50 years) from a deprived community; Study 2—older adults (50+ years of age) attending physical activity groups. Discussions centered on health, mental health, physical activity, and methods of promotion. Results. Five focus groups were conducted, 2 in study 1 (n = 17; age 38.1 ± 10.8 years) and 3 in study 2 (n = 25; age 68.1 ± 5.6 years). Themes and perspectives were consistent within each case study, but differed between them, indicating that basic segmentation during recruitment (by age, area of residence, and physical activity participation) had identified 2 distinct audience segments. Differences between groups in perceived benefits of physical activity, preferred intervention type, and appropriate terminology provided valuable insight to inform physical activity promotion. Conclusion. Focus groups offer a simple and feasible means of scoping to begin to identify and understand population segments for targeting of health promotion efforts.

scholarly journals How to Make Physical Activity Promotion Work in Thai Schools: Perspectives of Multiple Stakeholders

2021 ◽  
pp. 1-8
Author(s):  
Areekul Amornsriwatanakul ◽  
Narongsak Noosorn ◽  
Kittipong Poonchob ◽  
Rung Wongwat ◽  
Somkiat Sornprasit ◽  
...  
Keyword(s):  
Physical Activity ◽  
Focus Groups ◽  
School Setting ◽  
Physical Activity Promotion ◽  
School Level ◽  
Information Support ◽  
School Based ◽  
Activity Promotion ◽  
The Government ◽  
Depth Interviews

Background: This study aimed to determine current practice in physical activity (PA) promotion in Thai schools, explore barriers and facilitators to PA promotion within the school setting, and identify strategies to support schools’ future practice. Methods: A qualitative study design was applied comprising document analysis, focus groups, in-depth interviews, and onsite observations. The focus groups and in-depth interviews were conducted with 144 informants, purposively recruited through 24 schools in 4 regions across Thailand. Inductive content analysis was used. Results: Most schools were promoting PA in the absence of written policies, and without an accurate understanding of PA. Nonalignment of school performance indicators and policies, concerns about children’s academic performance, and lack of budget were raised as barriers to PA promotion, whereas strong partnerships with multiple local stakeholders facilitated school-based PA promotion. Mandated government PA policies and more information support were suggested as strategies to enhance schools’ future practices. Conclusions: For PA promotion to be successful in the school setting, significant challenges will need to be addressed. Results from this study help the government and concerned stakeholders to better understand the situation at the school level, and further strive for achieving the target PA levels specified in the National PA Plan.

Quantifying and Characterizing Physical Activity among 5- to 6- and 10- to 12-Year-Old Children: The Children’s Leisure Activities Study (CLASS)

2005 ◽  
Vol 17 (3) ◽  
pp. 266-280 ◽  
Author(s):  
Amanda Telford ◽  
Jo Salmon ◽  
Anna Timperio ◽  
David Crawford
Keyword(s):  
Physical Activity ◽  
Leisure Activities ◽  
Physical Activity Promotion ◽  
Older Children ◽  
Activity Promotion ◽  
Intensity Physical Activity ◽  
Type Frequency ◽  
Vigorous Intensity ◽  
Promotion Strategies ◽  
Children’S Physical Activity

The aim of this study was to describe the type, frequency, duration, and intensity of children’s physical activity and to examine differences by sex, age, and SES. Participants consisted of 5- to 6-year-old (n = 291) and 10- to 12-year-old (n = 919) children and their parents taking part in the Children’s Leisure Activities Study (CLASS). Parents completed proxy questionnaires about their child’s activity, and all children wore an accelerometer for 8 days. Accelerometry data showed that younger children accumulated approximately 4 hrs of moderate- to vigorous-intensity physical activity (MVPA) per day, and older children accumulated approximately 2 hrs per day. Fewer than three- quarters of 10- to 12-year-old boys and less than half of 10- to 12-year-old girls recorded 120 min of MVPA per day. Significant differences in the number of activities, as well as the type and frequency of activities performed, were observed by age and sex. The findings indicate that physical activities that appeal to older girls, such as lifestyle, noncompetitive activities, should be considered in the development of physical activity promotion strategies.

scholarly journals Teachers' Perspectives on the Acceptability and Feasibility of Wearable Technology to Inform School-Based Physical Activity Practices

2021 ◽  
Vol 3 ◽  
Author(s):  
Georgina K. Wort ◽  
Gareth Wiltshire ◽  
Oliver Peacock ◽  
Simon Sebire ◽  
Andy Daly-Smith ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Physical Activity Promotion ◽  
Wearable Technology ◽  
School Teachers ◽  
Primary School Teachers ◽  
Wearable Technologies ◽  
Activity Promotion ◽  
Teachers Perspectives ◽  
Children’S Physical Activity

Background: Many children are not engaging in sufficient physical activity and there are substantial between-children physical activity inequalities. In addition to their primary role as educators, teachers are often regarded as being well-placed to make vital contributions to inclusive visions of physical activity promotion. With the dramatic increase in popularity of wearable technologies for physical activity promotion in recent years, there is a need to better understand teachers' perspectives about using such devices, and the data they produce, to support physical activity promotion in schools.Method: Semi-structured interviews were conducted with 26 UK-based primary school teachers, exploring their responses to children's physical activity data and their views about using wearable technologies during the school day. Interview discussions were facilitated by an elicitation technique whereby participants were presented with graphs illustrating children's in-school physical activity obtained from secondary wearable technology data. Interview transcripts were thematically analyzed.Results: Most teachers spoke positively about the use of wearable technologies specifically designed for school use, highlighting potential benefits and considerations. Many teachers were able to understand and critically interpret data showing unequal physical activity patterns both within-and between-schools. Being presented with the data prompted teachers to provide explanations about observable patterns, emotional reactions—particularly about inequalities—and express motivations to change the current situations in schools.Conclusion: These findings suggest that primary school teachers in the UK are open to integrating wearable technology for measuring children's physical activity into their practices and can interpret the data produced by such devices. Visual representations of physical activity elicited strong responses and thus could be used when working with teachers as an effective trigger to inform school practices and policies seeking to address in-school physical inactivity and inequalities.

“Keep it Realistic”: Reactions to and Recommendations for Physical Activity Promotion Messages From Focus Groups of Women

2019 ◽  
Vol 33 (6) ◽  
pp. 903-911 ◽  
Author(s):  
Chan L. Thai ◽  
Jennifer M. Taber ◽  
April Oh ◽  
Michelle Segar ◽  
Kelly Blake ◽  
...  
Keyword(s):  
Physical Activity ◽  
Focus Groups ◽  
Physical Activity Promotion ◽  
Washington Dc ◽  
Activity Promotion ◽  
Health Practitioners ◽  
Race Ethnicity ◽  
Body Shapes ◽  
Recommended Guidelines ◽  
Public Health Practitioners

Purpose: Less than half of US adults meet the recommended guidelines of 150 minutes of exercise each week. Health promotion messages are frequently used to promote physical activity (PA); however, this messaging may be ineffective if it does not resonate with the target audience. The purpose of this exploratory study is to understand how women respond to examples of PA promotion messages. Approach/Design: A qualitative study. Setting: Washington DC Metro Area. Participants: Forty women, stratified by race/ethnicity (white, black, Latina) and level of self-reported PA (active, inactive). Method: Eight focus groups were conducted in which participants were shown 3 PA promotion messages representative of typical messaging strategies. Three researchers conducted a thematic analysis to code the data for emergent themes. Results: Current PA promotion messaging strategies do not resonate with women. Women want to see individuals with “realistic” bodies who look similar to them (eg, body shape, age, race/ethnicity), and for PA messaging to include daily activities as a way to be active. Conclusions: Public health practitioners who promote PA to women should consider developing messages that better resonate with women’s dynamic roles and lifestyles. Successful strategies may include depicting busy lifestyles that PA may be physically and logistically difficult to fit into and using models with diverse body shapes.

scholarly journals What works best when implementing a physical activity intervention for teenagers? Reflections from the ACTIVE Project: a qualitative study

BMJ Open ◽  
2019 ◽  
Vol 9 (5) ◽  
pp. e025618
Author(s):  
Michaela James ◽  
Danielle Christian ◽  
Samantha Scott ◽  
Charlotte Todd ◽  
Gareth Stratton ◽  
...  
Keyword(s):  
Physical Activity ◽  
Focus Groups ◽  
Physical Activity Intervention ◽  
Low Cost ◽  
Physical Activity Promotion ◽  
Randomised Control Trial ◽  
Support Worker ◽  
Local Council ◽  
Activity Promotion ◽  
Registration Number

ObjectiveThis paper explores what aspects of a multicomponent intervention were deemed strengths and weaknesses by teenagers and the local council when promoting physical activity to young people.DesignQualitative findings at 12 months from a mixed method randomised control trial.MethodsActive Children Through Incentive Vouchers—Evaluation (ACTIVE) gave teenagers £20 of activity enabling vouchers every month for a year. Peer mentors were also trained and a support worker worked with teenagers to improve knowledge of what was available. Semistructured focus groups took place at 12 months to assess strengths and weaknesses of the intervention. Eight focus groups (n=64 participants) took place with teenagers and one additional focus group was dedicated to the local council’s sport development team (n=8 participants). Thematic analysis was used to analyse the data.ResultsTeenagers used the vouchers on three main activities: trampolining, laser tag or the water park. These appeal to both genders, are social, fun and require no prior skill or training. Choice and financial support for teenagers in deprived areas was considered a strength by teenagers and the local council. Teenagers did not engage with a trained peer mentor but the support worker was considered helpful.ConclusionsThe ACTIVE Project’s delivery had both strengths and weakness that could be used to underpin future physical activity promotion. Future interventions should focus on improving access to low cost, fun, unstructured and social activities rather than structured organised exercise/sport. The lessons learnt from this project can help bridge the gap between what is promoted to teenagers and what they actually want from activity provision.Trial registration numberISRCTN75594310

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