Abstract
Using the socio-ecological model, this qualitative study aimed to explore teachers’ perspectives on the barriers and facilitators to Fundamental Movement Skills (FMS) and physical activity engagement in children living in deprived areas in the UK. A purposive sample of 14 primary school teachers participated in semi-structured focus groups drawn from schools situated in lower SES wards and ethnically diverse areas in Central England. Thematic analysis of transcripts identified multiple and interrelated factors across all levels of the socio-ecological model for barriers to FMS and PA (i.e., intrapersonal, interpersonal, organisational, community and policy). Facilitators at three levels of influence were found (i.e., intrapersonal, interpersonal and organisational). We conclude, barriers and enablers to the PA and FMS in children from ethnically diverse backgrounds living in deprived areas are multifactorial and interrelated. At a school level, initiatives to increase PA and develop the FMS needed to be active are likely to be ineffective unless the barriers are addressed at all levels and considered more holistically with their complexity. Multi-disciplinary solutions are needed across sectors given the range of complex and interrelated factors.
Highlights
Many children in England are not engaging in enough physical activity (PA) for the associated physiological, psychological and social health benefits [1,2,3,4,5]
Fundamental Movement Skills (FMS) is posited to have a direct effect on PA during childhood, conceptual models suggest that the effect of FMS on children’s PA may be mediated by perceived motor competence and physical fitness [8]
Our findings identify how external factors such as the environmental influences on PA and Physical Education (PE), which may be mediated through attitudes, norms and perceived behavioural control leading to subsequent intentions to be active
Summary
Many children in England are not engaging in enough physical activity (PA) for the associated physiological, psychological and social health benefits [1,2,3,4,5]. PA is a multi-dimensional and complex behaviour that is influenced by physiological, psychological, social, environmental and demographic factors [6]. FMS is posited to have a direct effect on PA during childhood, conceptual models suggest that the effect of FMS on children’s PA may be mediated by perceived motor competence and physical fitness [8]. Recent meta-analytical data [9] suggest that there is insufficient evidence for the suggested impact of perceived motor competence on the effect of FMS on PA
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