No Cover Image

Journal article 601 views 63 downloads

Mixed-Methods Systematic Review to Identify Facilitators and Barriers for Parents/Carers to Engage Pre-School Children in Community-Based Opportunities to Be Physically Active

Rachel Knight, Catherine Sharp, Britt Hallingberg, Kelly Mackintosh Orcid Logo, Melitta McNarry Orcid Logo

Children, Volume: 9, Issue: 11, Start page: 1727

Swansea University Authors: Rachel Knight, Catherine Sharp, Kelly Mackintosh Orcid Logo, Melitta McNarry Orcid Logo

  • 61978.pdf

    PDF | Version of Record

    © 2022 by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license

    Download (1.2MB)

Check full text

DOI (Published version): 10.3390/children9111727

Abstract

Background: Low physical activity levels in young children is a major concern. For children aged 0–5 years, engagement with opportunities to be physically active are often driven by the adults responsible for the child’s care. This systematic review explores the barriers and facilitators to parents/...

Full description

Published in: Children
ISSN: 2227-9067
Published: MDPI AG 2022
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa61978
Tags: Add Tag
No Tags, Be the first to tag this record!
first_indexed 2022-11-22T08:40:56Z
last_indexed 2023-01-13T19:23:07Z
id cronfa61978
recordtype SURis
fullrecord <?xml version="1.0"?><rfc1807><datestamp>2022-12-15T17:38:17.3507391</datestamp><bib-version>v2</bib-version><id>61978</id><entry>2022-11-22</entry><title>Mixed-Methods Systematic Review to Identify Facilitators and Barriers for Parents/Carers to Engage Pre-School Children in Community-Based Opportunities to Be Physically Active</title><swanseaauthors><author><sid>c9c8a7cb0a508f8a063162f751323097</sid><firstname>Rachel</firstname><surname>Knight</surname><name>Rachel Knight</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>18cdf5fae711eafc08ccc6faed4825e3</sid><firstname>Catherine</firstname><surname>Sharp</surname><name>Catherine Sharp</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>bdb20e3f31bcccf95c7bc116070c4214</sid><ORCID>0000-0003-0355-6357</ORCID><firstname>Kelly</firstname><surname>Mackintosh</surname><name>Kelly Mackintosh</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>062f5697ff59f004bc8c713955988398</sid><ORCID>0000-0003-0813-7477</ORCID><firstname>Melitta</firstname><surname>McNarry</surname><name>Melitta McNarry</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2022-11-22</date><deptcode>STSC</deptcode><abstract>Background: Low physical activity levels in young children is a major concern. For children aged 0&#x2013;5 years, engagement with opportunities to be physically active are often driven by the adults responsible for the child&#x2019;s care. This systematic review explores the barriers and facilitators to parents/caregivers engaging pre-school children in community-based opportunities for physical activity, within real-world settings, or as part of an intervention study. Methods: EBSCOhost Medline, CINHAL plus, EBSCOhost SPORTDiscus, Web of Science, ProQuest, and ASSIA were systematically searched for quantitative and qualitative studies published in English between 2015 and 16 May 2022. Data extracted from 16 articles (485 parents/carers; four countries) were quality-assessed using the Mixed Methods Assessment Tool and coded and themed via thematic analysis. Results: Nine themes (eight core, one minor) were identified and conceptualised into a socio-ecological model, illustrating factors over four levels: Individual&#x2014;beliefs and knowledge (and parental parameters); Interpersonal&#x2014;social benefits, social network, and family dynamic; Community&#x2014;organisational factors and affordability; and Built and Physical Environment&#x2014;infrastructure. Discussion: The findings provide valuable insights for practitioners and policy makers who commission, design, and deliver community-based physical activity opportunities for pre-school children. Developing strategies and opportunities that seek to address the barriers identified, as well as build on the facilitators highlighted by parents, particularly factors related to infrastructure and affordability, are imperative for physical activity promotion in pre-school children. The perspectives of fathers, socioeconomic and geographical differences, and the importance parents place on physical activity promotion all need to be explored further.</abstract><type>Journal Article</type><journal>Children</journal><volume>9</volume><journalNumber>11</journalNumber><paginationStart>1727</paginationStart><paginationEnd/><publisher>MDPI AG</publisher><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic>2227-9067</issnElectronic><keywords>Physical activity; sedentary behaviour; sedentary time; socio-ecological mode; youth</keywords><publishedDay>10</publishedDay><publishedMonth>11</publishedMonth><publishedYear>2022</publishedYear><publishedDate>2022-11-10</publishedDate><doi>10.3390/children9111727</doi><url/><notes/><college>COLLEGE NANME</college><department>Sport and Exercise Sciences</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>STSC</DepartmentCode><institution>Swansea University</institution><apcterm/><funders>Funding was received from Sport Wales, which enabled the appointment of the research assistant (first author) who conducted this review.</funders><projectreference/><lastEdited>2022-12-15T17:38:17.3507391</lastEdited><Created>2022-11-22T08:36:14.7404173</Created><path><level id="1">Faculty of Science and Engineering</level><level id="2">School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences</level></path><authors><author><firstname>Rachel</firstname><surname>Knight</surname><order>1</order></author><author><firstname>Catherine</firstname><surname>Sharp</surname><order>2</order></author><author><firstname>Britt</firstname><surname>Hallingberg</surname><order>3</order></author><author><firstname>Kelly</firstname><surname>Mackintosh</surname><orcid>0000-0003-0355-6357</orcid><order>4</order></author><author><firstname>Melitta</firstname><surname>McNarry</surname><orcid>0000-0003-0813-7477</orcid><order>5</order></author></authors><documents><document><filename>61978__25868__d5565cc91b79453b8cbc743a7d541250.pdf</filename><originalFilename>61978.pdf</originalFilename><uploaded>2022-11-22T08:40:14.5210503</uploaded><type>Output</type><contentLength>1257859</contentLength><contentType>application/pdf</contentType><version>Version of Record</version><cronfaStatus>true</cronfaStatus><documentNotes>&#xA9; 2022 by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license</documentNotes><copyrightCorrect>true</copyrightCorrect><language>eng</language><licence>https://creativecommons.org/licenses/by/4.0/</licence></document></documents><OutputDurs/></rfc1807>
spelling 2022-12-15T17:38:17.3507391 v2 61978 2022-11-22 Mixed-Methods Systematic Review to Identify Facilitators and Barriers for Parents/Carers to Engage Pre-School Children in Community-Based Opportunities to Be Physically Active c9c8a7cb0a508f8a063162f751323097 Rachel Knight Rachel Knight true false 18cdf5fae711eafc08ccc6faed4825e3 Catherine Sharp Catherine Sharp true false bdb20e3f31bcccf95c7bc116070c4214 0000-0003-0355-6357 Kelly Mackintosh Kelly Mackintosh true false 062f5697ff59f004bc8c713955988398 0000-0003-0813-7477 Melitta McNarry Melitta McNarry true false 2022-11-22 STSC Background: Low physical activity levels in young children is a major concern. For children aged 0–5 years, engagement with opportunities to be physically active are often driven by the adults responsible for the child’s care. This systematic review explores the barriers and facilitators to parents/caregivers engaging pre-school children in community-based opportunities for physical activity, within real-world settings, or as part of an intervention study. Methods: EBSCOhost Medline, CINHAL plus, EBSCOhost SPORTDiscus, Web of Science, ProQuest, and ASSIA were systematically searched for quantitative and qualitative studies published in English between 2015 and 16 May 2022. Data extracted from 16 articles (485 parents/carers; four countries) were quality-assessed using the Mixed Methods Assessment Tool and coded and themed via thematic analysis. Results: Nine themes (eight core, one minor) were identified and conceptualised into a socio-ecological model, illustrating factors over four levels: Individual—beliefs and knowledge (and parental parameters); Interpersonal—social benefits, social network, and family dynamic; Community—organisational factors and affordability; and Built and Physical Environment—infrastructure. Discussion: The findings provide valuable insights for practitioners and policy makers who commission, design, and deliver community-based physical activity opportunities for pre-school children. Developing strategies and opportunities that seek to address the barriers identified, as well as build on the facilitators highlighted by parents, particularly factors related to infrastructure and affordability, are imperative for physical activity promotion in pre-school children. The perspectives of fathers, socioeconomic and geographical differences, and the importance parents place on physical activity promotion all need to be explored further. Journal Article Children 9 11 1727 MDPI AG 2227-9067 Physical activity; sedentary behaviour; sedentary time; socio-ecological mode; youth 10 11 2022 2022-11-10 10.3390/children9111727 COLLEGE NANME Sport and Exercise Sciences COLLEGE CODE STSC Swansea University Funding was received from Sport Wales, which enabled the appointment of the research assistant (first author) who conducted this review. 2022-12-15T17:38:17.3507391 2022-11-22T08:36:14.7404173 Faculty of Science and Engineering School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences Rachel Knight 1 Catherine Sharp 2 Britt Hallingberg 3 Kelly Mackintosh 0000-0003-0355-6357 4 Melitta McNarry 0000-0003-0813-7477 5 61978__25868__d5565cc91b79453b8cbc743a7d541250.pdf 61978.pdf 2022-11-22T08:40:14.5210503 Output 1257859 application/pdf Version of Record true © 2022 by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license true eng https://creativecommons.org/licenses/by/4.0/
title Mixed-Methods Systematic Review to Identify Facilitators and Barriers for Parents/Carers to Engage Pre-School Children in Community-Based Opportunities to Be Physically Active
spellingShingle Mixed-Methods Systematic Review to Identify Facilitators and Barriers for Parents/Carers to Engage Pre-School Children in Community-Based Opportunities to Be Physically Active
Rachel Knight
Catherine Sharp
Kelly Mackintosh
Melitta McNarry
title_short Mixed-Methods Systematic Review to Identify Facilitators and Barriers for Parents/Carers to Engage Pre-School Children in Community-Based Opportunities to Be Physically Active
title_full Mixed-Methods Systematic Review to Identify Facilitators and Barriers for Parents/Carers to Engage Pre-School Children in Community-Based Opportunities to Be Physically Active
title_fullStr Mixed-Methods Systematic Review to Identify Facilitators and Barriers for Parents/Carers to Engage Pre-School Children in Community-Based Opportunities to Be Physically Active
title_full_unstemmed Mixed-Methods Systematic Review to Identify Facilitators and Barriers for Parents/Carers to Engage Pre-School Children in Community-Based Opportunities to Be Physically Active
title_sort Mixed-Methods Systematic Review to Identify Facilitators and Barriers for Parents/Carers to Engage Pre-School Children in Community-Based Opportunities to Be Physically Active
author_id_str_mv c9c8a7cb0a508f8a063162f751323097
18cdf5fae711eafc08ccc6faed4825e3
bdb20e3f31bcccf95c7bc116070c4214
062f5697ff59f004bc8c713955988398
author_id_fullname_str_mv c9c8a7cb0a508f8a063162f751323097_***_Rachel Knight
18cdf5fae711eafc08ccc6faed4825e3_***_Catherine Sharp
bdb20e3f31bcccf95c7bc116070c4214_***_Kelly Mackintosh
062f5697ff59f004bc8c713955988398_***_Melitta McNarry
author Rachel Knight
Catherine Sharp
Kelly Mackintosh
Melitta McNarry
author2 Rachel Knight
Catherine Sharp
Britt Hallingberg
Kelly Mackintosh
Melitta McNarry
format Journal article
container_title Children
container_volume 9
container_issue 11
container_start_page 1727
publishDate 2022
institution Swansea University
issn 2227-9067
doi_str_mv 10.3390/children9111727
publisher MDPI AG
college_str Faculty of Science and Engineering
hierarchytype
hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Aerospace, Civil, Electrical, General and Mechanical Engineering - Sport and Exercise Sciences
document_store_str 1
active_str 0
description Background: Low physical activity levels in young children is a major concern. For children aged 0–5 years, engagement with opportunities to be physically active are often driven by the adults responsible for the child’s care. This systematic review explores the barriers and facilitators to parents/caregivers engaging pre-school children in community-based opportunities for physical activity, within real-world settings, or as part of an intervention study. Methods: EBSCOhost Medline, CINHAL plus, EBSCOhost SPORTDiscus, Web of Science, ProQuest, and ASSIA were systematically searched for quantitative and qualitative studies published in English between 2015 and 16 May 2022. Data extracted from 16 articles (485 parents/carers; four countries) were quality-assessed using the Mixed Methods Assessment Tool and coded and themed via thematic analysis. Results: Nine themes (eight core, one minor) were identified and conceptualised into a socio-ecological model, illustrating factors over four levels: Individual—beliefs and knowledge (and parental parameters); Interpersonal—social benefits, social network, and family dynamic; Community—organisational factors and affordability; and Built and Physical Environment—infrastructure. Discussion: The findings provide valuable insights for practitioners and policy makers who commission, design, and deliver community-based physical activity opportunities for pre-school children. Developing strategies and opportunities that seek to address the barriers identified, as well as build on the facilitators highlighted by parents, particularly factors related to infrastructure and affordability, are imperative for physical activity promotion in pre-school children. The perspectives of fathers, socioeconomic and geographical differences, and the importance parents place on physical activity promotion all need to be explored further.
published_date 2022-11-10T04:21:14Z
_version_ 1763754402717368320
score 11.013082

Similar Items