Percepción del entorno para la práctica de actividad física en escolares de la provincia de Cuenca, España / Perception of the environment for physical activity of schoolchildren in the province of Cuenca, Spain

Objetivo Conocer la influencia de la percepción del entorno en los hábitos de actividad física de escolares de 9 a 11 años de edad de la provincia de Cuenca, España. Métodos Estudio cualitativo diseñado y analizado desde una perspectiva fenomenológica. Se analizaron los dibujos individuales de 32 escolares de 4° y 5° curso de Educación Primaria sobre el entorno y los lugares que frecuentaban. Estos mismos escolares participaron en siete grupos focales para obtener información sobre la influencia de la percepción del entorno en sus hábitos de actividad física. Resultados Tras el análisis emergieron cuatro categorías: residencia, configuración urbana, desplazamientos y sentido de pertenencia/adhesión al barrio. Los escolares percibían que residir en urbanizaciones cerradas o en ámbitos rurales facilita la práctica de actividad física, mientras que residir en zonas poco accesibles, la sensación de inseguridad por el tráfico, desplazarse en coche y la sensación de no pertenencia al barrio fueron percibidos como barreras para ser activos. Conclusiones La percepción del entorno influye en los hábitos de actividad física de los escolares de la provincia de Cuenca. Para conseguir cambios en la actividad física de los escolares son necesarias estrategias específicas que tengan en cuenta el ambiente urbano donde estos viven (AU)

Objective The aim of this study was to determine the influence of perception of the environment in physical activity habits of schoolchildren (aged 9-11 years) in the province of Cuenca, Spain. Methods Using a phenomenological perspective drawings were analyzed individual about their environment and places you normally would from a purposive sample of 32 students of 4th and 5th year of primary education. These same students participated in seven focus groups with a script aimed to obtain information on their perception of the environment and its influence on physical activity habits. Results After analyzing four categories emerged: residence, urban configuration, displacements/commuting and sense of belonging or membership to the neighborhood. The students perceived that reside in gated communities or in rural areas facilitates physical activity of schoolchildren, while residing in neighborhoods and cities less accessible, feeling of insecurity traffic, make car journeys, and the sense of not belonging or membership to the neighborhood were perceived by children as barriers to being active. Conclusions The perception of the environment influences physical activity habits of schoolchildren in the province of Cuenca. Changes in physical activity patterns of schoolchildren cannot take place without considering the context in which the individual exists, so specific strategies are needed that take into account the urban environment to promote physical activity of schoolchildren (AU)

[Perception of the environment for physical activity of schoolchildren in the province of Cuenca, Spain]. / Percepción del entorno para la práctica de actividad física en escolares de la provincia de Cuenca, España.

OBJECTIVE: The aim of this study was to determine the influence of perception of the environment in physical activity habits of schoolchildren (aged 9-11 years) in the province of Cuenca, Spain. METHODS: Using a phenomenological perspective drawings were analyzed individual about their environment and places you normally would from a purposive sample of 32 students of 4th and 5th year of primary education. These same students participated in seven focus groups with a script aimed to obtain information on their perception of the environment and its influence on physical activity habits. RESULTS: After analyzing four categories emerged: residence, urban configuration, displacements/commuting and sense of belonging or membership to the neighborhood. The students perceived that reside in gated communities or in rural areas facilitates physical activity of schoolchildren, while residing in neighborhoods and cities less accessible, feeling of insecurity traffic, make car journeys, and the sense of not belonging or membership to the neighborhood were perceived by children as barriers to being active. CONCLUSIONS: The perception of the environment influences physical activity habits of schoolchildren in the province of Cuenca. Changes in physical activity patterns of schoolchildren cannot take place without considering the context in which the individual exists, so specific strategies are needed that take into account the urban environment to promote physical activity of schoolchildren.

Barriers, facilitators and preferences for the physical activity of school children. Rationale and methods of a mixed study.

BACKGROUND: Physical activity interventions in schools environment seem to have shown some effectiveness in the control of the current obesity epidemic in children. However the complexity of behaviors and the diversity of influences related to this problem suggest that we urgently need new lines of insight about how to support comprehensive population strategies of intervention. The aim of this study was to know the perceptions of the children from Cuenca, about their environmental barriers, facilitators and preferences for physical activity. METHODS/DESIGN: We used a mixed-method design by combining two qualitative methods (analysis of individual drawings and focus groups) together with the quantitative measurement of physical activity through accelerometers, in a theoretical sample of 121 children aged 9 and 11 years of schools in the province of Cuenca, Spain. CONCLUSIONS: Mixed-method study is an appropriate strategy to know the perceptions of children about barriers and facilitators for physical activity, using both qualitative methods for a deeply understanding of their points of view, and quantitative methods for triangulate the discourse of participants with empirical data. We consider that this is an innovative approach that could provide knowledges for the development of more effective interventions to prevent childhood overweight.