Primary School Children's Experiences of Physical Activity: The Place of Social and Cultural Capital in Participation and Implications for Schools

Autor/inn/en	Everley, Suzanne; Everley, Keith
Titel	Primary School Children's Experiences of Physical Activity: The Place of Social and Cultural Capital in Participation and Implications for Schools
Quelle	In: Early Child Development and Care, 189 (2019) 12, S.2032-2042 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1431231
Schlagwörter	Elementary School Students; Student Experience; Physical Activity Level; Student Participation; Social Capital; Cultural Capital; Children; Freehand Drawing; Social Influences; Family Influence; Peer Influence; Interpersonal Relationship; School Role; Student Empowerment; Foreign Countries; Play; Health Behavior; Childrens Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Studienerfahrung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Sozialkapital; Child; Kind; Kinder; Drawing; Zeichnen; Sozialer Einfluss; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Studienberechtigung; Ausland; Spiel; Health behaviour; Gesundheitsverhalten; Großbritannien
Abstract	In the UK, nearly one-third of children aged 2-15 years are failing to engage in sufficient physical activity (PA). Associated interventions are historically rationalized from adult perspectives. This study aimed to empower children as participants in the research process and experts of their own experience in an endeavour to inform activity intervention. Specifically, the place of social capital in facilitating PA was explored. One hundred and thirteen participants aged 5-10 years drew themselves being physically active and were interviewed about their pictures. An adapted critical visual methodology framework and descriptive narrative was used to explore relational aspects of content and meaning in generated data. The study found social capital formed an essential basis for participation in PA and that key social influencers shifted from family to peers between the ages of 5 and 7 years. It is argued that schools could develop PA opportunities through the positive manipulation of social relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01