ArticleSports (Basel, Switzerland)2019
Exploring Children's Physical Activity Behaviours According to Location: A Mixed-Methods Case Study.
Article in Sports (Basel, Switzerland), 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed, 4 citations in OpenAlex.
- Exploring the Relationship Between Play During School Recess and Motor Performance in 6- to 8-Year-Old Children.Children (Basel, Switzerland) · 2024Article
- Tracking Children's Physical Activity Patterns across the School Year: A Mixed-Methods Longitudinal Case Study.Children (Basel, Switzerland) · 2020Article
Corrections and comments
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Authors and funding
5 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The school environment is ideally placed to facilitate physical activity (PA) with numerous windows of opportunity from break and lunch times, to lesson times and extracurricular clubs. However, little is known about how children interact with the school environment to engage in PA and the other locations they visit daily, including time spent outside of the school environment i.e., evening and weekend locations. Moreover, there has been little research incorporating a mixed-methods approach that captures children's voices alongside objectively tracking children's PA patterns. The aim of this study was to explore children's PA behaviours according to different locations. Sixty children (29 boys, 31 girls)-35 key stage 2 (aged 9-11) and 25 key stage 3 (aged 11-13)-wore an integrated global positioning systems (GPS) and heart rate (HR) monitor over four consecutive days. A subsample of children (n = 32) were invited to take part in one of six focus groups to further explore PA behaviours and identify barriers and facilitators to PA. Children also completed a PA diary. The KS2 children spent significantly more time outdoors than KS3 children (
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