From: Barriers for recess physical activity: a gender specific qualitative focus group exploration
Phase | Activity | Setting | Duration |
---|---|---|---|
1. Open focus group discussion | Firstly, informal conversation and ice-breaking activities were used to create a relaxing environment. Then a discussion was conducted to identify barriers that influence children’s recess play. Questions used were: | Classroom/meeting room at the school | 30 minutes |
• What are your experiences around recess? | |||
• What do you do during recess? | |||
• Who are you playing with? | |||
• Who initiates play? | |||
• Is there something you want to do in recess that you cannot or may not do? What was this? | |||
• What do you think about your schoolyard? | |||
• Can you explain what physical activity is? | |||
• Do you like being physically active? Why/why not? | |||
• What influences your physical activity during recess? | |||
2. Go-along interview | The children pointed out where they usually played during recess, the activity they played and who they played with. A Google Earth aeria photograph of the schoolyard was used as a tool (by the moderator), to indicate where different activities took place. | Shared indoor and outdoor areas at the school | 20 minutes |
3. Post-it note activity | An open brainstorm to identify significant barriers to engaging in physical activity during recess. The groups were told to write down all the barriers that they could think of on post-it notes. | Classroom/meeting room. Gender separated groups | 10 minutes |