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Negotiating adolescents' physically active life during the school day.

Sara Hoy1, Britta Thedin Jakobsson1, Carolina Lunde1,2

  • 1Department of Movement, Culture and Society, The Swedish School of Sport and Health Sciences (GIH), Stockholm, Sweden.

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Summary

School environments significantly impact adolescents' physical activity (PA). This study found that student agency in PA is shaped by school context, gender, and social factors, often overlooking student voices and creating inequities.

Keywords:
agencyethnographyhealth equityhealth promotionphysical activityschool contextwhole school approachyouth

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Area of Science:

  • Pedagogy and Educational Psychology
  • Public Health and Health Promotion
  • Sociology of Sport

Background:

  • Whole-school approaches are recognized globally for promoting adolescents' physical activity (PA).
  • Understanding the specific school contexts and enhancing student and staff agency in PA are crucial research areas.
  • Ecological perspectives are vital for examining daily PA in early adolescence.

Purpose of the Study:

  • To explore early adolescent students' daily PA from an ecological viewpoint.
  • To examine negotiated opportunities and barriers to PA within diverse Swedish middle school contexts.
  • To investigate how individual agency is expressed concerning PA in schools.

Main Methods:

  • An ethnographic collective case study was conducted in four Swedish middle schools.
  • Empirical data collected through ~720 hours of fieldwork and 86 interviews (50 students, 52 staff).
  • A comparative reflexive thematic analytical approach was employed.

Main Results:

  • Student PA agency was negotiated against the logic of being a 'good' student/teacher, influenced by gender, age, and social status.
  • A tension existed between high PA hopes and organizational structures, often overlooking student voices.
  • PA opportunities were unevenly distributed, benefiting active students in resource-rich settings and marginalizing others.

Conclusions:

  • School policies and practices must address cultural, structural, and material dimensions for sustainable and equitable PA.
  • Enhancing student autonomy and their ability to shape meaningful PA experiences is essential.
  • Future research should focus on pedagogical issues to foster greater equity in school-based PA.