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Challenges and facilitators to parent-child shared physical interventions during preschool and school age education:
1College of Education and Psychological Sciences, Sichuan University of Science & Engineering, Zigong, China.
Insights
Parent-child physical activity interventions face barriers like environmental issues and low engagement. Success requires culturally sensitive programs and community support to overcome these challenges for children aged 3-11.
Area of Science:
- Child Development
- Public Health
- Behavioral Science
Background:
- Many children do not meet physical activity recommendations, impacting development.
- Parent-child shared physical activity interventions are promising but face implementation hurdles.
- Understanding contextual factors is key for effective interventions in educational settings.
Purpose of the Study:
- To explore challenges and facilitators of parent-child shared physical activity interventions.
- Focus on preschool and school-aged children (3-11 years) in educational settings.
- Identify factors influencing successful implementation.
Main Methods:
- Comprehensive literature search across six databases.
- Included qualitative or mixed-method studies involving parents, educators, or stakeholders.
- Qualitative data analyzed using conventional content analysis.
Main Results:
- Key challenges identified: environmental/structural barriers, parental attitudes, child-related issues, and sociocultural influences.
- Facilitators include motivational strategies, supportive program design, enhanced parent-child relationships, and institutional support.
- Four high-quality studies met inclusion criteria.
Conclusions:
- Interventions must be culturally appropriate, developmentally suitable, and adaptable.
- Overcoming structural and behavioral barriers requires coordinated support from families, educators, and communities.
- Essential for long-term success of shared physical activity initiatives.
Background:
Despite strong evidence supporting physical activity's role in children's physical, cognitive, and emotional development, many preschool and school-aged children fail to meet recommended activity levels. Parent-child shared physical activity interventions offer a promising approach, yet their implementation is influenced by multiple contextual factors. This study aimed to explore the challenges and facilitators of parent-child shared physical activity interventions in preschool and school-aged education settings.
Methods:
A comprehensive literature search was conducted across six databases-PubMed, Scopus, Web of Science, PsycINFO, Embase, and Google Scholar-using a combination of MeSH terms and keywords related to children, parents, shared physical activity, and implementation factors. Inclusion criteria focused on qualitative or mixed-method studies involving parents, educators, or stakeholders of children aged 3-11 years engaged in shared physical activity. Studies were screened and appraised using the CASP checklist. Qualitative data were analyzed using conventional content analysis, allowing for the identification of themes and subthemes.
Results:
Four high-quality studies met the inclusion criteria. Two overarching categories emerged: challenges and facilitators. Key challenges included environmental and Structural Barriers, parental attitudes and low engagement, child-related challenges to participation and sociocultural and cognitive Influences on participation. Facilitators encompassed motivational strategies to encourage participation, program design that supports family engagement, strengthened parent-child relationships and institutional and environmental enablers.
Conclusion:
Parent-child shared physical activity interventions are most effective when they are culturally appropriate, developmentally suitable, and adaptable to daily routines. Overcoming structural and behavioral barriers through coordinated support from families, educators, and communities is essential for their long-term success.
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