Abstract：
Eighty one percent of adolescents do not meet the recommended physical activity (PA) guidelines with levels of physical activity declining steadily with age and more pronounced in girls of low socioeconomic position (SEP). Furthermore, early adolescence is a time when the rate of decline in PA is most severe amongst girls, placing them at an increased likelihood of developing negative health outcomes associated with physical inactivity. In response, the aim of this study was to explore low-SEP pre-teen girls\' experiences of being physically active and to understand their perceptions of the individual, social and environmental factors that influence these experiences.
Focus groups were conducted with 107 girls aged 10-12 years from four urban and three rural primary schools. Reflexive thematic analysis was used to analyse the data, with themes mapped to the relevant domains of the Theoretical Domains Framework (TDF).
Themes highlighted how skills and confidence underpin girls\' self-identity for PA. Girls described how their social network (i.e., peers, family, coaches and teachers) shaped their experiences of being active. Girls recognised how being active was impacted by the challenges and opportunities in their local community (e.g., lack of facilities and anti-social behaviour).
This study provides insight into low-SEP pre-teen girls\' experiences of being physically active in both rural and urban locations, while highlighting the complex interplay of individual, social and environmental factors. Additionally, the use of the TDF presents an in-depth behavioural diagnosis which can be used to inform future theory-based interventions to promote low-SEP pre-teen girls PA.
Focus groups were conducted with 107 girls aged 10-12 years from four urban and three rural primary schools. Reflexive thematic analysis was used to analyse the data, with themes mapped to the relevant domains of the Theoretical Domains Framework (TDF).
Themes highlighted how skills and confidence underpin girls\' self-identity for PA. Girls described how their social network (i.e., peers, family, coaches and teachers) shaped their experiences of being active. Girls recognised how being active was impacted by the challenges and opportunities in their local community (e.g., lack of facilities and anti-social behaviour).
This study provides insight into low-SEP pre-teen girls\' experiences of being physically active in both rural and urban locations, while highlighting the complex interplay of individual, social and environmental factors. Additionally, the use of the TDF presents an in-depth behavioural diagnosis which can be used to inform future theory-based interventions to promote low-SEP pre-teen girls PA.
摘要：
背景：81%的青少年不符合推荐的体力活动（PA）指南，体力活动水平随着年龄的增长而稳步下降，在低社会经济地位（SEP）的女孩中更为明显。此外，青春期早期是女孩中PA下降速度最严重的时期，将他们置于与缺乏身体活动相关的负面健康结果的可能性增加。作为回应,这项研究的目的是探索低SEP青春期前女孩的身体活动体验，并了解她们对个体的看法，影响这些经历的社会和环境因素。
方法：对来自四所城市和三所农村小学的107名10-12岁女孩进行了重点分组。使用自反性主题分析来分析数据，将主题映射到理论域框架(TDF)的相关域。
结果：主题强调了技能和自信如何支撑女孩的自我认同。女孩描述了她们的社交网络(即，同行,家庭,教练和老师)塑造了他们活跃的经历。女孩认识到当地社区的挑战和机遇对她们的活跃程度有多大影响(例如，缺乏设施和反社会行为)。
结论：这项研究提供了对低SEP青春期前女孩在农村和城市地区进行体育锻炼的经历的见解，在强调个体之间复杂的相互作用的同时，社会和环境因素。此外,TDF的使用提供了深入的行为诊断，可用于为未来基于理论的干预措施提供信息，以促进低SEP青春期前女孩PA。
方法：对来自四所城市和三所农村小学的107名10-12岁女孩进行了重点分组。使用自反性主题分析来分析数据，将主题映射到理论域框架(TDF)的相关域。
结果：主题强调了技能和自信如何支撑女孩的自我认同。女孩描述了她们的社交网络(即，同行,家庭,教练和老师)塑造了他们活跃的经历。女孩认识到当地社区的挑战和机遇对她们的活跃程度有多大影响(例如，缺乏设施和反社会行为)。
结论：这项研究提供了对低SEP青春期前女孩在农村和城市地区进行体育锻炼的经历的见解，在强调个体之间复杂的相互作用的同时，社会和环境因素。此外,TDF的使用提供了深入的行为诊断，可用于为未来基于理论的干预措施提供信息，以促进低SEP青春期前女孩PA。
