背景:在全球范围内,大多数幼儿园儿童面临肥胖问题和体力活动(PA)参与不足.定期参与PA可以提供各种健康益处,包括减少肥胖,幼儿园的孩子。然而,有限的研究从教师的角度调查了影响幼儿园幼儿PA投入的因素。这项定性研究旨在从教师的角度确定有助于在幼儿园儿童中促进PA的因素,包括主持人,障碍,和老师的建议。
方法:从上海市招募了15名幼儿园教师(年龄范围:28-50岁;平均年龄:38.53岁),其教学经验为2至31岁(平均:16.27岁),河南,和中国的江苏省。通过面对面(n=7)或电话(n=8)进行一对一的半结构化访谈,以收集有关影响幼儿园儿童PA推广的因素的见解。采访是录音的,转录,并使用基于扎根理论的恒定比较方法进行分析,其中涉及开放,轴向,和选择性编码过程。
结果:该研究揭示了主题与社会生态模型(SEM)之间的相互理论支持,因为研究中确定的因素分布在SEM的各个层面。在SEM的四个水平上确定了12个因素:(1)内部水平(儿童的个性和技能),(2)人际关系水平(家庭、同行,和教师的影响),(3)组织层面(学校环境与资源、幼儿园教师培训和儿童PA的机会,PA的设计和组织,和儿童需要的PA),(4)社区层面(家庭-学校伙伴关系)。
结论:不同层面的各种因素都会影响幼儿园儿童的PA。研究结果表明,这些因素分布在前四个水平的SEM,大多数是在组织层面。这些多层次的发现预计将有助于为幼儿园儿童制定和实施更有效的PA干预措施。有必要进行未来的研究,以确定在SEM政策层面上在幼儿园儿童中推广PA的策略。
BACKGROUND: Globally, the majority of kindergarten-aged children face obesity issues and insufficient physical activity (PA) engagement. Regular PA participation can provide various health benefits, including obesity reduction, for kindergarten-aged children. However, limited studies have investigated the factors influencing kindergarten-aged children\'s PA engagement from the perspective of their teachers. This qualitative study aimed to identify factors that could help promote PA among kindergarten-aged children from teachers\' perspectives, including facilitators, barriers, and teachers\' recommendations.
METHODS: Fifteen kindergarten teachers (age range: 28-50 years; mean age: 38.53 years) with teaching experience ranging from 2 to 31 years (mean: 16.27 years) were recruited from Shanghai municipality, Henan, and Jiangsu provinces in China. One-on-one semi-structured interviews were conducted via face-to-face (n = 7) or telephone (n = 8) to gather insights into factors influencing PA promotion among kindergarten-aged children. The interviews were audio-recorded, transcribed, and analyzed using a constant comparison approach based on grounded theory, which involved open, axial, and selective coding processes.
RESULTS: The study revealed mutual theoretical support between themes and the social-ecological model (SEM), as factors identified in the study are distributed at various levels of the SEM. Twelve factors were identified at four levels of the SEM: (1) intrapersonal level (children\'s personality and skills), (2) interpersonal level (family, peers, and teachers influence), (3) organizational level (school environment and resources, opportunities for kindergarten teachers\' training and children\'s PA, design and organization of PA, and PA that children need), (4) community level (family-school partnerships).
CONCLUSIONS: Various factors at different levels can influence kindergarten-aged children\'s PA. The study\'s findings revealed that these factors are distributed across the first four levels of SEM, with the majority being at the organizational level. These multilevel findings are expected to assist in developing and implementing more effective PA interventions for kindergarten-aged children. Future research is warranted to identify strategies for promoting PA among kindergarten-aged children at the policy level of the SEM.