Physical activity perceptions, context, barriers, and facilitators from a Hispanic child's perspective

Figures & data

Table I Demographic characteristics (m [SD] or %) of n=14 Hispanic children.

Characteristic	Total (n=14)	First generation^a (n=3)	Second generation^a (n=11)
Gender, % male	85.7%	66.7%	91.0%
Age (years)	8.4 (1.7)	9.0 (1.0)	8.2 (1.8)
Immigrant generation
First	21.4%
Second	78.6%
Country of origin
PR	57.1%	66.7%	54.6%
Dom	21.4%	0.0%	27.3%
Cuba	7.1%	33.3%	0.0%
PR/Dom	14.3%	0.0%	18.2%

^aFirst generation defined as a foreign-born child with at least one foreign-born parent; second generation defined as US-born child with at least one foreign-born parent.

Table II Emergent themes and categories from qualitative data analysis.

Themes	Core categories	Categories
Theme 1. Activity across the spectrum: diverse types, locations, and people	Physical activities and contexts	• Types of activities (physical activity and sedentary behavior) • Physical context (where?) • Social context (with whom?)
Theme 2. The good, the bad, and the ugly: what children really think about physical activity	Physical activity attitudes and perceptions	• Perceived benefits of physical activity • Negative attitudes toward physical activity
Theme 3. Play or physical activity? Either way, it's all about the fun	Physical activity as play	• Physical activity is fun • Creative play • Physical sensations during play • Resourcefulness despite a lack of resources
Theme 4. Helping or hindering forces: both at play in children's physical activity	Physical activity facilitators and barriers	• Physical activity facilitators • Physical activity barriers

Figure 1.  Sidewalk outside my home.

Figure 2.  Playing basketball with friends.

Figure 3.  Swinging on the swings at the park.

Figure 4.  Walking/bike trail behind my house.

Figure 5.  Riding bikes beside the road.