Primary school children’s experiences of physical activity: the place of social and cultural capital in participation and implications for schools

ABSTRACT

In the UK, nearly one-third of children aged 2–15 years are failing to engage in sufficient physical activity (PA). Associated interventions are historically rationalized from adult perspectives. This study aimed to empower children as participants in the research process and experts of their own experience in an endeavour to inform activity intervention. Specifically, the place of social capital in facilitating PA was explored. One hundred and thirteen participants aged 5–10 years drew themselves being physically active and were interviewed about their pictures. An adapted critical visual methodology framework and descriptive narrative was used to explore relational aspects of content and meaning in generated data. The study found social capital formed an essential basis for participation in PA and that key social influencers shifted from family to peers between the ages of 5 and 7 years. It is argued that schools could develop PA opportunities through the positive manipulation of social relationships.

KEYWORDS:

• Physical activity
• social capital
• children’s experience

Notes on contributor

Suzanne Everley is a Reader in the Sociology of Physical Education and Activity at the University of Chichester. Her research interests focus on children’s experiences of physical education, physical activity and health. Her work is ideographic utilizing drawings, photographs and interviews to understand the basis on which children’s experiences are constructed in educational settings, both primary and secondary. Suzanne has been involved in initial teacher education for 15 years and teaches the sociology of sport, physical education and activity at undergraduate level. She has published book chapters relating to visual methodologies in understanding experience, teaching approaches in physical education and cross-curricular teaching. Keen to share practice, she regularly presents nationally and internationally and is convenor for the British Educational Research Association’s Special Interest Group in Sport Pedagogy and Physical Education.

Keith Everley After graduating from Loughborough and Exeter Universities, Keith taught in schools and managed fitness facilities in England and Australia, returning to Lecture in the FE sector. Since 2003 Keith has held a post as a Senior Lecturer at Chichester University involved in Teacher and Coaching Education where he teaches the sociology of sport and physical education. He has a particular personal interest in physical activity and health and has competed for the GB age group team at the London 2014 World Championships.

Disclosure statement

No potential conflict of interest was reported by the authors.