Factors that influence participation in physical activity in Chinese teenagers: perspective of school educators and parents in respect of the social ecology model

TL;DR

This study explores how individual, family, school, community, and policy factors influence Chinese teenagers' physical activity through the perspectives of educators and parents.

Contribution

A new theoretical model is developed using grounded theory to explain adolescent physical activity factors in China.

Findings

The study identified 49 concepts grouped into 19 subcategories and five main categories.

A theoretical model integrating individual, family, school, community, and policy factors was constructed.

The findings highlight the multifaceted nature of factors influencing adolescent physical activity in China.

Abstract

The objective of this study was to explore the viewpoints of parents, teachers, and administrators on the factors influencing adolescent physical activity in China.

The study employed semi-structured interviews with school teachers, school principals, government officers, and parents. Twenty-five participants were recruited from Jiangsu Province, China, and completed the interview.

The data collected were analysed using grounded theory within the social ecology model framework. The analysis identified 49 concepts across 19 subcategories and five main categories.

The resulting theoretical model, constructed using grounded theory, integrated five main categories: individual factors, family environment, school environment, community environment, and policy. This model provides a foundational understanding of the multifaceted influencing factors of adolescent physical activity in China.

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