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A Socioecological Perspective of How Physical Activity and Sedentary Behaviour at Home Changed during the First Lockdown of COVID-19 Restrictions: The HomeSPACE Project
International Journal of Environmental Research and Public Health, Volume: 19, Issue: 9, Start page: 5070
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The COVID-19 pandemic forced school closures, resulting in home schooling, more timespent at home and fewer opportunities for physical activity (PA). This study explored factors influencing PA and sedentary behaviours (SB) within the home environment during the first lockdown, starting in March 2020...
|Published in:||International Journal of Environmental Research and Public Health|
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The COVID-19 pandemic forced school closures, resulting in home schooling, more timespent at home and fewer opportunities for physical activity (PA). This study explored factors influencing PA and sedentary behaviours (SB) within the home environment during the first lockdown, starting in March 2020. Twenty semi-structured interviews (20 parents and 23 children, 12 years ± 1.25) were conducted. Data were coded using thematic analysis on NVivo© and concepts from McLeroy’s socioecological model for health promotion were used to analyse the data. Findings indicate that children’s PA and SB at home were influenced by: (i) individual-level factors (e.g., gender, competence, attitudes and motivation); (ii) interpersonal-level factors (e.g., siblings, parents,pets, friends and coaches); (iii) organisation-level factors (e.g., school, clubs and societies), (iv) community-level factors (e.g., home and local environment, access to facilities, social norms, time constraints and home equipment), and (v) policy-level factors (e.g., lockdown restrictions). Stay-athome mandates resulted in perceived reductions in PA and increases in SB within the home; however, this provided alternative positive opportunities for families, including more time to spendtogether and exploring green and blue spaces in the local area.
COVID-19; children; home; physical activity; sedentary behaviour
College of Engineering
This research was funded by The Waterloo Foundation, grant number 1158-4281. Amie Richards has a PhD Scholarship from Knowledge Economy Skills Scholarships (KESS). It is a panWales higher level skills initiative led by Bangor University on behalf of the HE sector in Wales. It is part funded by the Welsh Government’s European Social Fund (ESF) convergence programme for West Wales and the Valleys.