Table 3.
Individual factor barriers to physical activity for schoolchildren.
| Individual Factors | |||
|---|---|---|---|
| Categories | Subcategories | Code | Parents’ Verbalizations |
| Individual factors of schoolchildren that hinder their physical activity | Gender preferences | “And then the girls, they like dolls more” (M4, FG1). “I think that what they usually like the most is what she says, if they are girls they like dancing, if they are boys they like karate or football” (M3, FG2). |
|
| Schoolchildren’s preference for sedentary activities | Quiet personality of schoolchildren | “...And the other one if it were up to her she would be lying on the couch all day, so I have to force her...” (M4, FG6). “...What happens is that, well, every child is a different world, so of the five that I have, none of them have turned out to be sporty. Since they were little I’ve been trying, but in the end, most of them have sedentary habits, at least three of them, and even if you’re on top of them and so on, it’s complicated, no, because no, not genetically, I don’t know, they must inherited it from their grandmothers” (F5, FG6). “...He’s more into books, he’s not into sport. You tell him let’s go running and pick up a book and he picks up a book” (M7, FG6). |
|
| Children’s boredom | “Mine, she never knows what to play, they have everything, in the old days when we were little we didn’t have anything, they have video consoles or tablets or I don’t know what and all of a sudden as she tells you that she’s bored, that she doesn’t know what to play. Especially in the cold winter months. Now less so, because as soon as that happens, she says ’I get bored, I don’t know what to play’” (M1, FG1). “A lot of times they get bored, ’Oh, mum, I’m bored, I want to play I want to... let me have your mobile phone to play with the games on the mobile!’" (M2,FG8). |
||
| Preference for playing with mobile phones, computers, or video | “The first thing they do when they come into the house is pick up the tablet, sit on the sofa and put the TV on, even if they don’t watch it, but they put the TV on and the tablet. In winter especially, now they are more inclined to go downstairs to play and all that, but in winter it’s the television, and video games, the phone, the computer and so on” (M1, FG1). “...Everything, but come on, he also likes to play video games, if you leave him the tablet, the tablet, whenever I leave it, it also takes up his time and he likes it. When he sees the mobile phone lying around, he immediately goes to pick it up, to play games” (M7, FG7). “...And then a lot of video game consoles, we just... all the video game consoles they want and more, and that’s it” (M2, FG4). |
||
| Preference for watching TV | “...They get hooked and can spend two hours watching TV, which is nothing, and maybe they arrive just on time, and they want to continue watching TV at my house, but if you’ve been watching TV for two hours, I mean, as soon as you give them a little bit of TV, I notice that, I know, that it’s addiction to TV” (M5, FG1). | ||
Abbreviations: M = Mother; F = Father; FG = Focus Group. Distinction of FG by rural or urban setting: Rural area: FG3, FG4, FG7, and FG8; Urban area: FG1, FG2, FG5, and FG6.