Table 4.
Summary of barriers and facilitators in the selected systematic reviews.
| Barriers | Facilitators |
|---|---|
| Individual | Individual |
| Perception of not looking good as others in PE classes (16, 36) | Looking good/beauty (31–33, 35) |
| Physical appearance (sportswear, sweating, weight) (33, 34) | Weight loss or management (30–34) |
| Lack of perceived competence/capacity/skills (16, 32, 33, 36) | Perceived competence/capacity/skills (16, 33, 35) |
| Lack of knowledge about PA benefits (36) | Perceived benefits of PA (33, 35) |
| Lack of time (16, 30, 32, 33, 35) | Good time to be alone (35) |
| Perception that PA is not fun (33, 35) | Feel of enjoyment/ having fun (33, 35) |
| Discomfort during and after PA (33–36) | Feel better, relaxed and energetic (35) |
| Increased obligations and responsibilities to family and friends (16, 32, 34, 36) | Escape the pressure and stress of everyday life (35) |
| Preference for other leisure activities (16, 32, 33, 35) | Positive experiences of PA practice (33) |
| Perception of being bullied in PE classes (35, 36) | Being healthy (32) |
| Increased school and homework commitments (16, 36) | Stay in shape (31, 35) |
| Working in part-time (16) | Health risk reduction (35) |
| Perception of inferiority in PE classes (36) | |
| Fear of failing in front of their peers (33) | |
| Lack of motivation (33, 35, 36) | |
| Interpersonal | Interpersonal |
| Verbal and physical bullying by peers (35, 36) | Opportunity to socialize (31, 33–35) |
| Social exclusion by peers (36) | Enjoyment atmosphere in PE classes (16, 32) |
| Lack of peer support (16, 32, 33, 35, 36) | Peer support (16, 31, 33–35) |
| Lack of family support (16, 33–36) | Family support (transportation, financial support, encouragement) (16, 31, 33–35) |
| Lack of teachers support (16, 31–33, 35) | Teachers support (16, 31–33, 35) |
| Competitive environment in PE classes (31, 33) | Competition with friends (16) |
| Friends do not engage in PA (16, 33) | PA practice with friends (33) |
| Family members do not engage in PA (33) | PA practice with family members (33) |
| Poor performance in PE classes (35) | |
| Boys' dominance in classes (31) | |
| Prejudiced attitudes of boys (34) | |
| Negative experiences with friends (33) | |
| Negative experiences at school (31, 33) | |
| Lack of PA choices in PE classes (16, 35) | |
| Highly structured activities at PE classes (31, 34) | |
| Parents encouragement for different subjects (16) | |
| Parents' focus on achieving high grades (16, 33) | |
| Lack of financial support and transportation to gyms (33, 35) | |
| Adverse household conditions (36) | |
| Stereotyping by peers (16, 36) | |
| Environment | Environment |
| Promotion of sedentary activities (36) | Consultation with girls about sports preferences and formats of delivery (32, 34) |
| Perception that PA is not culturally valued (16, 36) | Media in the change of social norms (33, 34) |
| Social pressure of feminine appearance and behavior (16, 35) | Opportunity to engage in girls-only activities (16, 32) |
| Safety concerns at neighborhood outdoor areas and environment (33, 35, 36) | Safe environment (31) |
| Limited access to sports/programs in the community (clubs, preferred sports) (33, 35) | Accessibility and availability of recreational centers/clubs/activities (16, 32, 35) |
| Limited activities choices in rural settings (16) | Possibility of choosing/experiment activities and its delivery (31, 32, 35) |
| Expensive activities (16, 32, 33, 35) | Low cost of programs (33) |
| High distance from recreational centers at community (33, 35) | Geographic proximity (35) |
| Lack of facilities (30, 33) | School, neighborhood, and home facilities (33) |
| Fewer opportunities than boys (35) | Opportunity to engage in mixed-sex activities or in activities traditionally seen as being for men (34) |
| Limited access to sports/programs in school (33) | PA opportunities during school time (33) |
| Lack of transports (33) | |
| Lack of resources (30, 36) | |
| Inappropriate teaching practices (36) | |
| Curriculum focused on sports perceived as masculine (33) | |
| Outdated sports equipment at school (35) | |
| Having to wear a uniform in PE classes (31, 36) | |
| Lack of privacy in changing rooms (36) | |
| Biological changes during puberty (16) | |
| Life transition periods (33) | |
| Weather conditions (36) | |
| No appropriate place for PA practice (30) |
PA, physical activity; PE, physical education.