Table 2.

Types and examples of barriers and facilitators investigated

Barriers and facilitators	Examples of factors investigated by the selected reviews
Intrapersonal factors
Availability of personal equipment	Bicycle ownership, equipment for physical activity
Better skills	Motor skills, objective capacity to walk
Pleasure and fun with physical activity	Pleasure, enjoyment
Higher motivation and having goals	Intention, goal setting
Lack of time and presence of concurrent behaviours	Preference for sedentary behaviour, lack of time
Lower costs	Discretionary income, subscription fees
More positive beliefs about capabilities	Self-efficacy, perceived behaviour control
More positive beliefs about consequences	Attitude, perceived benefits
More/Better knowledge	Knowledge about exercise or health benefits
Negative emotions	Discomfort, pain
Positive past experiences	Past physical activity behaviour and experiences
Worse health condition	Self-rated health, nutritional status
Social environment and interpersonal factors
Better/More positive general social support	Interpersonal influences, social support
Better/More positive social norms	Social practices, social norms
Better/More positive support from family	Support from parents or partners
Better/More positive support from friends	Peer support or pressure, time spent with friends
Better/More positive support from others	Support from school or health service staff
Higher physical activity of friends and family	Perceived physical activity habits of parents or friends
Worse perceived safety	Crime-related safety, parent’s safety concerns
Built environment factors
Better general urban design and built environment	Residential or commercial density, city type
Better land use mix	Objective or perceived land-use mix
Better quality and condition of places	Aesthetics, maintenance
Better road safety	Traffic speed, safe pedestrian crossing
Better street connectivity	Objective or perceived street connectivity
Better public transport provision	Convenience or coverage of public transport
Better walkability	Objective or perceived walkability
Existence of active travel infrastructure	Availability of cycling or walking infrastructure
Existence of facilities within places	Play parks, amenities
Existence of, shorter distance to, and better access to places	Distance to destinations, perceived access to facilities
Programmatic factors
Better quality of instructors	Instructor’s leadership or feedback quality
Better quality of physical activity programs	Number of activities, tailoring to participants’ skill level
Longer recess duration	More or longer school recesses
Participation in supervised activities	Involvement in structured activities