'You don't want to do things alone': children in low to middle schools talk about physical activity during recess time

Many children nowadays do not meet the recommended amount of physical activity during a day and are more sedentary, which is accompanied by decreased physical and social health, and well-being. For some children, the school can be the only outlet for playful and organised physical activity. Almost all children attend school for a large part of their day, which makes school an important context for fostering positive attitudes towards physical activity. The purpose of this study was to explore how children in low to middle school talk about physical activity during recess time. A total of 18 students were interviewed using a semi-structured approach. The results show that physical activity during recess is talked about as forming social groups and community and a way to counteract loneliness. There are also contextual categories and behavioural codes in children's talk about physical activity that shape their tendency to participate, be admitted in, and denied from physical activity during recess. The results highlight the power of language and how it can position and shape children's relationship with, and expected outcome of, physical activity. Conclusively, the study shows that physical activity affects children's social well-being and identity construction.

Automated summary

Many children nowadays lack the recommended amount of physical activity and are more sedentary, which negatively affects their physical and social health. Schools play a crucial role in promoting positive attitudes towards physical activity, as they are often the only outlet for organized physical activity. This study explores how children in low to middle school talk about physical activity during recess, revealing that it is seen as a way to form social groups, counteract loneliness, and impacting children's participation and identity construction.