Strategies to encourage involvement in sport and physical activity
Child-based strategies
Exploit the unique activity patterns of groups of children - Recent studies have shown that different activity patterns exist within groups of children. These activity patterns should be acknowledged and utilised when designing interventions. For example, ‘techno-active’ children, who combine high levels of physical activity with large amounts of time in front of a screen, might not benefit greatly from strategies designed to promote participation in physical activity. On the other hand, screen time interventions would not be effective in inactive female socialisers, as they spend very little time in front of the screen to begin with. This group may respond well to an intervention that incorporates socialising and physical activity, such as a ‘walk and talk’ intervention. ‘Screenies’ who engage in high screen time but low physical activity, may respond well to an intervention which links multimedia technology with physical activity.
Home-based strategies
Reduce screen time - The use of negotiated contracts and various reward systems for replacing screen time with active ‘backyard’ time is a promising strategy.
Remodel the home environment - The provision of some yard space for play, along with simple, inexpensive play equipment is associated with greater play participation around the home. Dog ownership increases the likelihood of girls being physically active around the home. Parents can consciously create a culture of physical activity in the family.
School-based strategies
Remodel the school environment - Optimise the use of play space by staggering break times. Recent research in South Australian schools confirms that play area, and more particularly, population density, impact on willingness to play. At the same time, provide adequate equipment and staff supervision. Play areas with high levels of sports equipment and improvements (basketball hoops, tennis courts, etc.), coupled with high levels of adult supervision, are much more likely to have physically active boys and girls than areas deficient in both.
Upskill teachers and provide specialist physical education teachers - Through in-servicing of classroom teachers, raise awareness of innovative approaches to physical education delivery. Several studies have shown that the quality of primary school physical education can be enhanced with improved curriculum and specific teacher training and in-servicing. Most success has been observed in those programs that emphasise high levels of aerobic activity, are well resourced and are non-competitive. Reported enjoyment levels are higher in classes characterised by frequent encouragement and praise, where students do not select teams and where winning is de-emphasised.
Integrate physical education into homework policy - Physical education ‘homework’ is being trialed in schools in several countries. Innovative strategies to increase the quantity of active homework (for example, through calendars with daily ‘fun’ activities) and the quality of movement skill (for example, through checklists for mastery of specific skills) have been introduced with encouraging results.
Maximise physical activity opportunities in out-of-school-hours centres - The out-of-school-hours centres setting is particularly appropriate for physical activity interventions, not only because of the growing population it serves, but also because children attend out-of-school-hours centres at the time of the day that is the critical window of opportunity for children’s play. A recent trial in South Australian out-of-school-hours centre sites demonstrated that the provision of developmentally appropriate, fun-orientated, non-competitive activities reduced the number of children choosing sedentary indoor alternatives.
Give students and parents a voice - Listen to the opinions and preferences of children. Most schools encourage democratic decision-making through student representative councils. As recent surveys confirm that young people prefer to have some control over the development of their sporting activities, the student representative council is an ideal opportunity for children to air their views on how opportunities to play can be maximised within the school environment. More autonomous governance in public schools provides parents with a real voice on management issues. Collectively, parents can advocate for activity-friendly school environments in a powerful way.
Community-based strategies
Establish neighbourhood networks - Neighbourhood meetings to re-establish networks around children’s sport and free play might focus on questions such as what interests children share, how transport and supervision can be collectivised, and information sharing regarding opportunities for organised sport or safe free play.
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