Encouraging an active future: The important role of role models
The benefits of engaging in physical activity (PA) as a child are both extensive and well-documented, at a physical (i.e. reduced risk of obesity (1), psychological (i.e. improved mental health(2)), and social (i.e. improved peer relationships (3)) level. However, only 18% of children in the UK are currently meeting official guidelines of taking part in PA at least 60 minutes a day(4). Only 22% are active for at least 30 minutes a day outside of school, while 28% do so in school(5), highlighting that both home and school environments have critical roles to play. To emphasise this, key settings shown to influence children’s PA levels include an active school commute, break time, Physical Education (PE), afterschool clubs, and home(6). In a number of these settings, parents and teachers in particular are in a position where they can have a great influence on children’s engagement in physical activity.
The parent’s influence
Focusing on the home environment, a parent’s influence is two-fold, with parental modelling of PA and parental support of child PA emerging as major themes for child PA in past research(7). This should not be taken at face value though, as there is more to it than a direct parent-child influence.
Research suggests that a child’s perception of their parent’s engagement in PA is a significant indicator of their own engagement(8). However, it is important to consider both the type and the quality of the parent-child relationship. This is because maternal, but not paternal participation in sport, outdoor activities, and walking for transport is associated with higher child participation in these activities(9). Yet, mother and father may influence their children’s PA in different ways, with paternal modelling having a direct effect, whereas maternal modelling has an indirect effect through encouraging self-efficacy and attraction to PA(10). Nonetheless, as each parent-child dynamic is unique in its own way, these findings are only an indication of the possible influence.
On the other hand, parental support acts both directly and indirectly, by helping the child feel capable of engaging in sport, as an influence on child PA(11). This support can come in various forms, including financial, logistic (i.e. equipment and transport), and emotional support (i.e. encouragement), all of which are positively associated with participation in sport(12). Therefore, while the child’s attitude, perceived behavioural control, and enjoyment help to explain these associations, finding ways to enhance the family environment to support children’s sport participation are necessary. This may include individual- and community-level strategies to increase parents’ ability to provide instrumental and motivational support for their child’s physical activity(11).
While parental support is important for motivating changes in physical activity(13), family affluence is a crucial factor for whether this support is achievable. Statistics suggest that though 77% of children can swim 25 metres unaided by the time they leave primary school, this drops to 42% for children from the least affluent families, yet is at 86% for the most affluent(5). This difference highlights the importance of the school environment for ensuring all children have access to quality PE, sport sessions and clubs, in an attempt to bridge this notable gap.
The teacher’s influence
In a similar way to parents, teachers also have both a direct and indirect influence on a child’s engagement with PA. From a modelling perspective, in PE classes taught by more active teachers, children had higher PA levels, than in those taught by less active teachers (14). Similarly, the appearance, personality, and knowledge of a PE teacher are important features to maximise their influence as a positive role model(15). Additionally, teacher social support has a significant indirect effect on a child’s PA, with a strong positive relationship between changes in teacher social support and changes in PA through a 6-month follow up(16). This highlights that the teacher has an influential role beyond ensuring the availability of sport sessions, as they help determine both the quality of the sessions, and how engaged the children are. This is important because engagement in PE can influence whether a child develops lifelong habits of PA(17).
There is a new sport initiative in schools called ‘the Daily Mile’, which is supporting children to engage in PA through a daily running activity(18). At the time of writing there are 2 million children in 10,000 schools across 68 countries who have signed up to take part. With the world’s fastest marathon runner, Eliud Kipchoge as the ambassador, this is a strong example of schools and athlete role models collaborating to motivate increased child PA levels. However, PA preferences change as children get older, with team sports becoming the most popular from ages 11-16(5). Therefore, these approaches must be adapted accordingly to motivate increased child PA levels across different age groups.
Ultimately, it is important to understand that motivating a child’s engagement in PA is a collective effort. This article has focused on the role of parents and teachers, but it is worth highlighting that local communities, coaches, and of course, peers can also have a substantial influence in helping to sustain and develop lasting engagement in physical activity.
References
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