Abstract
BACKGROUND: Wearable technologies offer new opportunities to address in-school physical inactivity. However, children are often excluded from discussing issues which directly impact them, including the use of wearable technologies in a school setting. Thus, the aim of this study is to understand primary school pupils' experiences and perceptions of using wearable physical activity monitoring technologies within schools.
METHODS: Nine semi-structured focus groups were conducted with 41 Year 5 and 6 pupils (19 girls, 22 boys) from 5 primary schools in the South West of England. Focus group transcripts were analyzed using a reflective thematic approach.
RESULTS: Pupils made valuable contributions to discussions around wearable technologies, considering both advantages and disadvantages. Most importantly, when discussing use in schools, pupils were mindful that while they wanted to see their own activity and saw benefit in teachers knowing their activity, they felt comparisons in classes could lead to negative emotions for some pupils.
CONCLUSION: The findings from this study can contribute to a more detailed understanding of pupils' perspectives, which can help inform school-based interventions which aim to address physical inactivity and associated inequalities. Instead of using wearable devices for individual pupil ownership, schools should access data-insights with the intention of changing school practices.
METHODS: Nine semi-structured focus groups were conducted with 41 Year 5 and 6 pupils (19 girls, 22 boys) from 5 primary schools in the South West of England. Focus group transcripts were analyzed using a reflective thematic approach.
RESULTS: Pupils made valuable contributions to discussions around wearable technologies, considering both advantages and disadvantages. Most importantly, when discussing use in schools, pupils were mindful that while they wanted to see their own activity and saw benefit in teachers knowing their activity, they felt comparisons in classes could lead to negative emotions for some pupils.
CONCLUSION: The findings from this study can contribute to a more detailed understanding of pupils' perspectives, which can help inform school-based interventions which aim to address physical inactivity and associated inequalities. Instead of using wearable devices for individual pupil ownership, schools should access data-insights with the intention of changing school practices.
Original language | English |
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Pages (from-to) | 1119-1128 |
Number of pages | 10 |
Journal | Journal of School Health |
Volume | 94 |
Issue number | 12 |
Early online date | 6 Nov 2024 |
DOIs | |
Publication status | Published - 31 Dec 2024 |
Funding
The authors would like to thank the schools and pupils for their time and involvement. This research project did not receive any direct funding. GKW is funded by the Economic and Social Research Council (ESRC), training grant number ES/P000630/1.
Funders | Funder number |
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Economic and Social Research Council | ES/P000630/1 |
Economic and Social Research Council |
Keywords
- children
- physical activity
- schools
- wearable technology
ASJC Scopus subject areas
- Education
- Philosophy
- Public Health, Environmental and Occupational Health