Pupils’ experiences of physical activity and wearable technologies within primary school

Background. Children are insufficiently active, with vast inequalities disadvantaging girls and those from lower socio-economic backgrounds. It is acknowledged that researchers should move towards bottom-up approaches, understanding the perspectives and knowledge of those individuals at the centre of research. Children’s voices are often excluded from issues which directly impact them, with perceptions that they lack the capability for meaningful discussions. However, children are likely to provide valuable insights and their perspectives should contribute to intervention development. Purpose. To understand primary school pupils’ views and experiences of physical activity and wearable technologies within schools. Method . Semi-structured focus groups (N= 9) were conducted with 41 Year 5 and 6 pupils (19 girls, 22 boys) from across 6 primary schools based in the South-West of England . Information sheets and consent forms were sent home to pupils’ parents/carers, and those who received consent participated in focus groups. Focus groups were recorded, transcribed, and the data was analysed using a reflective thematic approach. Findings. Pupils highlighted that academic learning was often a barrier to physical activity, as well as acknowledging the influence of the playground space and equipment. Social factors, particularly friendships and the influence of teachers, was recognised as contributing to their engagement, or lack of, in certain activities. Conversations took place regarding physical activity gender differences and included girls stating they had experienced exclusion, particularly in football, as well as gender stereotyping which was a barrier to their engagement. Individuals’ competence and confidence, which included feelings of embarrassment, could prevent children from engaging, particularly the least active. Finally, autonomy was important for children, who valued choice and variety. When discussing wearable technologies children reported that they liked monitoring their steps. However, they highlighted that less sporty children were not as likely to own a device. Pupils acknowledged that technologies could often lead to competition, which may be less enjoyable for less active children. Conclusion. Pupils contributed valuable knowledge and experiences. The findings from this study can contribute to a more detailed understanding of pupils’ perspectives on physical activity and wearable technologies in primary schools, which can be used to inform intervention design.