Young women’s experiences using technology for physical activity and its perceived impact on physical activity and physical literacy: a qualitative study

Abstract

Young women report low levels of physical activity (PA), which hinders the development of their physical literacy (skills and behaviours that support PA). Technology-supported PA (interactive digital tools that promote PA) may improve PA and physical literacy. This study examines young women’s experiences with technology-supported PA, their perceptions of technology-supported PA, and the way that technology-supported PA can align with components of the Australian Physical Literacy Framework. Fourteen young women participated in individual semi-structured interviews. Participants had reported using technology-supported PA previously. Of the 14 participants, 12 were still using technology-supported PA. Their experiences and perspectives of technology-supported PA were mapped to four elements across three domains of the Australian Physical Literacy Framework: ‘engagement and enjoyment’ and ‘motivation’ elements within the psychological domain; ‘relationships’ within the social domain; and ‘content knowledge’ within the cognitive domain. No findings were identified that aligned with the physical domain. Many elements discussed by participants were interconnected, acting as either barriers or facilitators across other domains of the Australian Physical Literacy Framework. Technology-supported PA was considered an effective form of PA promotion that addressed common barriers to PA such as lack of motivation and cost. It helped develop PA habits with most of the participants reporting they were long-term users. Use was also associated with elements of physical literacy (psychological, social and cognitive domains), suggesting that technology-supported PA could support young women’s PA and physical literacy.