Attitudes and behaviors of physical activity in children: Findings from the Play, Lifestyle & Activity in Youth (PLAY) Questionnaire

Abstract

Background: The identified domains of child physical literacy include knowledge/understanding, behavior, motivation/confidence, and physical competency. Understanding physical literacy is critical to moving forward intervention efforts surrounding physical inactivity. Objectives: To investigate physical literacy domains by presenting responses to the Play, Lifestyle & Activity in Youth (PLAY) questionnaire and analyze the relationship between comparable questions in the child and parent sections. Design: Cross-sectional questionnaire study. Setting: Suburban youth program, United States. Main Outcome Measure: Parent and child responses to the PLAY questionnaire. Results: Questionnaire data were collected for 106 children 6-11 years old and 91 parents. Children (93.3%, 83/91) reported enjoyment in physical education, despite 70% participation in physical education 0-1 day/week. 66.6% (26/91) of children preferred active to passive play and played outside most days/week (5.0 median). Similarly, a high proportion of children (93.3%, 83/91) reported feeling that they physically performed similar to or higher than their peers and took ownership to improve motor competency versus taking a more passive approach. Most children (96.7%, 87/91) reported feeling happy when they were able to play sports/run around, enjoyed gym class (93.3%, 83/91), and reported feeling sad if they cannot play sports/run around during the day (75.6%, 68/91). Parents and children reported rules around screen time and bed time, and reinforced these rules often. Child and parent responses were associated for comparable questions about bedtime and screen-time/media rules, moderate-to-vigorous physical activity per day, sport camp preference, and play equipment use (Fisher's p =.051 screen time, p