One Size Does Not Fit All: Contextualising Family Physical Activity Using a Write, Draw, Show and Tell Approach

Robert J Noonan, Stuart J Fairclough, Zoe R Knowles, Lynne M Boddy, Robert J Noonan, Stuart J Fairclough, Zoe R Knowles, Lynne M Boddy

Abstract

Understanding family physical activity (PA) behaviour is essential for designing effective family-based PA interventions. However, effective approaches to capture the perceptions and "lived experiences" of families are not yet well established. The aims of the study were to: (1) demonstrate how a "write, draw, show and tell" (WDST) methodological approach can be appropriate to family-based PA research, and (2) present two distinct family case studies to provide insights into the habitual PA behaviour and experiences of a nuclear and single-parent family. Six participants (including two "target" children aged 9-11 years, two mothers and two siblings aged 6-8 years) from two families were purposefully selected to take part in the study, based on their family structure. Participants completed a paper-based PA diary and wore an ActiGraph GT9X accelerometer on their left wrist for up to 10 weekdays and 16 weekend days. A range of WDST tasks were then undertaken by each family to offer contextual insight into their family-based PA. The selected families participated in different levels and modes of PA, and reported contrasting leisure opportunities and experiences. These novel findings encourage researchers to tailor family-based PA intervention programmes to the characteristics of the family.

Keywords: ActiGraph; accelerometer; children; context; diary; family; physical activity; raw; write, draw, show and tell (WDST).

Conflict of interest statement

The authors declare no conflict of interest.

Figures

Figure 1
Figure 1
Mean weekday and weekend-day moderate-to-vigorous physical activity (MVPA) family comparisons for each participant and phase.
Figure 2
Figure 2
(a,b) Physical activity (PA) diary data for Tom Smith, and (c,d) PA diary data for Sophie Smith.
Figure 3
Figure 3
(a,b) PA diary data for Joseph Jones, and (c,d) PA diary data for Matthew Jones.
Figure 4
Figure 4
(a,b) Write, draw, show and tell (WDST) data for Matthew Jones, illustrating leisure activities. “Well, holiday. When I went to Malaga in Spain. When I went to Mummy's cousin's. Making sandcastles and jumping on the waves. I enjoy swimming. And this is me in the garden. Daddy's doing the wall, and I'm doing where you cut the grass at the side. And this one here is me playing football for my team. And drama and dance. We've just done a show. I was Adam Ant” [Matthew Jones].
Figure 5
Figure 5
Drawing from Sophie, aged 8, illustrating out-of-school PA. “In my drawing, I’ve got me, I’ve got my friends, and I’ve got things at the park. I really enjoy street dance because it’s something I do. And then netball, I like to play netball because it is great. Sometimes at after school clubs, sometimes Miss picks us to go in the front, but sometimes you can go at the back. But I’ve been in the front. But I’m mainly at the back” [Sophie Smith].
Figure 6
Figure 6
(a,b) Show/tell data illustrating Tom Smith’s leisure activities. “Playing out. I’ve been playing out with my friends in the park. My friends from school. We just walk everywhere we go. Straight after school I would either just go to the park with my mates or go to the forest. The one by school or the one by Mackie’s, the rec. And if I don’t do that, then I'll go home and get ready. Get changed, and then out to the park. I'm allowed like to the rails and back. I’m allowed to stay there til 8 o’clock. I tend to just stay in on weekends” [Tom Smith].
Figure 7
Figure 7
Show/tell data illustrating Joseph Jones’ structured leisure activities.

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