“And I still remember it to this day”: A qualitative exploration of retrospective memories of school-based recess

IF 2.2 Q2 PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH
Maya Trajkovski, Deanna Perez, Sara Tobias, William V. Massey
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引用次数: 0

Abstract

Objectives

Previous research has shown the most common memory of physical education (PE) was embarrassment, and that childhood memories of PE relate to physical activity (PA) attitude, intention, and sedentary behavior in adulthood [13]. Recess memories may have a similar effect on adult attitudes towards PA, given that recess is a physically active part of the school day, yet is more autonomous and less supervised than PE. Recent literature has supported this, as Massey and colleagues (2021b) reported memories of recess enjoyment were associated with PA enjoyment in adulthood, whereas negative recess memories were associated with social isolation. In an effort to better understand recess memories, and how they may be related to adult behaviors, the purpose of this study was to examine qualitative descriptions of adults’ worst recess memories as it related to physical and social health.

Study design

Mixed methods design; inductive content analysis and analysis of covariance.

Methods

As part of a larger project, 433 participants between the ages of 19 and 77 (M = 44.91; SD = 15.35) were asked to recall their worst recess memories and the grades in which those memories occurred. Participants identified as predominantly female (52%), White (72%), and college educated (46%). Data analysis was conducted via an inductive content analysis by three research team members.

Results

The most common negative memories included isolating experiences, physical injuries, victimization, and contextual factors (e.g., weather). Through a series of analysis of covariance, self-reported isolation and self-efficacy of exercise were significantly related to participants with social isolation and physical injury memories respectively.

Conclusions

This study adds to a growing line of research documenting the importance of recess as a developmentally impactful environment with implications for physical and emotional health.

"我至今仍记忆犹新":对校内课间休息回忆的定性探索
目的以前的研究表明,人们对体育课(PE)最常见的记忆是尴尬,而童年时期对体育课的记忆与成年后的体育锻炼(PA)态度、意向和久坐行为有关[13]。课间休息的记忆可能会对成人的体育锻炼态度产生类似的影响,因为课间休息是学生在校期间进行体育锻炼的一部分,但与体育课相比,课间休息更加自主,监督更少。最近的文献支持了这一点,Massey 及其同事(2021b)报告说,课间休息的快乐记忆与成年后的体育锻炼快乐相关,而消极的课间休息记忆与社会隔离相关。为了更好地了解课间休息的记忆,以及这些记忆与成年人行为的关系,本研究旨在考察成年人最糟糕的课间休息记忆的定性描述,因为这与身体健康和社会健康有关。研究设计混合方法设计;归纳内容分析和协方差分析。方法作为一个大型项目的一部分,433 名年龄在 19 岁至 77 岁之间的参与者(中=44.91;标=15.35)被要求回忆他们最糟糕的课间休息记忆以及这些记忆发生的年级。参与者主要为女性(52%)、白人(72%)和受过大学教育者(46%)。研究小组的三位成员通过归纳式内容分析对数据进行了分析。结果最常见的负面记忆包括孤立的经历、身体伤害、受害和环境因素(如天气)。通过一系列协方差分析,自我报告的孤立感和锻炼的自我效能感分别与参与者的社会孤立记忆和身体伤害记忆有显著关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Public Health in Practice
Public Health in Practice Medicine-Health Policy
CiteScore
2.80
自引率
0.00%
发文量
117
审稿时长
71 days
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