Exploring physical activity in the nursery setting in England. A qualitative study with staff and children

Objectives

Young children spend substantial time at formal childcare providers, including nurseries. Physical activity (PA) in childcare is highly varied. Qualitative research which can provide more in-depth understanding has been focused on adults, the voice of children is largely missing. This study aimed to triangulate staff and children's views and perspectives to develop a holistic understanding of PA in the nursery setting.

Study design

Qualitative study.

Methods

Separate focus groups with nursery staff and children in the nursery's preschool room (3 to <5 years of age) were conducted at nurseries (Nottinghamshire, England). Analysis followed Braun and Clarke's 6 steps of thematic analysis.

Results

55 children and 47 staff participated. 6 themes were identified: PA and learning theory in the nursery setting, children's understanding of PA, nursery ethos and resource, staff understanding of PA, PA and the link to development, PA in the nursery setting and the interaction with the home environment.

Conclusions

The nursery setting was perceived as important for PA and physical development (opportunity for risk taking and peer learning) and promotion of equity. The study identified possible opportunities to enhance PA in nurseries including separating the concepts of outdoors and PA, limiting use of unhealthy rewards, addressing staff knowledge gaps (e.g. recommended daily amount of PA) and including ‘understanding the importance of PA’ into the ‘managing self’ section of the EYFS. Future research should aim to incorporate parental views and explore the use of technology as a learning source for PA.