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Aim <p>This study investigated whether children cluster in discrete groups based on their engagement with physical activity within and outside the school setting.</p> Subject and methods <p>This study analysed 68,484 self-report instances of physical activity behaviour in secondary school aged (11–18 years) children in the United Kingdom. Data was collected over one calendar year via the miMove digital platform with children self-reporting activity type, duration, location and emotional response post activity. The activity characteristics for each child were subject to a latent class analysis (LCA) with gender, year group, special educational needs and disability status (SEND) and pupil premium (PP) serving as covariates.</p> Results <p>Five discrete heterogenous classes emerged with structural equation modelling being used to examine the association between class membership and emotional response while controlling for the covariates. Significant differences emerged between the latent activity classes in terms of the average emotional responses to activities. There was no association between PP and SEND with emotional response; however, girls overall reported a more negative response to physical activity than boys with affective valence reported as more negative in the older groups.</p> Conclusion <p>The findings of this study can be used by educators and individuals working to increase physical activity in young people by informing both curriculum design and choice around the provision of out of school activity options.</p>

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Free time and in school physical activity profiles of children aged 11–18 in the United Kingdom: a latent class analysis

  • 期刊论文

  • 发表日期：

    2025年6月16日

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  • Richard Buscombe,
  • Paul Watts,
  • Mo Jafar,
  • Brian Dauenhauer,
  • Taemin Ha,
  • Greg Dryer

摘要

Aim

This study investigated whether children cluster in discrete groups based on their engagement with physical activity within and outside the school setting.

Subject and methods

This study analysed 68,484 self-report instances of physical activity behaviour in secondary school aged (11–18 years) children in the United Kingdom. Data was collected over one calendar year via the miMove digital platform with children self-reporting activity type, duration, location and emotional response post activity. The activity characteristics for each child were subject to a latent class analysis (LCA) with gender, year group, special educational needs and disability status (SEND) and pupil premium (PP) serving as covariates.

Results

Five discrete heterogenous classes emerged with structural equation modelling being used to examine the association between class membership and emotional response while controlling for the covariates. Significant differences emerged between the latent activity classes in terms of the average emotional responses to activities. There was no association between PP and SEND with emotional response; however, girls overall reported a more negative response to physical activity than boys with affective valence reported as more negative in the older groups.

Conclusion

The findings of this study can be used by educators and individuals working to increase physical activity in young people by informing both curriculum design and choice around the provision of out of school activity options.