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Peer-reviewedCC BY 4.0PLOS One

Parental perceptions of children’s physical activity participation: An exploration of satisfaction, school-based engagement, barriers to participation and preferred strategies for improvement

  • Chidiebele Petronilla Ojukwu1
  • Okolo Chukwunonyelum Judith2
  • Adaeze Imelda Onyekwelu3
  • Chiedozie Eleje4
  • Juliet Lucy Ekowa
  • Kadiree Ekundayo Fatai
4 affiliations
  1. 1Department of Medical Rehabilitation, University of Nigeria, Enugu Campus, Enugu, Nigeria
  2. 2Physiotherapy Department, David Umahi Federal University of Health Sciences (DUFUHS), Uburu, Ebonyi State, Nigeria
  3. 3International Institute for Sports Research Development and Rehabilitation, David Umahi Federal University of Health Sciences (DUFUHS), Uburu, Ebonyi State, Nigeria
  4. 4Emerging Researchers and Professional in Ageing- African Network, Abuja, Nigeria
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Abstract

Background: Physical activity (PA) is essential for children’s physical, cognitive, and psychosocial development; however, many children do not meet recommended PA levels, particularly in low- and middle-income settings. Parents play a critical role in shaping children’s PA behaviours, yet limited empirical evidence exists regarding parental perceptions of PA participation, satisfaction, barriers, and improvement strategies within the Nigerian context. Methods: A qualitative study was conducted in Enugu City, Nigeria, using in-depth semi-structured interviews with 20 parents of children enrolled in nursery, primary, and secondary schools. Participants were recruited purposively from community settings, including churches, marketplaces, shopping centres, and recreational areas within Enugu City. Interviews were audio-recorded, transcribed verbatim, and analysed using reflexive thematic analysis following Braun and Clarke’s framework. Reporting adhered to the Consolidated Criteria for Reporting Qualitative Research (COREQ). Results: Five themes were identified: (1) parents’ perceptions of children’s PA participation as context-dependent and variable; (2) satisfaction with PA opportunities existing along a continuum from high satisfaction to dissatisfaction; (3) perceived enablers, including accessible spaces, social support, parental involvement, and safety; (4) perceived barriers, notably time constraints, academic prioritisation, limited facilities, safety concerns, and parental availability; and (5) strategies for improvement, emphasising school-based reforms, parental engagement, community collaboration, and policy-level support. Conclusions: Parental satisfaction with children’s PA opportunities was mixed and frequently conditional, with many participants expressing dissatisfaction related to academic prioritisation, limited time for physical education, and inadequate recreational facilities. The findings suggest that improving both satisfaction and participation may require strengthened school-based physical activity provision, greater parental engagement, and enhanced community infrastructure to support balanced child development.

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Cite

BibTeXRIS
BibTeX
@article{ojukwu2026parental,
  title = {{Parental perceptions of children’s physical activity participation: An exploration of satisfaction, school-based engagement, barriers to participation and preferred strategies for improvement}},
  author = {Chidiebele Petronilla Ojukwu and Okolo Chukwunonyelum Judith and Adaeze Imelda Onyekwelu and Chiedozie Eleje and Juliet Lucy Ekowa and Kadiree Ekundayo Fatai},
  journal = {PLOS One},
  year = {2026},
  month = sep,
  doi = {10.1371/journal.pone.0351523},
  url = {https://doi.org/10.1371/journal.pone.0351523},
  note = {CC BY 4.0},
}
RIS
TY  - JOUR
TI  - Parental perceptions of children’s physical activity participation: An exploration of satisfaction, school-based engagement, barriers to participation and preferred strategies for improvement
AU  - Chidiebele Petronilla Ojukwu
AU  - Okolo Chukwunonyelum Judith
AU  - Adaeze Imelda Onyekwelu
AU  - Chiedozie Eleje
AU  - Juliet Lucy Ekowa
AU  - Kadiree Ekundayo Fatai
PY  - 2026
DA  - 2026/09/16
JO  - PLOS One
DO  - 10.1371/journal.pone.0351523
UR  - https://doi.org/10.1371/journal.pone.0351523
AB  - Background: Physical activity (PA) is essential for children’s physical, cognitive, and psychosocial development; however, many children do not meet recommended PA levels, particularly in low- and middle-income settings. Parents play a critical role in shaping children’s PA behaviours, yet limited empirical evidence exists regarding parental perceptions of PA participation, satisfaction, barriers, and improvement strategies within the Nigerian context. Methods: A qualitative study was conducted in Enugu City, Nigeria, using in-depth semi-structured interviews with 20 parents of children enrolled in nursery, primary, and secondary schools. Participants were recruited purposively from community settings, including churches, marketplaces, shopping centres, and recreational areas within Enugu City. Interviews were audio-recorded, transcribed verbatim, and analysed using reflexive thematic analysis following Braun and Clarke’s framework. Reporting adhered to the Consolidated Criteria for Reporting Qualitative Research (COREQ). Results: Five themes were identified: (1) parents’ perceptions of children’s PA participation as context-dependent and variable; (2) satisfaction with PA opportunities existing along a continuum from high satisfaction to dissatisfaction; (3) perceived enablers, including accessible spaces, social support, parental involvement, and safety; (4) perceived barriers, notably time constraints, academic prioritisation, limited facilities, safety concerns, and parental availability; and (5) strategies for improvement, emphasising school-based reforms, parental engagement, community collaboration, and policy-level support. Conclusions: Parental satisfaction with children’s PA opportunities was mixed and frequently conditional, with many participants expressing dissatisfaction related to academic prioritisation, limited time for physical education, and inadequate recreational facilities. The findings suggest that improving both satisfaction and participation may require strengthened school-based physical activity provision, greater parental engagement, and enhanced community infrastructure to support balanced child development.
SN  - 1932-6203
ER  -