Phase 2: qualitative phase
School characteristics
The sample of schools included in the qualitative phase ranged in terms of their demographic characteristics and were reflective of the larger sample of schools in phase 1 (i.e. including single-sex and mixed-sex education, deprivation levels, location and school type (grammar or secondary) (Table
1)).
The three key findings that were identified in phase 1 were explored further during focus group discussions:
1.
Friends have similar physical activity behaviors;
2.
Friendship social networks may impact differently on early adolescent male and female physical activity behavior;
3.
Popularity and sociability were not associated with physical activity behavior.
The thematic analysis of focus group data added understanding about a broader social network and set of environmental influences (i.e. non-classroom peers and family) as represented by the following themes:
5.
External factors (which impact upon the relationship between adolescent physical activity behavior and social networks).
Conceptually, the findings from the quantitative phase 1 and their subsequent exploration and analysis during the qualitative phase of the study combined with the findings from the bottom-up thematic analysis of focus group data are presented as five main ‘themes’ (and sub-themes).
Theme one: friends have similar physical activity behaviors (identified in phase 1)
Quantitative analysis from phase 1 identified a significant correlation between individual and friend physical activity behavior. Although the correlation was weak for females and moderate for males, it suggested a similarity between friends’ physical activity behaviors for both sexes. Thematic analysis of focus group discussions further explored the role of friends for determining individual physical activity behavior, and identified an important emphasis on adolescents’ own immediate, direct friendship social networks (i.e. their friends they spent time with inside school, outside of school and through sports and clubs, or were in the presence of on a daily basis) and the resulting impact they had on their physical activity behavior. Four sub-themes emerged: (A) friendship formation through physical activity behavior; (B) spending time with friends; (C) negative influence from friends; and D) utilizing peer networks to encourage physical activity behavior.
Participants did not consciously aim to select friends who reflected similar physical activity behaviors. Rather, personality was the driving factor behind friendship formation. Females, in particular, did not regard having similar physical activity behaviors to their friends as an important quality for friendship formation, ‘just who they are, as a person’ – female – Focus Group (FG)2. Having different likes or dislikes in regards to physical activity behavior did not have negative implications on friendship formation, ‘it’s not like you ask them do they like hockey, and if they don’t you don’t say ‘oh, I’m not going to be your friend’ – female - FG2. However, participants acknowledged that common physical activity behaviors (i.e. sporting or spare time interests) were a good foundation for friendship formation and such friendships were more stable, ‘if you do have a sport in common then obviously it makes you more friendly, you have same interests and you become better friends, but it’s not like at first if you don’t do whatever, I’m not going to be your friend’ – female - FG2. Furthermore, participation in sports’ teams or clubs provided friendship opportunities, ‘all of my friends would probably be on the rugby team’ – male (rugby player) FG1.
Sub-theme B: spending time with friends
Many participants did not purposively intend on being active, but spending time with their friends often resulted in informal physical activity. Engaging in physical activity behavior was a by-product of spending time with friends, which differed for males, ‘I just go around to their house for a ‘kick about’ (slang term for football)’ – male - FG5; and females, ‘me and (female named) go out sometimes and walk around (local area named) and walk down to the park and stuff, just talking’ – female - FG2. Participants described physical activity behavior with friends as more fun, enjoyable and less of a chore compared to being alone or with peers they did not know as well, ‘I’d rather run about with my mates than with people who are really sporty, because they encourage me as well’ – male - FG4. Shared physical activity behavior presented opportunities for friends to spend time together, ‘my friend started going to the gym once a week, so I go with her now; at the weekends we can go together’ – female - FG2. In school, participants enjoyed Physical Education classes more when they were able to be with their friends, ‘you have to get into groups and partners quite a lot, and if you’re with your friends it’s a lot more fun to do’ – female - FG2.
Sub-theme C: negative influence from friends
Friends had the potential to discourage physical activity behavior for both males and females, ‘say you wanted to go out and play football and maybe two or three don’t want to play it and then everyone ends up not doing it or it’s too cold or something’ – male - FG1. Whilst participants enjoyed physical activity with friends, they were frustrated when it interrupted their free time to spend with friends. Missing out on spending time with friends due to sport commitments was off-putting and a negative side effect to physical activity which discouraged them from continuing, ‘it would make you not want to go as much and then you might start missing it every so often and then... You just stop going’ – female - FG3. Friends also had the ability to instigate negative, risky behaviors, ‘ … Like if you see one of your best players going out on the “sesh” (local slang term for drinking alcohol), all the other players would be like “oh he can do it, so I can do it”’ – male - FG5.
Sub-theme D: utilizing peer networks to encourage physical activity behavior
Participants explored ideas for encouraging their friends and each other to be physically active. They suggested exploring what they might like to do and encouraging them to try new activities, ‘you would have to try and find out their suggestions for more clubs or something like that or what they enjoy’ – male - FG1. Participants discussed adopting supportive techniques and strategies to try to engage their friends in physical activity behavior, through enticing them with opportunities to spend time with friends, ‘tell them the other friends are coming as well and that it will be good’ – male - FG1. Participants discussed competitiveness with friends in physical activity and sport. Between friends, light-hearted competitiveness was motivational and helped to encourage physical activity behavior, for both males, ‘there is always competitiveness between all of us, but we’d always work together as well’ – male - FG1 and females, ‘you have competition between your friends, you want to be better than them but you support them so that they can get better, or just as good as you’ – female - FG5.
Theme two: friendship social networks may impact differently on early adolescent male and female physical activity behavior (identified in phase 1)
Findings from phase 1 showed a significant association between males’ physical activity behavior and the physical activity behavior of their friend group but not their best friend; whereas females’ physical activity behavior was significantly associated with the physical activity behavior of their best friend, but not their friend group within the classroom setting. Thematic analysis allowed for exploration into potential differences in the role of social networks for physical activity behavior in males and females. Three sub-themes emerged: A) direct social support networks; B) school Physical Education class structure and gender inequality and (C) influence on physical activity behavior from the opposite sex.
Sub-theme A: direct social support networks
Direct social network members (i.e. friends, or individuals who are more intimately tied within a social network) provided social support for physical activity behavior. Females discussed how friends could positively influence physical activity behavior, through encouraging engagement, ‘if you didn’t really want to go to hockey and your friend was like “please go” you’d probably end up going … they would encourage you to go to more practices and to keep it up and stuff’ – female - FG2. Friendship social networks can provide a stable, comfortable environment in which adolescents feel more comfortable participating in physical activity. This was particularly evident for females, who were reluctant to participate without the support of friends, ‘you feel like if you’re going on your own then you’re worrying about it all the time, but if your friends are going it’s like “ah, that’s grand; they’re doing that so I’ll just do it”’ – female – FG3. For males, friends were motivational, ‘being with your mates motivates you more. It actually makes you better’ – male - FG4. Males also found the competitive nature of friends could provide motivation and encouragement, ‘if there is someone better than you then you can go and … try your hardest to be better than them’ – male - FG4.
Sub-theme B: school physical education structure and gender inequality
Participants discussed participation and engagement in Physical Education during school. Unlike other schools within the United Kingdom, most Northern Irish schools are governed by religious background (Protestantism and Catholicism) and school education type (secondary or grammar selective system). These factors determine the Physical Education or sports that will be offered at the school that are traditionally aligned, which can result in the formation of segregated sports networks and a limitation on physical activity choice. The restrictions limiting free choice in sport was discussed mainly by male participants, ‘all the rugby coaches say that... Football’s a terrible sport...that you knew it was a rugby school when you came here...’ – male - FG1. In the one mixed sex group, females were vocal in highlighting issues of sexism, as preference was given to the males when it came to shortage in Physical Education space or attention from teachers, ‘I find our school to be a bit sexist with PE, because the males get to do whatever. Like last year, the boys were outside playing football while the girls were stuck in and made to make up a random dance. That’s not fair on the girls if they want to go out and play football or something’ – female - FG5. Females were very conscious of the assumption from teachers that males were more interested and capable of sport or physical activity, and described this negatively, ‘They might think the boys are a lot more into sports ...girls are less interested than the boys’ – female - FG5. Females also perceived males to be more important in the eyes of coaches, ‘they’re [males] more important’ – female – FG5.
Sub-theme C: influence on physical activity behavior from the opposite sex
This study included one mixed sex group, males (n = 4) and females (n = 5). Discussion of mixed-sex influence on physical activity behavior identified some key points for engagement and participation. For females, physical activity behavior in a mixed sex group was motivational and encouraging as they had to push themselves to keep up with the males, ‘I think it pushes you a bit harder’ – female - FG5. However, males did not share the same views and were conscious that mixing the sexes could lead to distraction, ‘you see some boys who could be absolute “rods” (local slang term to indicate ‘showing off’) when they come near females, all they will do is sit and chat and they won’t get on and play, so that’s why I think they don’t mix them, because they would literally just sit and chat for the whole lesson’ – male - FG5.
Theme three: popularity and sociability were not associated with physical activity behavior (identified in phase 1)
Findings from phase 1 suggested that classroom popularity and sociability were not significant predictors of adolescent physical activity behavior. Thematic analysis further explored the impact of popularity and sociability on physical activity behavior.
Participants discussed the association between popularity and physical activity behavior. Neither males nor females were supportive of more active peers being more popular, but instead suggested that they were more well-known due to their sporting achievements, ‘they’re not really popular, are they? It’s not like they’ve become really popular because they’re on that team. But people would know them’ – female - FG2. The concept of being well-known was frequently associated with being part of a sports team or club at school, and being recognized and admired by others, ‘you’ve won lots of awards so people would know you from assembly. You would be at the front in assembly and your name would be read out with this big trophy, so people would know you from receiving that award or whatever’ – female - FG2. The concept of being well-known through sports in school was attractive to participants, as this provided the benefits of winning and being noticed by older peers, ‘if you win an award or if you’re on a team older than you, then the older team would know you and talk about you because you’re so good and you’ve been brought up a year to play for them or something’ – female - FG2. Participants suggested highly active peers had more friends, due to making friends through sport, ‘they probably have more friends through sport’ – female - FG2. However, they were dismissive of associating highly active peers with being more popular, ‘you’re your own person, I wouldn’t look up to someone who’s just good at football or good at rugby...’ – male - FG1.
Theme four: social norms
Thematic analysis of focus group discussions allowed for exploration of broader social network influences impacting on physical activity behavior that could not be identified through quantitative analysis. Social norms was identified as a theme, as participants discussed their perceptions of peers who were outside of their direct friendship social networks. These perceptions were of collective influence from the broader social environment, formed from adolescents’ indirect network ties to individuals they did not actively seek to spend time with. Whilst such individuals were not considered to be members of the participants’ own friendship social networks, they were part of the broader social environment (i.e. school year peers). Although participants did not spend as much time in the presence of these peers as they did with their own friends, or did not have a personal relationship with them, they were influenced by them indirectly, through perceptions of their thoughts and actions. Two sub-themes were identified: (A) perceptions of highly active and highly inactive peers; and (B) utilizing indirect peer social networks to encourage physical activity behavior.
Sub-theme A: perceptions of highly active and highly inactive peers
Participants discussed the personalities and qualities of peers they perceived to be highly active and highly inactive. Generally, active peers were perceived to be positive and healthy individuals, ‘energetic people’ – male - FG1. Females were respectful of the time such individuals put into their sport or activity, ‘they’re always really dedicated’ – female - FG3. However, many participants had a negative perception about highly active peers. Females perceived such individuals to regard themselves to be better than those who were less active, ‘I think people who take part in sports nearly hold themselves higher to everyone else anyway’ – female - FG3. This left them feeling embarrassed and intimidated in comparison, ‘sometimes they can be wild (local slang term for extremely) intimidating, because if someone is really good at something and you’re not, you feel like you have to be like on their level. Have to impress them’ – female - FG3. Males held similar views of frustration, however they showed signs of envy and anger towards highly active peers, describing them as ‘show-offs!’ – male - FG4. Males’ perceptions of inactive peers were derogatory, as they focused on the association between lack of social interaction and poor social skills with being inactive, ‘they’re socially inept’ – male - FG1. This was also associated with staying indoors to play sedentary computer games, ‘they [inactive adolescents] are all just playing their DS’ – male - FG1. Females did not share the males’ derogatory viewpoints of inactive peers and were more empathetic and understanding to why some individuals did not want to participate in sporting activities such as PE, ‘they feel “oh, I can’t go over to that group because they know what they’re doing and I don’t”. They’re embarrassed’ – female - FG3.
Sub-theme B: utilizing indirect peer networks to encourage physical activity behavior
Participants discussed strategies to engage peers from their wider social network (i.e. school year-group peers) in physical activity behavior. Some participants suggested motivating others by challenging them, ‘you wouldn’t say something negative straight to their face, you would try and inspire them, tell them what they need to do to build up towards it’ – male - FG1. Participants were conscious that being too serious would be off-putting for peers and having fun or not being overly competitive would make peers feel more at ease to participate, ‘sometimes people can be embarrassed if they haven’t played the sport before and they’re in a team with people who have been doing it for years. You have to make it like it’s only PE, it’s not really - Competitive’ – female - FG3. Other participants suggested an empathic approach to engaging others through inspiring them, ‘you try and bring them on’ – female - FG5 and encouraging them, ‘you say “you’ll get the next ball, you’ll get the next one, you know...” you’re always keeping them going’ – male - FG5.
Participants discussed the effectiveness of mixing together physical activity levels to encourage those who are less active. Participants suggested that mixed physical activity level teams in Physical Education are opportunistic for and help less active peers to improve, ‘the way it’s mixed, say there are some of us not as good as another person, the person who is not as good might get motivated to try and be better’ – male - FG4. However, not all participants were supportive of mixed ability sessions as they were concerned that less active peers would put little effort in to the activity, ‘you’re not going to have to full class where everyone is going to want to participate in PE (Physical Education) and then everyone is getting assessed and they won’t put the effort in and it just lowers everybody then’ – female - FG3.
Theme five: external factors (which impact upon the relationship between adolescent physical activity behavior and social networks)
Thematic analysis identified other external factors which could not be investigated through quantitative methods. These factors impacted the relationship between adolescent physical activity behavior and social networks, but could not be controlled or manipulated (such as seasonal dependency of outdoor physical activity). The findings suggested that external factors impact indirectly on individual physical activity behavior engagement, enjoyment, participation and social networks. Three sub-themes were identified: (A) the influence of teachers and coaches; (B) sports team selection and (C) weather conditions.
Sub-theme A: the influence of teachers and coaches
Participants emphasized that highly active individuals were given more attention from teachers or coaches. This was especially off-putting for individuals who enjoyed a sport but were not on the team, as they felt their presence was less important in comparison, ‘it’s more like if you’re not on the team... you can still go but you don’t get much attention paid to you. It’s normally just the people that are on the team... No one else’ – female - FG2. Participants identified favoritism from teachers for ‘sporty’ individuals over the rest of the pupils, ‘they get priority’ – female - FG3. Some participants referred to their coaches or teachers’ motivational strategies as poor, due to a strict and harsh approach, ‘they’re encouraging them, but in a harsh way … – male - FG5. They identified differences between peer and coaches’ motivational strategies, ‘the coaches are there to shout; you’re there to encourage, as such’ – male - FG5.
Sub-theme B: sports team selection
The exclusivity and selection procedure of sports teams was off-putting for many participants, even if they enjoyed the activity. These close-knit, exclusive networks made participants feel less welcome to attend the training or club if they were not be part of the team, ‘you’d feel a bit out of it if you went, I think’ – female - FG2 and ‘if you don’t get onto a team people would just quit’ – female – FG2.
Sub-theme C: weather conditions
Despite acknowledging that when the weather was good it enabled individuals to go outside and be physically active, weather was mainly described as an inhibitor to physical activity behavior, due to seasonal dependencies of many sports or activities, ‘if you’re in a club then it has to be on’ – male - FG1. Seasonal dependencies of activities were associated with restricting time spent with friends or shared activities with friends, ‘during summer I would be with my school friends, during winter I’d be with my football ones, because there is no football ones that go here [school]. In summer I’d be able to go into [local area named] or somewhere because it’s nice weather and you can make it up there, but in winter I have to stay about [local area named] because usually the roads are too dodgy to go to [local area named] – male – FG5.