| The purpose of this qualitative, phenomenological study is to examine parents' perspectives on their roles and influences on their elementary school-aged child's physical activity outside of school. This study strives to better understand what parents perceive helps or hinders their ability to maintain healthy physical activity levels for their children, as well as view their responses through the theoretical framework of McClelland's Achievement Motivation Theory (1987), which notes that people are motivated by three key needs: the need for achievement, power, and affiliation. There were two phases to this study. First, all parents of children enrolled in one suburban K-5 school in the Mid-Atlantic region were sent an online survey consisting of Likert Scale questions around their child's physical activity outside of school, as well as their responses to questions related to McClelland's framework. Seventy-nine parents responded to the survey (10% response rate). Phase II consisted of follow-up interviews with purposefully selected parents who completed the online survey of Phase I, self-identified as parents whose children are receiving the American Heart Association and Centers for Disease Control and Prevention recommended daily 60 minutes of physical activity, and indicated a willingness to participate in Phase II. Phase II participants were comprised of six women who were interviewed for 60 minutes from a semi-structured interview protocol.;The results of this study are based on an analysis of the Likert-scale survey responses of 79 parents and interviews with six parents. Overall, the population of parents surveyed was more satisfied with physical activity outside of school (93%) for their elementary school-aged children than during the school day (7%). The parents surveyed believed it was important to be a role model for their child's physical activity (95%). Through the survey results, parents of elementary school-aged children believe physical activity outside of school is important for the child's success, as 89% of parents feel the need for achievement is central to their encouraging their child to partake in physical activity outside of school. Based on the analysis of the interview data, the following themes emerged about participants' perceptions of their roles and influences on their child's physical activity outside of school: (1) participating parents spoke in terms of wanting what is best for their children; (2) participating parents are satisfied with their role in their child's physical activity outside of school; and (3) participating parents perceive that their parents, grandparents, and coaches influenced their own physical activity, thereby serving as a source for their support and influence in their own child's physical activities. In addition, I also found three significant sub-themes emerge regarding the alignments (and misalignments) of participants' responses and McClelland's Achievement Motivation Theory (1987): (1) the need for achievement was the strongest motivator; (2) participating parents (all mothers) were hesitant to admit to the need for power; and (3) most participants had their children enrolled in organized or team-related physical activities, thereby promoting the need for affiliation. Implications for future practice and research are discussed in this research study.;Keywords: physical activity, elementary school-aged children, and parents' perceptions. |
