Published in PLOS One on 2026-09-16, this study is presented as an attributed evidence briefing. The excerpts below are the original researchers’ words, reproduced under their Creative Commons Attribution licence. Health Signal has selected the abstract and, where needed, opening background paragraphs; the complete methods, results, limitations and references remain in the linked paper.
Original authors: Chidiebele Petronilla Ojukwu, Okolo Chukwunonyelum Judith, Adaeze Imelda Onyekwelu, Chiedozie Eleje, Juliet Lucy Ekowa, Kadiree Ekundayo Fatai
Source: PLOS One • DOI 10.1371/journal.pone.0351523
Read the complete primary study ↗ · Creative Commons Attribution licence
From the researchers
Abstract
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.
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).
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.
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.
Introduction
Physical activity (PA) is widely recognised as a cornerstone of healthy child development, contributing significantly to cardiometabolic, musculoskeletal, cognitive, and psychosocial health [1–3]. Regular participation in physical activity supports the development of motor skills, improves emotional well-being, enhances social interaction, and contributes positively to academic functioning and quality of life [1,3–5]. Despite these well-established benefits, global evidence indicates that many children and adolescents do not achieve recommended levels of physical activity, with sedentary behaviours increasingly becoming common across different settings [6,7]. Insufficient physical activity among children has been associated with increased risks of obesity, type 2 diabetes, cardiovascular disease, poor mental health outcomes, and reduced overall well-being [2,8].
The World Health Organization (WHO) recommends that children and adolescents aged 5–17 years engage in at least 60 minutes of moderate-to-vigorous physical activity daily [2]. However, achieving these recommendations is influenced by multiple interconnected factors extending beyond children’s individual motivation or preferences. To conceptualise these influences, this study draws on the Socio-Ecological Model (SEM), which posits that health behaviours are shaped through interactions across individual, interpersonal, institutional, community, and policy-level environments [9,10]. Within the context of children’s physical activity participation, individual factors may include temperament, confidence, and health status; interpersonal influences may involve parental support, peer relationships, and family routines; institutional factors include school schedules, physical education provision, and extracurricular opportunities; while community and policy-level influences encompass neighbourhood safety, recreational infrastructure, and broader sociocultural priorities [9,10].
Reading this evidence
Use the full paper to check the study design, participant selection, comparator and outcome definitions before drawing a practical conclusion. An association does not by itself show cause and effect. A reported performance measure needs its denominator and uncertainty. A finding from a particular facility, sample or time period should retain that scope when it is discussed elsewhere.
This briefing makes the source accessible within the wider financing & policy desk. It does not assess an individual patient or certify a product. When considering relevance to another health system, examine the original authors’ account of context and limitations, then seek local implementation evidence. The related reporting below provides other studies to read alongside this one; it is a topic connection, rather than a claim that their results are directly comparable.
© 2026 Chidiebele Petronilla Ojukwu, Okolo Chukwunonyelum Judith, Adaeze Imelda Onyekwelu, Chiedozie Eleje, Juliet Lucy Ekowa, Kadiree Ekundayo Fatai. Excerpts reproduced under CC BY. Selection, formatting and contextual notes by Health Signal. The researchers are the authors of the source study, not members of Health Signal’s staff.
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