Promoting Rope Skipping at Hong Kong Schools with Low and Mid Socioeconomic Statuses: An Ecological Perspective
A School-based intervention program that includes Train-the-trainers, accessibility to resources and recreational physical activity was provided and tested using an ecological perspective. This cross-sectional study explores the views and relevant experiences of students, teachers, and school principals in promoting rope skipping or physical activities at schools. Eighty students aged 9 to 15 years, 19 teachers, and two school principals from 20 schools were invited for semi-structured interviews after the interventions to determine their perceived program effectiveness. Interview themes were coded and analyzed using the content analysis. Four themes regarding the promotion of the skipping rope intervention emerged. At the individual level, the intervention improved the self-confidence of the students. Some students felt more competent when skipping in a team. The intervention also promoted social networks among students that enabled them to become more physically active. At the school level, the provision of ropes and a confined space facilitated the skipping rope activities and skipping rope culture of the students. Finally, at the school policy level, the reception of a new sport supported positive changes in the physical activity of students. The ecological model is useful in elaborating qualitative studies in Chinese societies. Skipping rope may help promote physical activity for students in areas with low socioeconomic status. Teachers and skipping ambassadors acted as the key personnel who enhanced the quality of the program.
Key Word: Physical Activity, Low Socioeconomic Status, Rope Skipping, Ecological Model, School-based Intervention.