Las desviaciones terminológicas

Regardless of the benefits of being physically active, there are still a large proportion of adults living a sedentary lifestyle (Chen, 2010). Regrettably, published studies on the barriers associated with the adoption of a more physically active life among Arabic people are limited and therefore work addressing this area is urgently needed. This is particularly important as a good level of understanding of such barriers will help drive the design of appropriate interventions to improve participation in physical activity in such populations (Chen, 2010). This work could also inform best practice amongst health professionals who need to have a good understanding of principal barriers in order to be able to promote physical activity levels and thereby improve public health (Chinn et al., 1999). Thomas et

al. (2005) suggested that qualitative methodologies are appropriate in giving in depth

information about the real barriers to the engagement in physical activity, since these approaches can delve deeper into individuals’ experiences and the obstacles that present to participation in physical activity ( Thomas et al., 2005).

Diverse research has focused attention on barriers to physical activity amongst members of the general population, especially individuals those are physically inactive (Brawley et al.,

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2003; Grossman & Stewart, 2003). There are a range of factors identified as barriers to physical activity such as socio-economic status, sex, age and variety of other components (Robbins et al., 2003). Tandon et al. (2012) reported that socioeconomic status plays a major role in the adoption of a physically active life, as existing on the lower scales of socioeconomic status leads to increase sedentary behavior and a consequent decrease in physical activity.

Chen (2010) divides the barriers to physical activity into two types; personal and environmental factors, and these barriers includes several factors; physical health problems, past sedentary lifestyle, fear of resultant injury or falling and insufficient understanding about physical activity. The environmental factors reported as barriers centered around a lack of resources including the lack of accessible and convenient space as well as equipment for physical activity in institutions that were accessible. Furthermore, Allender et al. (2006) summarized the barriers to participation in physical activity as poor access to facilities, unsafe environments and high costs, and another qualitative study about participation in physical activity found the same barriers coupled with time constraints and negative pressure from peers, for instance harassment of some children during physical education class (O’Dea, 2003). Content analysis of tape recordings of a study carried out

by Rimmer et al. (2004) reported barriers to physical activity such as; 1) barriers and facilitators related to the built and natural environment, 2) economic issues, 3) emotional and psychological barriers, 4) equipment barriers, 5) barriers related to the use and interpretation of guidelines, codes, regulations, and laws; 6) information-related barriers; 7) professional knowledge, education, and training issues; 8) perceptions and attitudes of persons who are not disabled, (when being with non-able individuals) including professionals; 9) policies and procedures both at the facility and community level; and 10) availability of resources.

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National Institute for Health and Clinical Excellence (NICE) produced public health guidance on physical activity for The Department of Health (DH) and reviewed a set of studies to identify the barriers to physical activity wherein it was concluded that a combination of factors prevent participation in various types of physical activity. NICE found evidence from 3 qualitative studies carried out in the UK that indicated that the main barriers to participation in physical activity among children were; parental fear relating to danger of traffic, limited places to play locally, and parents’ disapproval of children

playing outside from a security perspective. There was also a reported lack of places to store bikes in schools (National Institute for Health and Clinical Excellence (NICE), 2009). Trost et al., (2002) reported a range of barriers to physical activity such as marital status, level of obesity, smoking habit, lack of time, and past exercise behavior, Other researchers mentioned similar factors such as lack of time and marital status (Sherwood & Jeffery, 2000; Speck & Harrell., 2003) fear of falling particularly in elderly populations, the preference to exercise with a partner, lack of energy, self consciousness, injury risk, lack of knowledge and information about how to exercise, weather conditions, lack of facilities and fear of joint pain (White et al., 2005; Trost et al., 2002; Bauman & Bull, 2007).

Cultural values and beliefs play an important role for encouraging adults to engage in a type of physical activity with young children (Lindsay et al., 2009; Emma, & Jarrett, 2010). There are a large number of cultural and social barriers that prevent ethnic minority groups accessing public health and activity services (Szczepura., 2004). Emma, & Jarrett, 2010 also indicated that socio-cultural factors during both home and school time could influence the physical activity behaviours among young children. For example, Arabic parents focus more on academic study than giving their children the opportunities to be physically active with the burden of homework additional classes further limiting the availability of the time to engage in a type of physical activity (Garrett, 2006).

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Although, there are many health benefits of being physically active (Perspectives in Public Health, 2013) and also Shuval et al. (2008) noted that culture can play an important positive role for promoting physical activity, the perception of not being able to fit physical activity into their lives suggests Arabic males do not put physical activity among the priorities of their life (Perspectives in Public Health, 2013). Furthermore, Caperchione et

al. (2011) suggested that unadapting physical activity as a part of the lifestyle could be due

to the factors associated with the Arabic culture.

Several parental factors contribute to childhood overweight, such as parental BMI, parental education and income level (Reilly et al., 2005). Parenting style is also considered an important factor over time and leads to an increase in the level of childhood overweight. This factor particularly constitutes the environmental and emotional variables for the socialization and the upbringing of children (Rhee et al., 2006). Parenting style is considered as a complicated and multifaceted activty including various behaviors that impact individually and together to influence child outcomes (Darling., 1999). The most commonly used definition of parenting style is “a constellation of attitudes toward the

child that are communicated to the child and create an emotional climate in which parent’s behaviours are expressed” (Darling & Steinberg., 1993).

A study conducted by Rhee et al (2006) aimed to determine the relationship between the 4 parenting styles (authoritative, authoritarian, permissive, and neglectful) and overweight status in first grade. The study found that children who have authoritarian mothers had an increased risk of being overweight, compared with children of authoritative mothers. Children of permissive and neglectful mothers were twofold as likely to be overweight, compared with children of authoritative mothers.

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It is commonly reported that active parents will have active children and also a number of studies support this trend (Biddle et al., 2011). However several studies highlighted some contrast and a negative correlation between parental PA levels and their children’s PA

levels (Biddle et al., 2011) such as, Gustafson and Rhodes who reviewed 24 studies and found that there is ‘much uncertainty’ (p. 88) about the relationship between parental

physical activity and child activity levels.