A Photovoice Project: Urban Elementary Girls’ Perspectives on Physical Activity

Authors

  • Myia L. Graves Southeastern Louisiana University, Hammond, Louisiana, USA
  • Laura A. Nabors University of Cincinnati, Cincinnati, Ohio, USA
  • Amy L. Bernard University of Cincinnati, Cincinnati, Ohio, USA
  • Rebecca A. Vidourek University of Cincinnati, Cincinnati, Ohio, USA

DOI:

https://doi.org/10.6000/1929-4247.2019.08.04.2

Abstract

Photovoice is a community-based participatory research method where participants can showcase their life experiences through photography. The objective of this study was to have adolescent girls attending an after-school program use photovoice to represent their perceptions of physical activity practices. Photovoice was used to allow adolescent girls to express their perspectives, through photographs and narratives, of their personal and community strengths and concerns related to their involvement in physical activity. The phenomenological methodology was used as a framework for the study. Qualitative analyses were conducted throughout the research process. Constant comparison was used to analyze the focus group, scrapbook data, and notes recorded by the author to determine key themes and ideas. Participants for the study included 14 girls attending a school in an urban area. Benefits of physical activity as provided by the girls in their personal lives and the community included: understanding activity contributed to wellness, increased social opportunities, and the school as a hub of activities. Personal and community barriers to physical activity included: lack of neighbourhood safety, being involved in other sedentary activities, parental rules restricting outside play, outside conditions, personal choices to not exercise, and a lack of opportunity to exercise. Potential ways to increase physical activity among these participants are to create more group games and activities at the after-school program daily. Involving parents in activities with the girls at home may increase physical activity levels while at home.

References

[1] Hales CM, Carroll MD, Fryar CD, Ogden CL. Prevalence of obesity among adults and youth: United States, 2015–2016. National Center for Health Statistic Data 2017; (288): 1.
[2] Ogden CL, Carroll MD, Kit BK, Flegal KM. Prevalence of childhood and adult obesity in the United States, 2011-2012. JAMA 2014; 311(8): 806-814.
https://doi.org/10.1001/jama.2014.732
[3] US Department of Health and Human Services. Physical activity guidelines for Americans, 2nd ed. Washington, DC: US Department of Health and Human Services 2018.
[4] Dwyer JJ, Allison KR, Goldenberg ER, Fein AJ, Yoshida KK, Boutilier MA. Adolescent girls' perceived barriers to participation in physical activity. Adolescence 2006; 41(161): 75-89.
[5] Hamilton KC, Richardson MT, Owens T, Yerby LG, Lucky FL, Higginbotham JC. Using Photovoice to Identify the Physical

Activity Practices of Children Residing in Alabama’s Black Belt Region. J Community Practice 2017; 25(3-4): 488-503.
https://doi.org/10.1080/10705422.2017.1350611
[6] Wang C, Burris MA. Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior 1997; 24(3): 36.
https://doi.org/10.1177/109019819702400309
[7] Wang C, Burris MA. Empowerment through photo novella: Portraits of participation. Health Education Quarterly 1994; 21(2): 171-86.
https://doi.org/10.1177/109019819402100204
[8] Hill J. Using participatory and visual methods to address power and identity in research with young people. Graduate J of Social Science 2013; 10(2): 132-151.
[9] Strack RW, Magill C, McDonagh K. Engaging youth through photovoice. Health Promotion Practice 2004; 5(1): 49-58.
https://doi.org/10.1177/1524839903258015
[10] Findholt NE, Michael YL, Davis MM, Brogoitti VW. Environmental influences on children’s physical activity and diets in rural Oregon: Results of a youth photovoice project. Online J Rural Nurs Health Care 2010; 10(2): 11-20.
https://doi.org/10.14574/ojrnhc.v10i2.33
[11] Walia S, Liepert B. Perceived facilitators and barriers to physical activity for rural youth: an exploratory study using photovoice. Rural and Remote Health 2012; 12(1842): 1-13.
[12] Heidelberger L, Smith C. Low-income, urban children’s perspectives on physical activity: a photovoice project. JMCH 2016; 20(6): 1124-1132.
https://doi.org/10.1007/s10995-015-1898-4
[13] Berinstein S, Magalhaes L. A study of the essence of play experience to children living in Zanzibar, Tanzania. Occupational Therapy International 2009; 16(2): 89-106.
[14] Plunkett R, Leipert BD, Ray SL. Unspoken phenomena: Using the photovoice method to enrich phenomenological inquiry. Nursing Inquiry 2013; 20(2): 156-64.
https://doi.org/10.1111/j.1440-1800.2012.00594.x
[15] Creswell JW. Qualitative inquiry and research design: Choosing among five approaches. 3rd ed. Los Angeles: SAGE Publications 2013.
[16] Husserl E. Ideas for a pure phenomenology and pheno-menological philosophy. Indianapolis: Hackett Publishing Company 2014.
https://doi.org/10.4324/9781315823577
[17] Giorgi A. The theory, practice, and evaluation of the pheno-menological method as a qualitative research procedure. J.P.P. 1997; 28(2): 235-260.
https://doi.org/10.1163/156916297X00103
[18] Moustakas CE. Phenomenological research methods. Thousand Oaks, Calif: Sage 1994.
https://doi.org/10.4135/9781412995658
[19] Sandelowski M. Sample size in qualitative research. Research In Nursing & Health 1995; 18(2): 179-183.
https://doi.org/10.1002/nur.4770180211
[20] Smith L, Bratini L, Appio LM. “Everybody's teaching and everybody's learning”: Photovoice and youth counseling. Journal of Counseling & Development 2012; 90(1): 3-12.
https://doi.org/10.1111/j.1556-6676.2012.00001.x
[21] Necheles JW, Chung EQ, Hawes-Dawson J, Ryan GW, Williams LS, Holmes HN, Wells KB, Vaiana ME, Schuster MA. The Teen Photovoice Project: a pilot study to promote health through advocacy. Progress in community health partnerships: research, education, and action 2007; 1(3): 221-229.
https://doi.org/10.1353/cpr.2007.0027
[22] Wang CC. Photovoice: A participatory action research strategy applied to women's health. J Women's Health 1999; 8(2): 185-92.
https://doi.org/10.1089/jwh.1999.8.185
[23] Krueger RA, Casey MA. Focus groups: A practical guide for applied research 4th ed. Los Angeles: Sage Publications 2009
[24] MacGregor AS, Currie CE, Wetton N. Eliciting the views of children about health in schools through the use of the draw and write technique. Health Promotion International 1998; 13(4): 307-18.
https://doi.org/10.1093/heapro/13.4.307
[25] Strauss A, Corbin J. Basics of qualitative research: Tech-niques and procedures for developing grounded theory. Thousand Oaks, CA: Sage 1998.
[26] Miles MB, Huberman AM. Qualitative data analysis: An expanded sourcebook. Second Edition. Thousand Oaks: Sage Publications 1994.
[27] Creswell JW. Qualitative inquiry and research design: Choo-sing among five traditions. Thousand Oaks, CA: Sage 1998.
[28] Molnar BE, Gortmaker SL, Bull FC, Buka SL. Unsafe to play? Neighborhood disorder and lack of safety predict reduced physical activity among urban children and adolescents. Am J Health Promotion 2004; 18(5): 378-836.
https://doi.org/10.4278/0890-1171-18.5.378
[29] Fitzgerald A, Fitzgerald N, Aherne C. Do peers matter? A review of peer and/or friends’ influence on physical activity among American adolescents. J Adolescence 2012; 35(4): 941-958.
https://doi.org/10.1016/j.adolescence.2012.01.002

Downloads

Published

2019-11-13

Issue

Section

General Articles