Family & Peers

Reference citations for all information below can be found in the complete long-form Report Card

All previous Report Cards have examined aspects of the family environment and how they relate to physical activity in children and youth. This year, the indicators have been consolidated into one overall indicator for family. The indicator is made up of parental modeling of physical activity, parental perceptions of physical activity, and ensuring children and youth are active. An important message is that parents may often perceive their children are active, when in fact they are not. This disconnect is important to discuss given that many health surveys, particularly those of younger children, rely on parents’ proxy reports of their children’s physical activity. We also look at parental modeling of sedentary behaviour. Parents often report time as a barrier to getting their children active; however, recent data from Statistics Canada showed that many Canadian adults are spending well over 15 hours a week in front of the TV.

Previously, the Report Card has not investigated the important influence peers can have on physical activity. The influence of peers is discussed for the first time in the 2009 Report Card. Children and youth generally develop friendships based on common interests and activities and as a result, tend to spend considerable amounts of time together after school. For example, 43% of boys in grades 6 and 8 reported that they spend 4 to 5 days per week with friends after school. Among girls, this proportion was lower at about 37%. A large majority (78%) of children and youth surveyed in several Canadian provinces reported they have at least 3 friends whom they consider active. Other evidence indicates that peer engagement in physical activity contributes in a positive manner to physical activity levels enjoyment and participation. There is even research to remind us all that sometimes the most important predictor of a complex behaviour is too obvious for us to see: that physical activity needs to be fun!

Main Findings

• In 2005, children’s sport participation rate was 35% if no parents were involved compared to 57% if at least one parent was an active participant. When at least one parent was involved as an administrator, the children’s participation rate jumped to 80%.
• Nearly 3 in 10 Canadian adults reported watching more than 15 hours of TV per week, 19% reported watching more than 21 hours per week (approximately 3 hours/day).
• Overall, 78% of students surveyed from Ontario, New Brunswick, Alberta and British Columbia say they have 3 or more friends whom they consider active (SHAPES).
• Students from Ontario, New Brunswick, Alberta and British Columbia who are more active themselves are more likely to report having 3 or more friends whom they consider active (SHAPES).

Evidence of Disparities

• Adult screen time values are higher among recent immigrants, families of low socio-economic status and those who are unemployed.
• Boys are more likely to report receiving peer support for physical activity than girls. Peer support appears to be particularly critical for physical activity engagement in girls.

Recommendations for Action

• Promote active time as quality family time to help combat the perceived barrier of lack of time.
• Encourage families to support and engage in regular physical activity pursuits of interest to the entire family.
• Encourage families to experiment with different physical activities proposed by children and youth, and not be constrained to traditional family physical activities.
• Continue to promote screen-free weeks and within this promotion provide suggestions of what families can do together, and what children and youth can do with their friends to be active.
• Lobby politicians, daycares, schools, youth groups, etc., to gain commitment for making a contribution to ensuring children and youth meet Canadian Physical Activity Guidelines. All caregivers and social support groups have a role to play in encouraging and supporting children and youth to make active choices in all of their daily activities.
• Support parents of children with disabilities to reduce their stress and provide the children themselves with opportunities to be active.
• Design physical activity programs for pre-teens and teens that include social components/include social events at the same time.
• Develop and promote girls-only programs to increase skills and feelings of self-efficacy, and involve social support from peers and other significant others.
• Develop physical activity programs for children with disabilities that involve their siblings.

Download this information complete with references.