Notes on Sociocultural Enablers and Barriers to Physical Activity (Ch 7.4)

ENABLER AND BARRIER DEFINITIONS

• An enabler is something or someone that makes it possible for a particular thing to be done. (Page 5)

• A barrier is something that prevents progress or makes it difficult to achieve something. (Page 5)

• Key idea: sociocultural factors can act as enablers or barriers to participation in physical activity (PA) and sedentary behaviour.

CONTEXTS OF INFLUENCE ON PHYSICAL ACTIVITY AND SEDENTARY BEHAVIOUR

• Enablers and barriers can be found across multiple sociocultural domains: family, peers, socioeconomic status, gender, cultural norms, community, and broader social attitudes.

• Also relevant: prevalence and trends of PA, guidelines for PA and sedentary behaviour, and methods for assessing PA and sedentary behaviour (subjective and objective).

FAMILY

• Enabler examples:- When family members are active, provide support and access to sports equipment/coaching, give verbal encouragement, and create opportunities for physical activity.

  • These actions increase participation rates in PA.

• Barrier examples:- When family members do not engage in PA or fail to support others, it signals that participation is not important, making it less likely for younger people to be active.

PEERS

• Enabler examples:- Friends can act as motivators, supporters, accountability partners, and a means to engage in new sporting activities.

• Barrier examples:- Peer dynamics can hinder PA through social exclusion or undervaluing PA.

SOCIOECONOMIC STATUS (SES)

• SES describes social and economic position including education, occupation, and income.

• Enabler examples:- High incomes facilitate financial access to a range of activities, equipment, and facilities.

  • Higher education can lead to a greater understanding of the benefits of PA and enable experience in a wider range of PA.

• Barrier examples:- Lower incomes limit access to specialised facilities (e.g., swimming pools).

  • Those with chronic disease face a double burden: not being able to engage in PA may worsen health, and barriers to access can exacerbate this.

  • Limited transport to and from PA venues.

GENDER

• General observation: boys and girls are socialised differently regarding PA.

• Enabler examples:- Both boys and girls are encouraged to play sports.

  • Media coverage of male sports can encourage exposure to sports for males.

  • Growing number of female athletes speaking out encourages younger girls.

  • Positive examples in media (e.g., Bend It Like Beckham) show girls playing soccer.

• Barrier examples:- Stereotypes about “girls” and “boys” sports can discourage some from trying certain activities.

  • Girls may be discouraged from sport altogether at times.

  • Lack of female sporting role models.

  • Gender pay-gap for female athletes.

CULTURAL NORMS

• Attitudes toward PA influence the amount and type of PA people undertake.

• Enabler examples:- Multilingual information that encourages participation by non-English speakers.

  • Adjusting rules to enable cultural accessibility and sensitivity.

  • Role models (including female and multinational backgrounds).

• Barrier examples:- Racial discrimination deters participation and access.

  • Limited opportunities – fewer opportunities for sports with cultural significance.

COMMUNITY

• Community/societal attitudes toward sport and PA shape participation, including the physical environment, facilities, and local clubs.

• Enabler examples:- Availability of sports, clubs, etc.

  • Local council provides facilities such as ovals, courts, walking tracks, and outdoor gyms.

• Barrier examples:- Safety concerns – people may avoid facilities if they are unsafe (e.g., broken/damaged equipment, graffiti, poor lighting).

  • High crime can deter use of public facilities.

  • Few facilities available for public use.

HOW MIGHT THESE CHANGE ACROSS OUR LIFESPAN?

• The sociocultural enablers and barriers to PA vary across different life stages and may shift with changing responsibilities, time, and access.

LIFE-SPAN FOCUS AREAS

CHILDHOOD: 5–12 YEARS (INDIVIDUAL ATTITUDES: ENABLERS AND BARRIERS)

• Instructional prompt mentioned: Explain the enabler and barriers shown in photos above (not provided here).

• General inference from handbook: early-life attitudes and family influence shape PA engagement, with enablers often including family support, peer play, and accessible activities, while barriers may include lack of opportunities or safety concerns.

• Note: Specific examples in the provided material focus on the concept that early enablers/barriers are formed by family behavior, peer interactions, and availability of child-friendly activities.

ADOLESCENCE: 12–18 YEARS (INDIVIDUAL ATTITUDES: ENABLERS AND BARRIERS)

• Attitudes toward PA and sedentary behaviour are heavily influenced by knowledge of benefits and consequences.

• Enabler: Valuing health and understanding benefits can promote PA.

• Barrier: Not knowing or caring about consequences of sedentary behaviour and inactivity can reduce PA participation.

ADULTS: 18–64 YEARS (INDIVIDUAL ATTITUDES: ENABLERS AND BARRIERS)

• PA opportunities are shaped by:- Time available

  • Education

  • Money

  • Influence of peer groups

• These factors can act as either enablers or barriers depending on circumstances (e.g., time constraints, financial resources, social support).

OLDER ADULTS: 65+ YEARS (ENABLERS AND BARRIERS)

• Time available for PA tends to increase due to retirement (an enabler).

• Barriers include safety fears, health issues, and problems such as poor eyesight or hearing that can limit PA participation.