“We’re just stuck in a daily routine”:Implications of the temporal dimensions, demands and dispositions of mothering for leisure time physical activity

The reduced physical activity of women when they become mothers is a public health priority. Existing studies show that mothers have little time for leisure, or time that is fragmented and requiring negotiation with others. However, the temporal features of mothering are undertheorised and qualitative studies tend to focus on how mothers can skilfully construct physically active identities and balance societal expectations about being a "good mother". In line with other research that focuses on the configuration of everyday practices that condition the "possibilities" for health-related practices like physical activity, we shift our focus away from the resisting capacities of mothers to the temporal features of mothering practices. We interrogate the lived experiences of 15 mothers of preschool children in deprived urban areas and illuminate the inherent temporal dimensions, demands and dispositions of mothering practices that condition the possibility of leisure time physical activity being undertaken. Together, these temporal features mean mothering practices can readily work against leisure time physical activity. The focus on the mothering practices rather than mothers brings a novel perspective for developing public health policy designed to support mothers into regular leisure time physical activity

PARENTAL CORRELATES OF SELF-REPORTED PHYSICAL LITERACY AMONG GIRLS

Jamie Henning1, Johanna Hoch1, Rachel Kleis2, Molly Taylor1, Deirdre Dlugonski1. 1University of Kentucky, Lexington, KY. 2University of Wisconsin Eau Claire, Eau Claire, WI. Overweight and obese youth are at an increased risk of developing chronic health diseases. Physical literacy, a holistic construct, includes one\u27s knowledge, motivation, confidence, and competence to be physically active. It has been associated with positive health behaviors among children. Understanding the relationship between parent beliefs and child physical literacy may lead to more effective interventions that combat childhood obesity. The purpose of this study was to examine relationships among family obesogenic environments, parent perception of their child’s physical literacy, and child’s self-reported physical literacy. Parents (N=52) from one Kentucky elementary school completed surveys through REDCap regarding demographics, health behaviors, parent perception of child physical literacy (PLAYparent), and parent evaluation of obesogenic environments (Family Nutrition and Physical Activity Screening Tool). Children completed a physical literacy survey (PLAYself) during school hours with aid from the research team. Parent-child dyads with completed data (N=34) were included. Relationships among PLAYparent, PLAYself, and family obesogenic environments were examined using Pearson’s Correlation Coefficient. Parent participants were aged 36.9±5.5 years, while children were aged 6.4±1.0 years. Parents were primarily mothers (91.2%), married (73%), college-educated (85%), Caucasian (67%), employed (79%), with an annual household income of $75,000 or more (56%). There was a statistically significant relationship between family obesogenic environment and parent-perceived child physical literacy (r=0.35, p=0.049). There was no significant relationship between family obesogenic environments and child-perceived physical literacy (r=0.04, p=0.84) or between child- and parent-perceived physical literacy (r =-0.21, p=0.23). Findings suggest that parents\u27 perception of their child\u27s physical literacy is related to their understanding of the family\u27s overall obesogenic environment. However, the child’s self-reported physical literacy was not associated with parental perceptions of the family\u27s obesogenic environment or parent perceptions of the child’s ability, confidence, and motivation to be physically active. Children may not have an accurate impression of their own physical literacy, while parents may not understand their child’s literacy. Future research should utilize objective measures of physical literacy

Demographic, Clinical, and Walking/Gait Characteristics of 63 persons with mild, moderate, and severe MS.

<p>Note: Data are presented as mean (SD) unless otherwise noted; 1 participant with moderate disability did not provide MS type; RRMS = Relapsing-remitting multiple sclerosis; EDSS = Expanded Disability Status Scale; 6MW = 6-minute walk; AD = Assistive Device; FAP = Functional ambulation profile; MSWS-12 = Multiple Sclerosis Walking Scale-12.</p