Background/Purpose . Despite an increased emphasis on the importance of physical activity (PA), children have had few opportunities to express the meaning that it holds for them or given the chance to contextualize such understandings (Thomson, 2008). The purpose of this qualitative study was to examine children's views of and meanings assigned to PA. Specifically, children's perceptions of a broad range of PA experiences and environments were explored.
Method . Data sources included focus group interviews, drawings, maps, and photographs with 18 children in grades 5-6 (10 boys, 8 girls). Responses to interview questions were analyzed using open and axial coding (Corbin & Strauss, 2008). Maps, drawings, and photographs were analyzed using a reflexive approach (Pink, 2007). Quotes describing why certain features were drawn or photographed were examined.
Analysis/Results . Themes represented student's perceptions of and participation in PA, sport, exercise, fitness, and play. Children who did differentiate these terms described play as unstructured and child-centered; whereas sport, fitness, and exercise were more institutionalized, rule-laden, and focused on a specific outcome. Often, boys indicated sport as a dominant vehicle for achieving PA, whereas girls were more likely to identify unstructured activities. Overall, responses were largely shaped by parents, and indicated a prevalence of regulated and structured PA.
Conclusions . Children were enthusiastic participants in the research process and appreciated the opportunity to communicate their views. These children's perceptions revealed a concerning trend toward programmed physical activity pursuits and highlight the importance of hearing children's voices when designing strategies to increase their participation in PA.