The transition from elementary to secondary school is an emotionally and socially complex time when adverse behaviors appear, such as decreased levels of physical activity (PA). Behavioral and environmental factors that influence PA during this time are poorly understood. Therefore, we aimed to identify factors that influence PA as adolescents transition to secondary school. Qualitative interviews were conducted with a sample of 27 ethnically diverse child–parent dyads within the public-school system in British Columbia, Canada (50% boys, 68% mothers, 25% White). The interviews probed for environmental and behavioral factors in school, family, and social contexts that potentially initiated changes in PA, specifically related to the adolescents’ transitions. Interviews were recorded and transcribed verbatim. Thematic analyses identified factors at the individual, social, familial, and school levels that may trigger adolescents to change their participation in PA as they transition from elementary to secondary school. Twenty-two factors emerged from the qualitative analysis including school factors (8), household factors (3), social factors (4), and intrapersonal factors (7). These findings contribute to a better understanding of adolescents’ PA behaviors and highlight the influence of changing environments as they transition from elementary school to secondary school.

中文翻译：

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与青少年过渡到中学时参加体育活动有关的个人和环境因素：质性研究

从小学到中学的过渡是情绪和社会上复杂的时期，出现不良行为，例如体育活动（PA）水平下降。人们很少了解在此期间影响PA的行为和环境因素。因此，我们旨在确定影响青少年过渡到中学的PA的因素。在加拿大不列颠哥伦比亚省的公立学校系统中，对27种不同种族的儿童父母双亲进行了定性访谈（男孩占50％，母亲占68％，白人占25％）。访谈探讨了在学校，家庭和社会环境中可能引起PA变化的环境和行为因素，特别是与青少年的过渡有关。记录访谈并逐字记录。主题分析确定了个人，社会，家庭和学校各级的因素，这些因素可能会导致青少年从小学过渡到中学时改变其对PA的参与。定性分析得出了22个因素，包括学校因素（8），家庭因素（3），社会因素（4）和人际因素（7）。这些发现有助于更好地理解青少年的PA行为，并突出说明了从小学过渡到中学时环境变化的影响。社会因素（4）和人际因素（7）。这些发现有助于更好地理解青少年的PA行为，并突出说明了从小学过渡到中学时环境变化的影响。社会因素（4）和人际因素（7）。这些发现有助于更好地理解青少年的PA行为，并突出说明了从小学过渡到中学时环境变化的影响。