Children’s perspectives regarding physical activity enablers and barriers in Abu Dhabi

Purpose: Recent studies in the Middle East have highlighted challenges related to children's physical activity (PA) and active play due to environmental factors and sociocultural barriers. However, no study has yet explored the perspectives of young children. Therefore, this study aimed to explore the socio-cultural and personal barriers to PA and active play from children's perspectives in Abu Dhabi Emirate (AD), United Arab Emirates (UAE). Methods: This study was a qualitative research using the grounded theory approach to explore PA in young children. Eleven focus group discussions were conducted involving 64 children aged 4−8 years (nursery to gradeschool). Each session lasted for 20−30 minutes, and reflexivity exercises were performed to address cultural bias. The audio transcripts were coded iteratively by multiple researchers. Results: Children often delay playtime because of homework, waiting for cooler temperatures, fear of playing outside at night, or preference of digital entertainment instead of engaging in active play. The findings of the current study indicates significant cultural differences between Emirati and expatriate children regarding play time, play activities, and playmates. Community and organizational factors such as play locations and school environments also play a role in child PA participation. Safety concerns, lack of parental supervision, weather, and academic responsibilities were identified as being the major barriers to active play. Moreover, school policies and children’s perception of school as a place for study rather than play further limit participation in PA by the children. Conclusion: These findings from the children’s perspectives underscore the importance of addressing both cultural attitudes and structural barriers to promote active play and PA among young children in AD. Interventions involving families, schools, and communities are essential to create supportive environments that balance academic priorities with children’s need for safe and engaging play opportunities.