An Evaluation of an Unstructured and Structured Approach to Increasing Recess Physical Activity

Abstract

BACKGROUND:The purpose of this study was to evaluate an unstructured and a structured program designed to increase physical activity (PA). The unstructured program increased the amount of equipment during recess, whereas the structured program introduced activities to students. METHODS:PA was observed using the System for Observing Play and Leisure Activity in Youth (SOPLAY) in two school districts in Colorado. Researchers recorded baseline and follow-up observations for sedentary activity, moderate PA, and vigorous PA, as well as for available equipment for the unstructured program. Observations from schools were aggregated for data analyses at the district level. RESULTS:For the program increasing equipment, moderate PA and vigorous PA increased, while sedentary behavior decreased. For the structured program, moderate PA and vigorous PA did not increase, whereas sedentary behaviors increased following the program. CONCLUSIONS:Other variables are likely influencing student PA during recess, such as teachers' interaction with students or the fidelity of the program. Results indicate that funding and implementing a program aimed at increasing PA will not necessarily accomplish that goal, and additional research should be performed to determine the best practice for increasing PA.

Physical Activity Interventions During the School Day: Reviewing Policies, Practices, and Benefits

“…47,48 It can also be equipment-based by providing new resources for students. 49 Similarly, policies can be fitness-based as a school-level goal, partner-based through collaboration, or CSPAP-based with PA opportunities provided throughout the school day. 15,23,28 This review summarizes the evidence within broad CSPAP-related categories and includes examples showing how schools are tailoring implementation based on available resources and community capacities.…”

“…Implementation of recess, for example, can involve providing PA‐promoting activities or can be infrastructure‐based by changing landscapes or upgrading playgrounds 47,48 . It can also be equipment‐based by providing new resources for students 49 . Similarly, policies can be fitness‐based as a school‐level goal, partner‐based through collaboration, or CSPAP‐based with PA opportunities provided throughout the school day 15,23,28 …”

“…Fifteen studies evaluated a total of 22 interventions related to recess. Specific recess strategies included creating activity zones, 45,46 redesigning the playground, 47 adding greenspace, 48 providing new recess play equipment, 49 enhancing and promoting activities available during recess (eg, a game with an award program, a recess activity of the week, the Ready for Recess program, indoor dance videos, or teacher activity prompts to encourage certain activities), [50][51][52][53][54][55] or some combination of staff training, equipment, activity zones, and playground design. [56][57][58][59] Findings were mixed among the 22 recess interventions reporting on PA behavior and fitness outcomes, but 16 of the interventions reported improvements in at least 1 outcome.…”

System for Observing Play and Leisure Activity in Youth: A Systematic Review of US and Canadian Studies

“…The provision of equipment and supervision, particularly adult supervision during PA opportunities was shown to be significantly related to increased MVPA as reported across 8 studies. [27][28][29][30][31][32] In contrast, 2 studies found no significant change in PA with the presence of supervision or inclusion of equipment. 33,34 Participants and Settings Of the 60 studies analyzed, 75% (n = 45) reported the number of individuals observed, and 43.3% indicated the proportion of participants by gender and 58.3% identified them by race and/or ethnicity (Table 1).…”

Volný čas dětí a mládeže

“…Tématu "lifestylových sportů" jsme se věnovali v naší práci (Janeckova et al 2021), která naznačila, že aktivity jako skateboarding či parkour mohou zásadním způsobem přispět k vyšší úrovni pohybové aktivity a redukci sedavého chování. Na významu nestrukturovaných aktivit pro celkovou pohybovou aktivitu dětí se shodují také jiní autoři (Bangsbo et al, 2016;Behrens et al, 2019;Appelhans & Li, 2016), zvláště pak v případě, pokud se jedná o aktivity v přírodním prostředí, a to jak u dětí (Lovelock et al, 2016), tak u mladých dospělých (Morrow, Rodriguez & King, 2017).…”