Changing recess geographies: children’s perceptions of a schoolyard renovation project promoting physical activity

Pawlowski, Charlotte Skau; Andersen, Henriette Bondo; Arvidsen, Jan; Schipperijn, Jasper

doi:10.1080/14733285.2019.1582754

Cited by 10 publications

(21 citation statements)

References 51 publications

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“…For example, a girl (quoted in Figure 2) mentioned that sounds from birds in their school garden area enhanced her use of the schoolyard. In a previous study, we found that children used these green areas to get away from others and for playing fantasy and self-invented games but that they were often lacking in schoolyards [48]. This finding resonates with Herrington and Brussoni (2015), who stated that the character and context of green environments can offer other types of stimuli than the traditional schoolyard environment [49].…”

Section: Discussionsupporting

confidence: 61%

Designing Activating Schoolyards: Seen from the Girls’ Viewpoint

Pawlowski

Veitch

Andersen

et al. 2019

IJERPH

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Girls are typically less active in the schoolyard during recess than boys. It is therefore necessary to understand influences on girls’ recess activity in schoolyards. The aim of this qualitative study was to investigate girls’ perceptions of physical environmental factors influencing recess physical activity in re-designed schoolyards and to compare the perceptions of girls from different age groups. In 2018, 50 girls from five Danish schools were interviewed using photo-elicitation. The girls were from Grade 4 (n = 28, age 10–11) and Grade 6 (n = 22, age 12–13). Data were analysed using pen profiles constructed from verbatim transcripts. Ten factors emerged: variety, accessibility, size, designated spaces, greenery, playground markings, active play facilities, sports facilities, play equipment, and speakers. Play facilities (trampolines, obstacle courses, dancing and gymnastic appliances) were favoured over traditional sport facilities. Designated spaces, greenery and speakers were important for feeling comfortable within the schoolyard. Although similar factors were raised by the two age groups, some factors were perceived as enablers by the youngest and as barriers by the oldest girls, highlighting the complexity of designing schoolyards that cater to all ages. A greater understanding of how different designs and facilities may be perceived by girls of different ages is important for the design of future schoolyards.

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Section: Discussionsupporting

confidence: 61%

Designing Activating Schoolyards: Seen from the Girls’ Viewpoint

Pawlowski

Veitch

Andersen

et al. 2019

IJERPH

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“…Of the 31 studies included in the synthesis and described in Additional file 4 , most were conducted in England ( n = 8) [ 85 – 92 ], Australia ( n = 7) [ 32 , 93 – 98 ] and Denmark ( n = 4) [ 99 – 102 ]. Three studies each were conducted in Canada [ 103 – 105 ] and the USA [ 106 – 108 ], and one study in each of Finland [ 109 ], Iceland [ 110 ], Netherlands [ 33 ], Spain [ 111 ], Sweden [ 112 ], and Tanzania [ 113 ].…”

Section: Resultsmentioning

confidence: 99%

“…Children’s ages were reported inconsistently; most reported the study population as an age or grade range and few reported actual numbers of children by age. While all studies were conducted in elementary schools (generally entry-level to grade 6), the year and grade levels in these institutions did not always correlate and varied across jurisdictions, with some including up to Year 7 [ 32 ], or Year 8 [ 99 , 104 , 105 ], and one study including Year 7–8 participants who were aged 13–15 years (from one of five schools) [ 99 ]. Two studies included Year 7 participants from a secondary school [ 93 , 94 ].…”

Section: Resultsmentioning

confidence: 99%

“All the fun stuff, the teachers say, ‘that’s dangerous!’” Hearing from children on safety and risk in active play in schools: a systematic review

Jerebine

Davies

Lander

et al. 2022

Int J Behav Nutr Phys Act

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Background Active play is vital for healthy child development, and schools are a valuable setting to promote this behaviour. Understanding the determinants of children’s physical activity behaviour during recess, particularly the role of risk-taking and the influence safety concerns have on active play, is required. This systematic review aimed to 1) synthesise qualitative research with children that explored their perceptions of safety and risk in active play during recess in elementary and/or middle school, and 2) develop a model from the findings to guide efforts in schools to optimise children’s active play opportunities during recess. Methods Six online databases were systematically searched for articles published between January 2000 and March 2021. Following PRISMA guidelines, records were screened against eligibility criteria using Covidence software, and data extraction and synthesis was conducted using customised forms in Excel and NVivo software. Framework synthesis methodology was employed, conceptually guided by Bronfenbrenner’s socio-ecological model and Gibson’s affordance theory. Results Of 9664 records, 31 studies met inclusion criteria, representing 1408 children across 140 schools from 11 countries. An emergent conceptual framework was developed encompassing 23 risk and safety themes and 10 risky play types that children desired in schools. Individual characteristics (age, gender, physical literacy) influenced children’s engagement with risk and how they kept themselves safe. Across outer SEM levels, factors interacted to constrain or afford children’s active play. Socio-cultural factors (supervision practices, rules, equipment restrictions) constrained active play, which children perceived were driven by adults’ concern with physical safety. These factors contributed to a cycle of risk-averse decision making and diminished play affordances, which could inadvertently exacerbate safety issues. A model for risk tolerance in children’s active play has been proposed. Conclusions The findings show a disparity between the active play children want in schools and what they are able to do. Future work should balance the concerns of adults against the active play children want, involve children in decisions about playground policy, and foster a risk-tolerant culture in schools.

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“…Las diferencias en los valores entre niños y niñas pueden ser debidas a muchos factores, como por ejemplo que los niños suelen estar más interesados en participar en juegos deportivos o de competición mientras que las niñas prefieren actividades más tranquilas y de socialización (Dorovolomo, 2020;Frago-Calvo, et al, 2017;Verstraete, Cardon, DeClercq & Bourdeaudhuij, 2006). En este sentido, los estudios destacan una serie de barreras que dificultan la participación de los escolares con baja habilidad y de las niñas, las cuales presentan valores significativamente inferiores, como por ejemplo el uso del espacio de recreo en actividades competitivas, falta de instalaciones, conflictos entre el alumnado, y uso de dispositivos electrónicos (Fisette, 2013;Pastor-Vicedo, Martínez-Martínez, López-Polo y Prieto-Ayus, 2020;Pawlowski, Andersen, Arvidsen & Schipperijn, 2019). En este sentido, Beltrán-Carrillo y Devís-Devís (2019), destacan la necesidad de crear un clima inclusivo de practica de AF respectando las características individuales de cada participante, evitando que los escolares se sientan el centro de miradas incomodas por su baja habilidad.…”

Section: Discussionunclassified

Frecuencia cardiaca y niveles de actividad física durante recreos escolares. Un estudio descriptivo (Heart rate and physical activity levels during school recess. A descriptive study)

Hellín-Martínez

García‐Jiménez

García-Pellicer

et al. 2021

Retos

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Los objetivos de este estudio fueron describir los niveles de actividad física (AF) en los escolares durante los recreos sin intervención, analizarlos en función del género y examinar la contribución de este tipo de recreo a las recomendaciones sobre intensidad de la AF en los recreos. Materiales y métodos. La muestra estaba compuesta por 32 alumnos (14 niños, 10,78±0,69; 18 niñas, 10,4±0,80) de un centro de Educación Primaria. La recogida de datos tuvo lugar durante 8 recreos y se emplearon pulsómetros Polar Team 2. Resultados y discusión. Los resultados muestran diferencias significativas en el nivel de AF en valores de intensidad de moderada a vigorosa (AFMV %) en función del género de los escolares, alcanzando los niños (63,25±23,15%) valores más altos que las niñas (43,74±26,00%). En cuanto a las recomendaciones de AF en los recreos, un porcentaje mayor de niños (81,33±6,20%) las alcanzan con respecto a las niñas (51,95±6,79%). Estos recreos contribuyen en un 24,79±7,01% con las recomendaciones de AF en valores AFMV diarias. Conclusiones. Los niveles de AFMV en los escolares durante el recreo son medios-bajos. Los niños participan durante el tiempo de recreo con una intensidad significativamente mayor que las niñas. Es necesario estudiar qué variables influyen en el aumento de los niveles de AF en valores AFMV en las niñas, las cuales se muestran más sedentarias. Abstract: The goals of this study were to describe the levels of physical activity (PA) in children during recess without intervention, analyze them according to gender and examine the contribution of this type of recess to the recommendations on PA intensity during recess. Materials and methods. The sample consisted of 32 students (14 boys, 10,78 ± 0,69; 18 girls, 10,4 ± 0,80) from a Primary Education school. Data collection took place during 8 recess and Polar Team 2 heart rate monitors were used. Results and discussion. Results show significant differences in the level of PA in intensity values from moderate to vigorous (MVPA%) depending on the gender of the children, with boys (63,25 ± 23,15%) reaching higher values than girls (43,74 ± 26,00%). Regarding PA recommendations during recesses, a higher percentage of boys (81,33 ± 6,20%) reach them compared to girls (51,95 ± 6,79%). Recess contribute 24,79 ± 7,01% to the PA recommendations in daily MVPA values. Conclusions. MVPA levels in children during recess are medium-low. Boys participate during recess time with a significantly higher intensity than girls. It is necessary to study what variables influence the increase in PA levels in MVPA values in girls, who are more sedentary.

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Changing recess geographies: children’s perceptions of a schoolyard renovation project promoting physical activity

Cited by 10 publications

References 51 publications

Designing Activating Schoolyards: Seen from the Girls’ Viewpoint

Designing Activating Schoolyards: Seen from the Girls’ Viewpoint

“All the fun stuff, the teachers say, ‘that’s dangerous!’” Hearing from children on safety and risk in active play in schools: a systematic review

Frecuencia cardiaca y niveles de actividad física durante recreos escolares. Un estudio descriptivo (Heart rate and physical activity levels during school recess. A descriptive study)

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