Children at Play

Primary School Breaktime and Girl’s Physical Activity: 3 Case Studies

“…Peer group breaktime has been well researched, though not always with a focus on PA. Observations, interviews and surveys have been carried out to understand the differences between boys and girls play, Lever (1975) suggesting that the games children play contribute to preserving traditional sex-role divisions in society, boys being equipped with social skills necessary to occupational careers and girls with social skills better suited to domestic ones. Kraft (1989) noted that girls scored highest for sedentary play and socialising with friends. Boys were found to play in larger groups and to engage in rule-based, competitive games, whereas girls preferred fantasy games or those with turn-taking, reducing competitiveness.…”

“…As in previous years, the survey found boys were more likely to be active than girls. Outside of the school setting, Sleap and Warburton (1992) pointed out the importance of children understanding the benefits of PA and enjoying participation in terms of creating positive attitudes to foster lifelong voluntary activity, Kraft (1989) reporting that compulsion can create negative associations. Linked to this, in terms of role modelling, Mackinstosh (2021) challenges claims that major and mega events such as the Olympics boost grassroots participation via athlete inspiration.…”

“…Lexi: Sometimes you can get hit so that's why you don't go in the MUGA (multi use games area) Kraft (1989) found that structured breaktimes and rule-bound games prevented this fear, if there was teacher supervision and motivation of children, which will be discussed later. Some of the girls touched on this, suggesting structure and support would reduce risk:…”

“…It can be hard to find a balance, as some girls enjoy the freedom of breaktimes and reshaping them could create negative associations with PA, turning it into a chore (Kraft, 1989). However, if children are allocated space within the playground, and can carry out the activities they wish to, Loucaides et al (2009) found that children would become more physically active, due to increased opportunity created by having scaffolding in place.…”