Effectiveness of a Playground Intervention for Antisocial, Prosocial, and Physical Activity Behaviors

Abstract

P2 may promote increased PA during recess, but these results demonstrate the complexity of intervention implementation and the need for rigor when measuring intervention fidelity in real-world settings.

Incorporating physical activity‐based interventions in school psychology research and practice: A systematic review

“…The additional two studies considered the utility of adjusting the recess environment to promote social‐emotional gains. Mayfield et al () evaluated Peaceful Playgrounds, an intervention consisting of students playing specific games (which are taught by physical education teachers during physical education class) in accordance with marked blacktop surfaces to accommodate such games. Social‐emotional learning is embedded in the intervention by facilitation students in navigating conflict resolution and solving problems.…”

“…Four studies focused on supporting student outcomes at recess (i.e., Bundy et al, 2017;London et al, 2015;Madsen, Hicks, & Thompson, 2011 ;Mayfield et al, 2017). Two of these studies focused on the social-emotional outcomes of Playworks, an organization that provides programmatic structures to bridge social-emotional development and physical activity at recess (see Playworks.org; London et al, 2015;Madsen et al, 2011).…”

“…The additional two studies considered the utility of adjusting the recess environment to promote socialemotional gains. Mayfield et al (2017) Lastly, Bundy et al (2017) considered the utility of using materials intended to facilitate unstructured play (e.g., boxes, crates, and tires) as a means of increasing time involved in the play for students to achieve social-emotional benefits for students. This intervention was also intended to demonstrate to parents and teachers the importance of play.…”

“…The majority of the interventions are considered to be within Tier 1 practice (n = 15; Bundy et al, 2017;Fedewa et al, 2015;Felver et al, 2015;Käll et al, 2014;London et al, 2015;Madsen et al, 2011, ;Mayfield et al, 2017;Melnyk et al, 2009Melnyk et al, , 2015Mullender-Wijnsma, 2015;Napoli et al, 2005;Ronsely et al, 2013;Shoval & Shulruf, 2011;Twemlow et al, 2008), serving all students by means of full-school initiatives such as in-class physical activity, integrated health curriculum, and facilitated recess. Although fewer studies focused on Tier II practices (n = 3; Bray et al, 2012;Harvey et al, 2018;Peck et al, 2005), two of these studies supported small groups of children with asthma and anxiety symptoms or on-task behavior by providing a yoga intervention through a video.…”

Factors Influencing on Utilization of Primary Health Care for Internal Elderly Migrants in China: The Role of Social Contacts

“…Social contact is a key dimension of poverty and of well-being [18], and play an important role in determining individual health behaviors [19,20], and should be considered alongside these other factors, but the challenge of measuring social contact is daunting, the vast and diverse conceptual literature on it didn't give a unified definition and measurement, Empirical studies explored different aspects of them, including physical isolation and access to social resources, for example, 'people feel that their communities' as a proxy for physical isolation [21],'ties with other people' as a proxy for access to social resources through drawing attention away from simply counting numbers of social contacts [22]. For internal elderly people in China, due to retirement and migration, interaction with friends is the main social ties, and exercise in the community is the main way to feel their communities.…”