Social and Environmental Factors Related to Boys’ and Girls’ Park-Based Physical Activity

Abstract

IntroductionParks provide opportunities for physical activity for children. This study examined sex differences in correlates of park-based physical activity because differences may indicate that a standard environmental intervention to increase activity among children may not equally benefit boys and girls.MethodsThe System for Observation Play and Recreation in Communities was used to measure physical activity among 2,712 children and adolescents in 20 neighborhood parks in Durham, North Carolina, in 2007. Sedentary activity, walking, vigorous park activity, and energy expenditure were the primary outcome variables. Hierarchical logit regression models of physical activity were estimated separately for boys and girls.ResultsType of activity area and presence of other active children were positively associated with boys’ and girls’ physical activity, and presence of a parent was negatively associated. A significant interaction involving number of recreation facilities in combination with formal activities was positively associated with girls’ activity. A significant interaction involving formal park activity and young boys (aged 0–5 y) was negatively associated with park-based physical activity.ConclusionActivity area and social correlates of park-based physical activity were similar for boys and girls; findings for formal park programming, age, and number of facilities were mixed. Results show that girls’ physical activity was more strongly affected by social effects (eg, presence of other active children) whereas boys’ physical activity was more strongly influenced by the availability of park facilities. These results can inform park planning and design. Additional studies are necessary to clarify sex differences in correlates of park-based physical activity.

Adolescent Physical Activity: Moderation of Individual Factors by Neighborhood Environment

“…A study examining park use found that the positive association between park programming (e.g. social activities) and girls’ PA was stronger when there were more recreational facilities available, 20 lending support to the hypothesis that PA resource availability may strengthen social influences on PA. Adolescents with greater friend support and more-positive attitudes may be more aware of and use nearby PA resources more frequently.…”

Cognitive Effects and Educational Possibilities of Physical Activity in Sustainable Cities

“…It is also necessary to offer recreational areas that respond to the demand according to the age of the users [57][58][59][60]. Not all citizens are interested in the same spaces and activities and that is why it is not enough to build the park.…”

“…The number of recreational facilities in combination with formal activities is positively associated with girls' activity. However, a significant interaction with young children (0-5 years of age) and the presence of parents are negatively associated with PA in parks [59].…”

Policy and Practice-Relevant Youth Physical Activity Research Center Agenda

“…Although parks and related environmental factors have been shown to increase children's PA, few studies include analyses for specific race/ethnic subgroups in lowerincome communities. 46,47 Evidence is limited on the key programmatic, social, and environmental features of parks that encourage PA. To benefit children from lower-income and racial and ethnic minority populations, such evidence is needed to guide park programming, design, planning, and resource allocations.…”