Abstract:Based on our data, it is unclear whether playground markings are an effective intervention to increase physical activity in the school setting. The amount of playing space available appears to influence the use of the playground markings.
“…This is one of the first studies examining the relationship between playground features and children’s usage and activity levels in public playgrounds using direct observation techniques and audit instruments. Previous studies have all focused particularly on (primary) school playgrounds (Colabianchi et al 2011; Dyment and O’Connell 2013; Kelly et al 2012; Möhrle et al 2015). …”
AimBeing outdoors is one of the strongest correlates of physical activity in children. Playgrounds are spaces especially designed to enable and foster physical activity in children. This study aimed to analyze the relationship between the spatial features of public playgrounds and the usage and physical activity levels of children playing in them.Subjects and methodsA quantitative, observational study was conducted of ten playgrounds in one district of a middle-sized town in Germany. Playground spatial features were captured using an audit instrument and the playground manual of the town. Playground usage and physical activity levels of children were assessed using a modified version of the System for Observing Play and Leisure Activity in Youth. Negative binomial models were used to analyze the count data.ResultsThe number of children using the playgrounds and the number of children actively playing in them were higher in those with more varied facilities and without naturalness. Girls played more actively in playgrounds without multi-purpose areas. Cleanliness, esthetics, play facility quality, division of functional areas and playground size were not related to any outcome variable.ConclusionPlayground spatial features are related to playground usage and activity levels of the children in the playgrounds. Playgrounds should offer a wide variety of play facilities and provide spaces for diverse play activities to respond to the needs of large numbers of different children and to provide activity-friendly areas enabling their healthy development.
“…15-17, 19-30, 32 Seventeen studies were conducted in the United States,* 12 in Europe (Amsterdam [n = 1], 24 Belgium [n = 2], 16,30 Cypress [n = 1], 23 England [n = 6], 26,38-42 and Scotland [n = 2] 43,44 ), and 3 in Australia. 15,45,46 A majority of the studies (97%) were implemented in samples consisting of boys and girls aged 5 to 13 years. One study was conducted in females only.…”
Section: Resultsmentioning
confidence: 99%
“…16,39 One study employed an intervention that educated children on the benefits of MVPA and taught children active recess games. 27 All intervention studies used one or more objective measures of PA (accelerometers [n = 10], ‡ heart rate monitors [n = 3], 38,39 pedometers [n = 1], 45 SOPLAY [n = 2], 24,25 and CAST 3 [n = 1] 45 ). Three studies reported positive significant findings for PA during recess.…”
Section: Resultsmentioning
confidence: 99%
“…24,38,41 Five studies reported mixed results, 16,23,25,27,34 and the remaining 5 studies found no significant intervention effects. 30,39,40,42,45 Studies reporting on the effects of the same intervention across multiple publications were condensed for the methodological assessment. b Only the percentages of studies reporting a positive score for each criterion are presented.…”
The purpose of this systematic review was to summarize and evaluate the impact of physical activity (PA) interventions that were implemented in specific school settings on children's PA in those settings. Four research databases were searched to identify PA interventions. Of the 13 706 articles identified, 1352 abstracts were screened and 32 intervention studies were reviewed. Five intervention settings were identified (active travel, after school, classroom, physical education, and recess). Among these settings, a greater proportion of positive findings (ie, significant increase in PA) were found in the classroom (75%) and active travel (67%) settings. Additionally, a higher proportion of interventions implemented in these settings were of high methodological quality (active travel [33%] and classroom [33%]). These findings indicate that interventions in active travel and classrooms settings positively influence youth PA. Importantly, as evidenced in this review, evaluating intervention effects in the targeted setting may provide unique information for future researchers to consider when developing school-based multicomponent PA interventions.
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