The value of (pre)school playgrounds for children’s physical activity level: a systematic review

Abstract

The (pre)school environment is an important setting to improve children’s health. Especially, the (pre)school playground provides a major opportunity to intervene. This review presents an overview of the existing evidence on the value of both school and preschool playgrounds on children’s health in terms of physical activity, cognitive and social outcomes. In addition, we aimed to identify which playground characteristics are the strongest correlates of beneficial effects and for which subgroups of children effects are most distinct. In total, 13 experimental and 17 observational studies have been summarized of which 10 (77%) and 16 (94%) demonstrated moderate to high methodological quality, respectively. Nearly all experimental studies (n = 11) evaluated intervention effects on time spent in different levels of physical activity during recess. Research on the effects of (pre)school playgrounds on cognitive and social outcomes is scarce (n = 2). The experimental studies generated moderate evidence for an effect of the provision of play equipment, inconclusive evidence for an effect of the use of playground markings, allocating play space and for multi-component interventions, and no evidence for an effect of decreasing playground density, the promotion of physical activity by staff and increasing recess duration on children’s health. In line with this, observational studies showed positive associations between play equipment and children’s physical activity level. In contrast to experimental studies, significant associations were also found between children’s physical activity and a decreased playground density and increased recess duration. To confirm the findings of this review, researchers are advised to conduct more experimental studies with a randomized controlled design and to incorporate the assessment of implementation strategies and process evaluations to reveal which intervention strategies and playground characteristics are most effective.

Playground usage and physical activity levels of children based on playground spatial features

“…Playgrounds are places specifically developed to offer opportunities for children to play and be physically active, thus facilitating healthy development (Broekhuizen et al 2014). With various play equipment and play areas, they provide affordances that do not necessarily cause children’s activities, but which offer action possibilities.…”

“…With various play equipment and play areas, they provide affordances that do not necessarily cause children’s activities, but which offer action possibilities. Broekhuizen et al (2014) conducted a systematic review of the value of (pre-)school playgrounds on children’s physical activity levels and found positive associations between provision of (portable and fixed) play equipment, playground size and decreased playground density (children per square meter) on physical activity in school children. In another review, the contribution of playground designs to increasing physical activity levels was also investigated in a school setting and showed that playground markings plus physical structures increase physical activity during recess (Escalante et al 2014).…”

Individual and School‐Level Socioeconomic Gradients in Physical Activity in Australian Schoolchildren

“…In contrast, one systematic review reported that there was inconclusive evidence for positive effects of playground interventions in the school setting on children's physical activity levels. 20 Therefore, in this study, we aimed to determine whether there was an association between SES and MVPA participation in Australian schoolchildren aged 9 to 11 years, and whether school facilities, sports, or policies relating to physical activity contributed to these gradients. There were 3 research questions for this study:…”

Nature Elements and Fundamental Motor Skill Development Opportunities at Five Elementary School Districts in British Columbia

“…Nor did we find information about the impact of playing in natural environments on gross motor skill development. With a growing literature highlighting the short [29,30,31] and longer-term importance of motor skill development [32] and a child’s micro environment to PA (particularly school grounds) [33,34,35], as well as the importance of exposure to nature to mental and physical well-being [36], we felt it was important to determine whether children were being exposed to natural features at their elementary schools and to assess whether these natural features afforded opportunities for motor skill development. …”