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Changing the school environment to increase physical activity in children.
Lorraine Lanningham-Foster1, Randal C Foster, Shelly K McCrady
1Endocrine Research Unit, Mayo Clinic, 200 First Street SW, Rochester, MN 55905, USA.
Obesity (Silver Spring, Md.)
|June 7, 2008
Summary
Children are more physically active in novel, activity-permissive school environments. Redesigning schools to encourage movement can significantly increase physical activity levels in elementary school students.
Area of Science:
- Pediatric Health
- Environmental Psychology
- Kinesiology
Background:
- Childhood physical activity is crucial for health.
- Traditional school environments may limit opportunities for movement.
- Innovative school designs are being explored to promote activity.
Purpose of the Study:
- To test if children are more physically active in an activity-permissive school setting compared to traditional ones.
- To compare children's activity levels in different school environments with summer vacation activity.
Main Methods:
- Twenty-four elementary school children's physical activity was measured using accelerometers.
- Activity was monitored in three settings: traditional, activity-permissive, and traditional with standing desks.
- Data were compared to 16 age-matched children during summer vacation.
Main Results:
- Children were significantly more active in the activity-permissive environment (115 m/s²) than traditional settings (71 m/s²).
- Activity in the permissive environment was comparable to summer vacation levels (113 m/s²).
- Standing desks in traditional settings did not increase activity compared to standard desks.
Conclusions:
- Activity-permissive school environments substantially increase children's physical activity.
- School design is a viable strategy to enhance physical activity in elementary students.
- Further research into activity-promoting school architectures is warranted.
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