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Increasing school playground physical activity: a mixed methods study combining environmental measures and children's
Lisa J Willenberg1, Rosie Ashbolt, Dionne Holland
1The McCaughey Centre, VicHealth Centre for the Promotion of Mental Health and Community Wellbeing, Melbourne School of Population Health, University of Melbourne, Australia. lwillenberg@vichealth.vic.gov.au
Simple playground changes like adding loose equipment and teacher supervision can boost children's physical activity levels. These improvements encourage more moderate and vigorous activity during school breaks.
Area of Science:
- Pediatric Health
- Environmental Psychology
- Physical Education
Background:
- Schools are key environments for children's physical activity.
- Understanding playground influences on activity is crucial for public health.
Purpose of the Study:
- To investigate the relationship between school playground characteristics and children's physical activity levels.
- To explore children's perceptions of playground environments and their impact on activity.
Main Methods:
- A mixed-methods approach combining quantitative (SOPLAY) and qualitative (focus groups) data.
- Quantitative observation of physical activity and playground factors in 23 primary schools.
- Qualitative focus groups with 9-11-year-olds in 12 schools using photo ordering.
Main Results:
- Loose equipment and teacher supervision significantly increased vigorous physical activity (VPA).
- Fixed equipment and court markings enhanced moderate activity levels.
- Children perceived fixed equipment and court markings as inviting for active play.
Conclusions:
- Providing loose equipment and teacher supervision are effective strategies to increase VPA.
- Enhancing fixed equipment and court markings can boost moderate activity.
- Simple, low-cost playground modifications can significantly improve children's physical activity opportunities at school.
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