Related Experiment Video
Updated: Apr 26, 2026
06:51
Physical Activity Measurement in Children Accepting Table Tennis Training
Published on: July 27, 2022
2.0K
Recess physical activity and perceived school environment among elementary school children
Kaori Ishii1, Ai Shibata2, Mai Sato3
1Faculty of Sport Sciences, Waseda University, 2-579-15 Mikajima Tokorozawa, Saitama 359-1192, Japan. ishiikaori@aoni.waseda.jp.
Summary
Perceived school environments influence elementary students' physical activity (PA) during recess. Access to better equipment and facilities correlated with increased moderate-to-vigorous PA, especially in boys.
Area of Science:
- Pediatrics
- Sports Science
- Environmental Psychology
Background:
- Physical activity (PA) during school recess is crucial for children's health.
- Understanding how the school environment influences PA can inform interventions.
- Previous research has explored environmental factors, but perceptions require further investigation.
Purpose of the Study:
- To examine differences in recess physical activity (PA) based on perceived school environment among elementary school children.
- To investigate the relationship between perceived school equipment, facility, and safety factors and PA levels.
- To analyze these differences by gender and recess type (morning vs. lunch).
Main Methods:
- 103 Japanese elementary school children wore accelerometers for 7 days to measure PA.
- Time spent in sedentary, light, moderate, and vigorous PA during recess was recorded.
- The School Physical Activity Environment Scale assessed perceptions of equipment, facility, and safety.
- Statistical analyses (ANCOVA) were performed, controlling for grade level and analyzing by gender.
Main Results:
- Boys in the high-equipment group showed more moderate PA during lunch recess.
- Girls in the high-equipment group had less light PA during lunch recess.
- Boys in the high-facility group exhibited less sedentary and more vigorous PA during lunch recess.
- Girls in the high-facility group engaged in more moderate and vigorous PA during morning recess.
Conclusions:
- Perceived school environment significantly impacts elementary students' recess physical activity.
- Improving school equipment and facilities may promote higher intensity PA, particularly for boys.
- Gender-specific differences in response to environmental factors highlight the need for tailored interventions to boost PA during school recess.
More Related Videos
Related Concept Videos
03:00Self-Evaluation: Self-Enhancement and Self-Verification
4.7K
Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
4.7K
02:04Bullying
7.9K
A modern form of aggression is bullying. As you learn in your study of child development, socializing and playing with other children is beneficial for children’s psychological development. However, as you may have experienced as a child, not all play behavior has positive outcomes. Some children are aggressive and want to play roughly. Other children are selfish and do not want to share toys. One form of negative social interactions among children that has become a national concern is...
7.9K
01:20Social Foundations of Self II: The Generalized Other
458
According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
458
01:22Factors Influencing Attraction I: Proximity
426
Proximity plays a fundamental role in shaping interpersonal attraction by increasing opportunities for interaction and fostering familiarity. Research consistently demonstrates that individuals are more likely to form social bonds with those who are physically closer to them, whether in residential settings, workplaces, or educational institutions. This effect is largely driven by the increased frequency of encounters, which facilitates the development of friendships and romantic...
426
01:21Factors Influencing Attraction II: Physical Attraction
427
Physical attractiveness plays a crucial role in shaping interpersonal attraction, influencing first impressions, social interactions, and long-term relationship dynamics. Psychological research consistently demonstrates that attractiveness affects social evaluations and behavioral outcomes in various contexts.Influence on Social InteractionsResearch has shown that individuals perceived as physically attractive often experience preferential treatment in social and professional settings. One...
427
01:30Socioemotional Experience and Gender Development
421
Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
421