Children's physical activity levels during school recess: a quasi-experimental intervention study

Background : Recess provides a daily opportunity for children to engage in moderate-to-vigorous (MVPA) and vigorous physical activity (VPA). Limited research has investigated the effects of recess-based interventions on physical activity using large sample sizes whilst investigating variables that may influence the intervention effect. The aim of the study was to investigate the short-term effects of a playground markings and physical structures intervention on recess physical activity. A secondary aim was to investigate the effects of covariates on the intervention.Methods : 150 boys and 147 girls were randomly selected from 26 elementary schools to wear uni-axial accelerometers that quantified physical activity every 5 seconds during recess. Fifteen schools located in deprived areas in one large urban city in England received funding through a national initiative to redesign the playground environment. Eleven schools served as matched socioeconomic controls. Data were collected at baseline and 6-weeks following playground intervention. Recess MVPA and VPA levels adjusted for pupil- and school-level covariates (baseline physical activity, age, gender, recess length, body mass index) were analysed using multilevel analyses.Results : Positive but non-significant intervention effects were found for MVPA and VPA when confounding variables were added to the model. Gender was a significant predictor of recess physical activity, with boys engaging in more MVPA and VPA than girls. Significant interactions for MVPA revealed that the intervention effect was stronger for younger elementary aged school children compared to older children, and the intervention effect increased as daily recess duration increased.Conclusion : The playground redesign intervention resulted in small but non-significant increases in children\u27s recess physical activity when school and pupil level variables were added to the analyses. Changing the playground environment produced a stronger intervention effect for younger children, and longer daily recess duration enabled children to engage in more MVPA following the intervention. This study concludes that the process of increasing recess physical activity is complex when school and pupil-level covariates are considered, though they should be taken into account when investigating the effects of playground intervention studies on children\u27s physical activity during recess.<br /

Relationships between maturity status, physical activity and physical self-perceptions in primary school children

The aim of this study was to examine the influence of maturity status on primary school children\u27s physical activity and physical self-perceptions. Altogether, 175 children (97 girls, 78 boys) aged 10.6 &plusmn; 0.3 years completed the Children and Youth Physical Self-Perception Profile and wore an ActiGraph accelerometer for five consecutive days to assess moderate-to-vigorous physical activity. Anthropometric measures were completed to estimate maturity status. A two-level, multi-level analysis was used to assess the influence of maturity status on moderate-to-vigorous physical activity and physical self-perceptions. Boys performed more moderate-to-vigorous physical activity than girls (P &lt; 0.0001), but when the effect of maturity status was controlled the difference was reduced (P = 0.02). Significant differences between the sexes were also observed for physical self-perception sub-domains (boys &gt; girls, P = 0.02 to 0.0001). When maturity status was added to the model, significant differences were no longer apparent for each sub-domain, with the exception of perceived strength. Significant interactions between gender and maturity status revealed that boys\u27 physical self-perceptions improved with more advanced maturity status, whereas girls\u27 self-perceptions decreased (P = 0.07 to 0.002). Significant differences between the sexes in moderate-to-vigorous physical activity and some domains of physical self-perceptions were reduced or no longer evident when the effect of maturity status was controlled. Maturity status may differentially influence boys\u27 and girls\u27 physical self-perceptions. <br /

Associations between selected demographic, biological, school environmental and physical education based correlates, and adolescent physical activity

The study investigated associations between selected physical activity correlates among 299 adolescents (90 boys, age 12-14 years) from 3 English schools. Physical activity was assessed by self-report and accelerometry. Correlates represented biological, predisposing, and demographic factors as described in the Youth Physical Activity Promotion Model. Boys engaged in more self-reported (p &amp;lt; .01) and accelerometer assessed physical activity than girls (p = .02). Positive associations between sex (male), BMI, Perceived PE Ability, Perceived PE Worth, number of enrolled students, and physical activity outcomes were evident (p &amp;lt; .05). Schoolbased physical activity promotion should emphasize sex-specific enhancement of students&#039; perceived PE competence and enjoyment

Correlates of children’s moderate and vigorous physical activity during weekdays and weekends

Background:Vigorous-intensity physical activity (VPA) may confer superior health benefits for children compared to moderate-intensity physical activity (MPA), but the correlates of MPA and VPA may differ. The study purpose was to investigate associations between selected enabling, predisposing, and demographic physical activity correlates, and MPA and VPA during weekdays and at weekends.Methods:Data were gathered from 175 children (aged 10 to 11 years). MPA and VPA were assessed using accelerometers. Correlates were measured at child and school levels. Multilevel analyses identified correlates that significantly predicted MPA and VPA.Results:Gender significantly predicted weekday MPA (P &lt; .001), and weekend MPA (P = .022) and VPA (P = .035). Weekday VPA was predicted by gender (P &lt; .001), indices of multiple deprivation score (P &lt; .003), BMI (P = .018), and school playground area (P = .046).Conclusions:Gender was the most significant correlate of MPA and VPA. Children most likely to engage in weekday VPA were boys with lower deprivation scores and BMI values, with access to larger playground areas.</jats:sec

Reliability and validity of the system for observing children\u27s activity and relationships during play (SOCARP)

Background: Children frequently engage in diverse activities that are broadly defined as play, but little research has documented children&rsquo;s activity levels during play and how they are influenced by social contexts. Assessing potentially modifiable conditions that influence play behavior is needed to design optimal physical activity interventions. Methods: System for Observing Children&rsquo;s Activity and Relationships during Play (SOCARP) was developed to simultaneously assess children&rsquo;s physical activity, social group sizes, activity type, and social behavior during play. One hundred and fourteen children (48 boys, 66 girls; 42% overweight) from 8 elementary schools were observed during recess over 24 days, with 12 days videotaped for reliability purposes. Ninety-nine children wore a uni-axial accelerometer during their observation period. Results: Estimated energy expenditure rates from SOCARP observations and mean accelerometer counts were significantly correlated (r = .67; P &lt; .01), and interobserver reliabilities (ie, percentage agreement) for activity level (89%), group size (88%), activity type (90%) and interactions (88%) met acceptable criteria. Both physical activity and social interactions were influenced by group size, activity type, and child gender and body weight status. Conclusions: SOCARP is a valid and reliable observation system for assessing physical activity and play behavior in a recess context.<br /

Twelve-month effects of a playground intervention on children\u27s morning and lunchtime recess physical activity levels

Background: Recess is an opportunity for children to engage in daily physical activity. The aim of this study was to investigate the 12-month effects of a playground intervention on children&rsquo;s moderate-to-vigorous (MVPA) and vigorous physical activity (VPA) during morning and lunchtime recess. Methods: Four hundred and seventy children (232 boys, 238 girls) from 26 elementary schools participated in the study. Fifteen schools redesigned the playground environment using playground markings and physical structures. Eleven schools served as socioeconomic matched controls. Physical activity levels were quantified using heart rate and accelerometry at baseline, 6 months, and 12 months post-intervention. A 3-level (time, pupil, and school) multilevel analysis was used to determine the effects of the intervention across time on MVPA and VPA. Results: Positive yet nonsignificant intervention effects were found for MVPA and VPA during morning and lunchtime recess. Intervention children were more active during recess than control children. Interactions revealed that the intervention effect was stronger at 6 months than 12 months post-intervention. Conclusions: A playground markings and physical structures intervention had a positive effect on intervention children&rsquo;s morning and lunchtime MVPA and VPA when assessed using heart rate and accelerometry, but this effect is strongest 6-months post-intervention and decreased between 6 months and 12 months.<br /

Encouraging play in the natural environment : a child-focused case study of Forest School

There is concern that children are becoming disengaged from the natural environment and are not being afforded the opportunities to play in such environments. To examine children\u27s perceptions, knowledge and experiences of play in the natural environment, 17 children from one school participated in small focus groups before and after a 12-week Forest School that took place within a school woodland area. Using two qualitative approaches, we found that Forest School had a positive influence on children\u27s natural play and their knowledge of the natural world around them.<br /

Variables associated with children's physical activity levels during recess: the A-CLASS project

BackgroundSchool recess provides a daily opportunity for children to engage in physically active behaviours. However, few studies have investigated what factors may influence children\u27s physical activity levels in this context. Such information may be important in the development and implementation of recess interventions. The aim of this study was to investigate the association between a range of recess variables and children\u27s sedentary, moderate and vigorous physical activity in this context.MethodsOne hundred and twenty-eight children (39% boys) aged 9-10 years old from 8 elementary schools had their physical activity levels observed during school recess using the System for Observing Children\u27s Activity and Relationships during Play (SOCARP). Playground variables data were also collected at this time. Multilevel prediction models identified variables that were significantly associated with children\u27s sedentary, moderate and vigorous physical activity during recess.ResultsGirls engaged in 13.8% more sedentary activity and 8.2% less vigorous activity than boys during recess. Children with no equipment provision during recess engaged in more sedentary activity and less moderate activity than children provided with equipment. In addition, as play space per child increased, sedentary activity decreased and vigorous activity increased. Temperature was a significant negatively associated with vigorous activity.ConclusionsModifiable and unmodifiable factors were associated with children\u27s sedentary, moderate and vigorous physical activity during recess. Providing portable equipment and specifying areas for activities that dominate the elementary school playground during recess may be two approaches to increase recess physical activity levels, though further research is needed to evaluate the short and long-term impact of such strategies.<br /

Five-year changes in school recess and lunchtime and the contribution to children’s daily physical activity

Objective To investigate the longitudinal changes in children\u27s recess and lunchtime physical activity levels and in the contribution of recess and lunchtime to daily physical activity levels over 5 years among 5&ndash;6- and 10&ndash;12-year olds.Methods Data were drawn from two longitudinal studies that were conducted in metropolitan Melbourne, Australia. Boys and girls (n=2782) aged 5&ndash;6 years and 10&ndash;12 years participated in baseline (T0) measures. Physical activity (n=2490) was measured every 60 s for eight consecutive days using hip-mounted accelerometry. Subsequent measurements were taken at 3-year (T1; n=773) and 5-year (T2; n=634) follow-up. Physical activity intensities were derived using age-adjusted cut-points. Sedentary time was defined as 100 counts/min. Longitudinal data were analysed using three-level (time, child, school) multilevel analyses, stratified by sex and cohort, and adjusted for potential confounding variables.Results Significant decreases in recess and lunchtime moderate and vigorous physical activity were observed (p&lt;0.001), with larger decreases occurring in the older cohort. Associated increases were observed in sedentary time over time (p&lt;0.01). Although the contribution of recess to daily moderate intensity physical activity increased in the younger cohort over time (p&lt;0.001), significant decreases were observed in the older cohort (p&lt;0.001).Conclusion Physical activity levels during recess and lunchtime decreased in both cohorts over time. Decreases in the contribution of recess and lunchtime to older children\u27s daily physical activity were also observed. Interventions are needed in both primary and secondary schools to promote physical activity levels during recess and lunchtime, particularly during the early years of secondary school.<br /