The relationship between school ground design and intensity of physical activity
Green areas on elementary school grounds support the highest level of children's moderate physical activity
Dyment and colleagues examined the relationship between school ground design and children’s physical activity levels. The purpose of this research was to quantify the effects of outdoor school play environments on children’s physical activity levels, with special attention to the differences between vegetated and non-vegetated areas as well as any gender differences.
Researchers collected information from two elementary schools, one in Australia and the other in Canada. The Australian school was selected because of its diversity of play areas, while the Canadian school was selected because of its long-term school ground greening efforts which also included a diversity of play areas. At each school, Dyment and colleagues observed, recorded and analyzed the location and intensity of children’s play behaviors (sedentary, moderately active, or vigorously active) during lunch and recess periods.
In analyzing the data, researchers found that in Australia the greatest number of students spent time in the green area and paved sporting courts, while in Canada the greatest number of students spent time in the open asphalt area and open playing field. In terms of physical activity levels, children at both schools engaged in vigorous physical activity the most in areas with manufactured equipment (e.g., slides, swings, monkey bars, etc.), however smaller percentages of children engaged in this vigorous physical activity. Children engaged in moderate physical activity the most in green areas (e.g., large grassy areas, gardens, etc.). With regard to children’s sedentary behavior, researchers found that sedentary behavior was highest in the paved sporting courts and paved courtyard at the Australian school and the treed grassy berm, treed concrete steps, and open asphalt areas at the Canadian school.
Dyment and colleagues highlight gender differences in area use, discuss their results in terms of other studies, and highlight potential design and cultural factors that might suggest why certain school ground areas are related to vigorous, moderate, and sedentary activity. Their study indicates that asphalt and open playing fields do less to promote physical activity among the greatest number of children than do green areas. This study demonstrates the important role that green areas on school grounds can play in enhancing children’s moderate physical activity levels, especially for children who are not interested or able to play vigorous games on conventional asphalt and open playing fields. The researchers recommend that school grounds be designed to include a diversity of design features and green elements in order to promote and engage children in physical activity.
Citation
Dyment, J. E., Bell, A. C., Lucas, A. J., (2009). The relationship between school ground design and intensity of physical activity. Children's Geographies, 7(3),
