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Learning From the Experts: Exploring Playground Experience and Activities Using a Write and Draw Technique

Zoe Rebecca Knowles, Daniel Parnell, Gareth Stratton, and Nicola Diane Ridgers

Background:

Qualitative research into the effect of school recess on children’s physical activity is currently limited. This study used a write and draw technique to explore children’s perceptions of physical activity opportunities during recess.

Methods:

299 children age 7−11 years from 3 primary schools were enlisted. Children were grouped into Years 3 & 4 and Years 5 & 6 and completed a write and draw task focusing on likes and dislikes. Pen profiles were used to analyze the data.

Results:

Results indicated ‘likes’ focused on play, positive social interaction, and games across both age groups but showed an increasing dominance of games with an appreciation for being outdoors with age. ‘Dislikes’ focused on dysfunctional interactions linked with bullying, membership, equipment, and conflict for playground space. Football was a dominant feature across both age groups and ‘likes/dislikes’ that caused conflict and dominated the physically active games undertaken.

Conclusion:

Recess was important for the development of conflict management and social skills and contributed to physical activity engagement. The findings contradict suggestions that time spent in recess should be reduced because of behavioral issues.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 10 (2013): Issue 3 (Mar 2013)

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Novel Strategies to Promote Children’s Physical Activities and Reduce Sedentary Behavior

Jo Salmon

Physical activity and sedentary behavior (performed primarily while sitting) play a key role in the current and future health of young people. Most health evidence and intervention strategies targeting reductions in children’s sedentary behavior have focused on television viewing, with mixed evidence as to the effectiveness of these strategies and of the importance of television viewing for children’s health. Evidence from studies with adults using objective measures of sedentary behavior suggests that accumulated sedentary time is independently associated with metabolic health; importantly, emerging evidence suggests that the manner in which the sedentary behavior is accrued (ie, frequency of interruptions to time spent sedentary) may also have independent effects on health. Potential novel intervention approaches to reduce children’s sedentary time include activity breaks during class time at school, delivery of active lessons and homework, and changes to the classroom environment. Further evidence of the importance of sedentary time (both total accumulation and frequency of interruptions) on children’s health is required. Future studies should assess the effectiveness of interventions targeting organizational and pedagogical changes in schools as well as using homework to engage with families in more active ways.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 7 (2010): Issue s3 (Jan 2010): The Third International Congress on Physical Activity and Public Health

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Changes in 24-Hour Domain-Specific Movement Behaviors and Their Associations With Children’s Psychosocial Health During the Transition From Primary to Secondary School: A Compositional Data Analysis

Kar Hau Chong, Dorothea Dumuid, Dylan P. Cliff, Anne-Maree Parrish, and Anthony D. Okely

movement behaviors, with an increasing prevalence of sedentary behavior, 10 decreasing PA, 11 , 12 and sleep duration 13 from childhood into adolescence. Such behavioral changes may be partly explained by the influence of the school environment, 13 , 14 as most children and adolescents spend a large

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 19 (2022): Issue 5 (May 2022)

Open access

Shaping the Way Five Women Coaches Develop: Their Primary and Secondary Socialization

Bettina Callary, Dr. Penny Werthner, and Dr. Pierre Trudel

Using Jarvis’ (2006) psychosocial perspective of human learning, we explore how the career choices and the subsequent coaching approaches of five Canadian women coaches have been influenced by their primary and secondary socialization. A content analysis was performed to identify how coaches learned in their primary socialization with their family, and in their secondary socialization at school and in their sport experiences. The findings indicate that the learning situations in their primary and secondary socialization influence the coaches’ career choices and their subsequent coaching approaches. These findings have implications for coaching education, enabling course developers and facilitators to understand (a) the importance of creating environments where coaches are able to critically reflect, and (b) how coaching approaches can be influenced by early life experiences.

Cover Journal of Coaching Education

In Journal of Coaching Education Volume 4 (2011): Issue 3 (Jan 2011)

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The Relationship Between Meeting Vigorous Physical Activity Recommendations and Burnout Symptoms Among Adolescents: An Exploratory Study With Vocational Students

Catherine Elliot, Christin Lang, Serge Brand, Edith Holsboer-Trachsler, Uwe Pühse, and Markus Gerber

This study examines how students who met the current recommendations for vigorous physical activity (VPA) of the American College of Sports Medicine (ACSM) and the Centers of Disease Control and Prevention (CDC) differ from peers who did not reach these standards with regard to self-reported burnout, before and after controlling for light physical activity and moderate physical activity. A sample of 144 vocational students (M age = 16.2 years, SD = 1.13, 98 males) completed the International Physical Activity Questionnaire, the Shirom-Melamed Burnout Measure, and the School Burnout Inventory. Bivariate correlations revealed that only VPA was associated with reduced burnout. Both the ACSM and CDC guidelines were useful to identify significant differences in burnout symptoms between students who met versus did not meet the standards. Health policy makers should develop strategies to integrate more VPA into the lives of adolescent students so as to reach a minimum of 60 min per week.

Cover Journal of Sport and Exercise Psychology

In Journal of Sport and Exercise Psychology Volume 37 (2015): Issue 2 (Jan 2015)

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Direct and Indirect Influence of Physical Education-Based Interventions on Physical Activity: A Review

Menno Slingerland and Lars Borghouts

Background:

Physical education (PE) has the potential of stimulating physical activity (PA) in children and adolescents in a direct and an indirect manner. By providing in-class activity, PE could directly contribute to the accumulation of physical activity. In addition, it is often claimed that PE could have an effect on physical activity by stimulating out-of-class activity, or even physical activity in adult life.

Methods:

We reviewed intervention studies using a PE component that directly or indirectly aimed to increase physical activity in primary and secondary school students. An electronic literature search was conducted and articles’ reference lists were scanned for additional papers.

Results:

Fourteen studies matched our criteria. A review of these studies showed that interventions are able to directly increase activity in PE classes with relatively simple modifications, whereas the evidence for increasing out-of-class PA through interventions utilizing PE as a component is less convincing.

Conclusions:

We propose that evidence-based interventions aimed at increasing PA in children and adolescents through PE should at this moment be aimed at the direct effect of PE. There is a need for high quality PE-based interventions directed at out-of-class activity and long-term active life style.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 8 (2011): Issue 6 (Aug 2011)

Open access

Results From Ireland North and South’s 2016 Report Card on Physical Activity for Children and Youth

Deirdre M. Harrington, Marie Murphy, Angela Carlin, Tara Coppinger, Alan Donnelly, Kieran P. Dowd, Teresa Keating, Niamh Murphy, Elaine Murtagh, Wesley O’Brien, Catherine Woods, and Sarahjane Belton

Background:

Physical activity (PA) is a key performance indicator for policy documents in both the Republic of Ireland and Northern Ireland. Building on baseline grades set in 2014, Ireland’s second Report Card on Physical Activity for Children and Youth allows for continued surveillance of indicators related to PA in children and youth.

Methods:

Data and information were extracted and collated for 10 indicators and graded using an international standardized grading system.

Results:

Overall, 7 grades stayed the same, 2 increased, and 1 decreased. Grades were assigned as follows: Overall PA, D (an increase); Sedentary Behavior (TV), C-; Physical Education, D-; Active Play, Incomplete/Inconclusive (INC); Active Transportation, D; School, D (a decrease); Home (Family), INC; Community and the Built Environment, B+ (an increase); and Government, INC. Unlike 2014’s report card, different grades for the Republic (C-) and Northern Ireland (C+) were assigned for Organized Sport Participation.

Conclusions:

Although the grade for Overall PA levels increased to a D, this may reflect the increased quality and quantity of data available. The double burden of low PA and high sedentary levels are concerning and underscore the need for advocacy toward, and surveillance of, progress in achieving targets set by the new National Physical Activity Plan in the Republic and obesity and sport plans in the North.

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 13 (2016): Issue s2 (Jan 2016): The Global Matrix 2.0

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Results From South Africa’s 2022 Healthy Active Kids’ Report Card on Physical Activity, Body Composition Proxies, and Nutritional Status in Children and Adolescents

Zingisa Z. Nyawose, Rowena Naidoo, Candice Christie, Susan Bassett, Dané Coetzee, Maya van Gent, Andries Monyeki, Philippe Gradidge, Christa Janse van Rensburg, Colleen Cozett, Marie Young, Wiedaad Slemming, Lumé Morrow, Anita Pienaar, Soezin Krog, Cheryl Walter, Aayesha Kholvadia, Monique De Milander, Niri Naidoo, and Estelle V. Lambert

indicators pertaining to children and adolescents (overall PA, organized sport participation, active play, active transportation, sedentary behavior, physical fitness, family and peers, school, community and environment, and government). In the South African edition, data on nutritional status (indicated by

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 21 (2024): Issue 9 (Sep 2024)

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Domain Specific Life Satisfaction in the Dual Careers of Junior Elite Football Players: The Impact of Role Strain

Fleur E.C.A. van Rens, Erika Borkoles, Damian Farrow, and Remco C.J. Polman

assignments), the impact of sporting events and training on schoolwork and homework, extended absences from school to attend overseas events, restricted subject choice due to conflicts between assessments and sporting competitions, mental stress due to expectations imposed by self and others, sport related

Cover Journal of Clinical Sport Psychology

In Journal of Clinical Sport Psychology Volume 12 (2018): Issue 3 (Sep 2018)

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Effects of School Gardening Lessons on Elementary School Children’s Physical Activity and Sedentary Time

Erika Rees-Punia, Alicia Holloway, David Knauft, and Michael D. Schmidt

the recommended 60 minutes of moderate to vigorous physical activity (MVPA) per day. 5 Further, children in this age group spend over 41% of their waking hours sedentary. 6 Given the proportion of time children spend in the classroom, schools are an ideal domain for positively impacting physical

Cover Journal of Physical Activity and Health

In Journal of Physical Activity and Health Volume 14 (2017): Issue 12 (Dec 2017)