The effect of a self-constructed material on children’s physical activity during recess

Abstract

OBJECTIVETo analyze whether an intervention supported by free play with a self-constructed material increases the level of physical activity of students during recess.METHODSThe participants were 166 children of third to sixth grade, between nine and 12 years old (average = 10.64; SS = 1.13). An experimental project was conducted with pre-test and post-test measurement, and a control group. Experimental group participants built cardboard paddles (third and fourth) and flying rings (fifth and sixth), a material they used freely for one week during recess. ActiGraph-GT3X accelerometers were used to measure physical activity. An ANOVA of repeated measures was used to find differences between groups and genders.RESULTSSignificant intervention effects were found in the analyzed variables: sedentary activity (F = 38.19; p < 0.01), light (F = 76.56; p < 0.01), moderate (F = 27.44; p < 0.01), vigorous (F = 61.55; p < 0.01), and moderate and vigorous (F = 68.76; p < 0.01). Significant gender differences were shown (time × group × gender) for moderate (F = 6.58; p < 0.05) and vigorous (F = 5.51; p < 0.05) activity.CONCLUSIONSThe self-constructed material is effective to increase the physical activity levels of children during recess; it decreases sedentary activity and light physical activity and increases the time devoted to moderate physical activity and vigorous physical activity, both in boys and in girls. The boys had an increase in vigorous physical activity and the girls in moderate physical activity. Due to its low cost, this strategy is recommended for administrators and teachers to increase the physical activity of children during recess.

Análisis bibliográfico sobre los programas de recreos activos

“…En varios de los programas de recreos activos, analizados en el presente trabajo, se observan actuaciones referentes a los espacios y materiales como: habilitación de nuevos espacios de práctica deportiva (Navarro, 2012;Pallasá y Méndez-Giménez (2016), decoración del patio (Méndez-Giménez y Pallasá-Manteca, 2018;Pallasá y Méndez-Giménez, 2016), y la adquisición de nuevos materiales (García y Serrano, 2010;Lizcano et al, 2018). En esta última actuación, la fabricación de materiales autoconstruidos es una opción factible para aumentar los niveles de AF (Méndez-Giménez y Pallasá-Manteca, 2018; Pallasá y Méndez-Giménez, 2016), siendo además una estrategia con un bajo coste económico (Méndez-Giménez et al, 2017).…”

“…2019;8(1): 125-135 En esta línea, se han desarrollado diferentes programas como por ejemplo: organización de actividades dirigidas, autoconstrucción de materiales, creación de zonas de jugos, dotación de equipamiento (canastas, porterías, balones, etc. ), y organización de campeonatos, entre otros (Méndez-Giménez, Cecchini y Fernández-Río, 2017;Navarro, 2012;Pallasá y Méndez-Giménez, 2016), comprobando el éxito de este tipo de actuaciones en el aumento de la AF en el alumnado (Chin y Ludwig, 2013;Erwin, Ickes, Ahn, y Fedewa, 2014;Lamoneda y Huertas, 2017;Nogués, 2010). Así, apoyan que los recreos deberían ser escenarios de tiempo y espacios saludables.…”

Effects of an Autonomy-Supportive Physical Activity Program for Compensatory Care Students During Recess Time

“…Pallasá and Méndez-Giménez (2016) and Méndez-Giménez and Pallasá-Manteca (2018) used content typical of children's games in the design of "active recess" periods and found that it was possible to improve intrinsic motivation, enjoyment, and physical activity intentions in a sample of students in the fourth through sixth grades of elementary school. The use of sport equipment or have offered unique physical activity opportunities or games within specified play zones or designated activity areas and during recess times has been used in numerous investigations (Escalante et al, 2011;Erwin et al, 2014;Méndez-Giménez et al, 2017).…”

Gaudi i motivació en un programa d’esbarjos actius

“…Dado su carácter obligatorio, la escuela puede y debe jugar un papel determinante en la promoción de AF, bien mediante programas apropiados de educación física (EF), oferta de actividades deportivas extraescolares o el fomento de recreos activos (Méndez-Giménez, 2016;Pallasá & Méndez-Giménez, 2016). En relación con los recreos, se han desarrollado diferentes estrategias encaminadas a aumentar la AF como, por ejemplo, organizar actividades dirigidas por un monitor/profesor, pintar el patio con zonas de juego multicolor, facilitar equipamientos o dotar a los patios de más estructuras físicas (canastas, porterías…) (Erwin, Ickes, Ahn, & Fedewa, 2014;Escalante, Backx, Saavedra, García-Hermoso, & Domínguez, 2011;Escalante, García-Hermoso, Backx, & Saavedra, 2014;Méndez-Giménez, Cecchini, & Fernández-Río, 2017;Stratton & Mullan, 2005). Si bien esta línea de investigación ha comprobado con cierto éxito los efectos inmediatos de los programas sobre los niveles de AF de los participantes, existe una laguna cuando se trata de comprobar el efecto que estos programas provocan en la motivación y en el deseo de los estudiantes de continuar realizando AF incluso fuera del contexto escolar.…”

“…Different strategies have been developed in interaction with recreation aimed at increasing PA, such as organizing activities supervised by a monitor/teacher, painting the playground with multicolored play zones, providing equipment or giving playgrounds more physical structures (baskets, goals, etc.) (Erwin, Ickes, Ahn & Fedewa, 2014;Escalante, Backx, Saavedra, García-Hermoso & Domínguez, 2011;Escalante, García-Hermoso, Backx & Saavedra, 2014;Méndez-Giménez, Cecchini & Fernández-Río, 2017;Stratton & Mullan, 2005). Even though this avenue of research has somewhat successfully confirmed the immediate effects of programs on the participants' PA levels, there is a gap when trying to confirm the effect of these programs on motivation and on students' desire to continue doing PA outside of school.…”