Evaluating the effects of the Lunchtime Enjoyment Activity and Play (LEAP) school playground intervention on children’s quality of life, enjoyment and participation in physical activity

Abstract

BackgroundAn emerging public health strategy is to enhance children’s opportunities to be physically active during school break periods. The aim of this study was to evaluate the effects of the Lunchtime Enjoyment Activity and Play (LEAP) school playground intervention on primary school children’s quality of life (QOL), enjoyment and participation in physical activity (PA).MethodsThis study consisted of a movable/recycled materials intervention that included baseline, a 7-week post-test and an 8-month follow-up data collection phase. Children within an intervention school (n = 123) and a matched control school (n = 152) aged 5-to-12-years-old were recruited for the study. Children’s PA was measured using a combination of pedometers and direct observation (SOPLAY). Quality of life, enjoyment of PA and enjoyment of lunchtime activities were assessed in the 8-12 year children. A multi-level mixed effect linear regression model was applied in STATA (version 12.0) using the xtmixed command to fit linear mixed models to each of the variables to examine whether there was a significant difference (p < 0.05) between the intervention and control school at the three time points (pre, post and follow-up).ResultsSignificant overall interaction effects (group × time) were identified for children’s mean steps and distance (pedometers) in the intervention school compared to the control school. Intervention school children also spent significantly higher proportions within specified target areas engaged in higher PA intensities in comparison to the control school at both the 7-week post-test and 8-month follow-up. A short-term treatment effect was revealed after 7-weeks for children’s physical health scale QOL, enjoyment of PA and enjoyment of intra-personal play activities.ConclusionsExamining the effects of this school playground intervention over a school year suggested that the introduction of movable/recycled materials can have a significant, positive long-term intervention effect on children’s PA. The implications from this simple, low-cost intervention provide impetus for schools to consider introducing the concept of a movable/recycled materials intervention on a wider scale within primary school settings.Trial registrationAustralian and New Zealand Clinical Trials Registration Number: ACTRN12613001155785.

A Systematic Review of Research into the Impact of Loose Parts Play on Children’s Cognitive, Social and Emotional Development

“…Three of the included studies examine LPP interventions which introduce recycled scrap materials to the playground (Bundy, Wyver, Naughton, Engelen, & Tranter, n.d.; Farmer et al, 2017; Hyndman et al, 2014b). The duration of this type of scrap intervention ranged from 7 weeks to 1 year.…”

“…This group were less likely to report liking their classmatesNo group differences were observed in verbal or relational bullying. Intervention children were more likely to report being pushed/shoved at 2 years, but were less likely to tell a teacher about itParents reported intervention children more likely to have happy relationships at 1 year, but less likely at 2 yearsTeachers reported few differences between intervention and control; however more intervention teachers reported observing bullying at 1 year and exclusion at 2 yearsHyndman, Benson, Ullah, and Telford (2014b) BMC Public Health 279 children aged 5–12 yearsControl—156 children Intervention—123 childrenSamples drawn from 2 Australian primary schoolsTo evaluate the effects of the LEAP intervention on quality of life (QOL), enjoyment and participation in PAQuasi-experimental. No randomisation to condition.…”

A moderated mediation analysis of children’s physical activity enjoyment

“…Enjoyment is a common participation motive for children (Allender et al, 2006) and considered a high-activation emotion closely linked with positive experiences (Hyndman, Benson, Ullah, & Telford, 2014) and volitional behavior (Pekrun et al, 2007). School-based PA opportunities provide children with numerous opportunities to interact with peers and receive support from friends.…”

“…Despite only partial support for the moderating role of support seeking self-efficacy, future researchers should continue to investigate moderated associations in order to advance understanding of the EVT framework. Although many researchers investigating PA contexts rely on behavioral outcomes (Lewis et al, 2002), affective experiences associated with children's PA are becoming increasingly recognized as an important outcome (Hyndman et al, 2014;Vazou & Smiley-Oyen, 2014). For example, some PA contexts promote PA behaviors that children find boring, frustrating, and physically or emotionally painful, hindering attitudes and motivation toward PA (Allender et al, 2006).…”

Low Levels of after School-Hours Social Interaction and Physical Activity of 5-7 Year Olds

“…A range of studies, including interventions, have examined physical activity and sedentary behaviours in the context of school play (e.g. Bundy et al, 2017;Hyndman et al, 2014;O'Dwyer et al, 2013).…”