Gender Differences in Recess Play in Five Fiji Primary Schools

Dorovolomo, Jeremy

doi:10.1007/978-981-15-6483-3_8

Cited by 3 publications

(5 citation statements)

References 27 publications

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“…Among these findings is the gender perspective; observing children during recess, it could be noticed that, in mixed play groups, the predominant games were in which boys and girls share space, without making distinctions between men and women. What is relevant is fun in the game, by sharing materials and enriching the socialization processes between them (Dorovolomo, 2020;Rodriguez-Navarro et al, 2014) al., 2003).…”

Section: Discussionmentioning

confidence: 99%

School Recess in Primary School: Rescuing the Meaning of Play in Education

Almonacid-Fierro¹,

Carvalho²,

Vitoria³

et al. 2022

INT J INSTRUCTION

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The purpose of the article is to identify the games and the playful experience of children, as well as to understand the educational processes triggered by this social practice in the context of school recess, in eight public primary schools located in the province of Talca, Maule region, Chile. In methodological terms, the research is inscribed in the perspective of the interpretive-comprehensive paradigm, through qualitative methodology, with a design that consisted of applying the nonparticipant observation technique, in such a way that they carried out 32 units of direct observations, with 138 events described during the months of August to November of the year 2019. The results revealed that the schoolyard was a space rich in children's experiences and learning, with regard to the repertoire of games and interactions between children, in the context of these recreational activities. The need to value play in the time and space of the schoolyard is highlighted, for the child's learning and its articulation with pedagogical practices. In terms of conclusions, it is proposed to delve into studies of this nature, since it is relevant that the school considers recess as a pedagogical tool, since it is at that moment when children naturally manifest themselves and express their emotions, in an eminently playful and socializing.

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Section: Discussionmentioning

confidence: 99%

School Recess in Primary School: Rescuing the Meaning of Play in Education

Almonacid-Fierro¹,

Carvalho²,

Vitoria³

et al. 2022

INT J INSTRUCTION

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“…Las diferencias en los valores entre niños y niñas pueden ser debidas a muchos factores, como por ejemplo que los niños suelen estar más interesados en participar en juegos deportivos o de competición mientras que las niñas prefieren actividades más tranquilas y de socialización (Dorovolomo, 2020;Frago-Calvo, et al, 2017;Verstraete, Cardon, DeClercq & Bourdeaudhuij, 2006). En este sentido, los estudios destacan una serie de barreras que dificultan la participación de los escolares con baja habilidad y de las niñas, las cuales presentan valores significativamente inferiores, como por ejemplo el uso del espacio de recreo en actividades competitivas, falta de instalaciones, conflictos entre el alumnado, y uso de dispositivos electrónicos (Fisette, 2013;Pastor-Vicedo, Martínez-Martínez, López-Polo y Prieto-Ayus, 2020;Pawlowski, Andersen, Arvidsen & Schipperijn, 2019).…”

Section: Discussionunclassified

“…La mayoría de los estudios destacan una mayor participación por parte de los niños, alcanzando un mayor tiempo en intensidad vigorosa frente a las chicas. Los chicos suelen emplear el tiempo de recreo para participar en juegos deportivos de competición (futbol, baloncesto, voleibol), con pelotas, mientras que las niñas permanecen más tiempo sentadas o de pie hablando entre ellas, al igual que jugando en algún columpio (Latorre-Román, Martínez-Redondo, Salas-Sánchez, García-Pinillos & Pérez-Jiménez, 2017;Dorovolomo, 2020;Springer, Tanguturi, Ranjit, Skala, & Kelder, 2013).…”

Section: Introductionunclassified

Frecuencia cardiaca y niveles de actividad física durante recreos escolares. Un estudio descriptivo (Heart rate and physical activity levels during school recess. A descriptive study)

Hellín-Martínez

García‐Jiménez

García-Pellicer

et al. 2021

Retos

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Los objetivos de este estudio fueron describir los niveles de actividad física (AF) en los escolares durante los recreos sin intervención, analizarlos en función del género y examinar la contribución de este tipo de recreo a las recomendaciones sobre intensidad de la AF en los recreos. Materiales y métodos. La muestra estaba compuesta por 32 alumnos (14 niños, 10,78±0,69; 18 niñas, 10,4±0,80) de un centro de Educación Primaria. La recogida de datos tuvo lugar durante 8 recreos y se emplearon pulsómetros Polar Team 2. Resultados y discusión. Los resultados muestran diferencias significativas en el nivel de AF en valores de intensidad de moderada a vigorosa (AFMV %) en función del género de los escolares, alcanzando los niños (63,25±23,15%) valores más altos que las niñas (43,74±26,00%). En cuanto a las recomendaciones de AF en los recreos, un porcentaje mayor de niños (81,33±6,20%) las alcanzan con respecto a las niñas (51,95±6,79%). Estos recreos contribuyen en un 24,79±7,01% con las recomendaciones de AF en valores AFMV diarias. Conclusiones. Los niveles de AFMV en los escolares durante el recreo son medios-bajos. Los niños participan durante el tiempo de recreo con una intensidad significativamente mayor que las niñas. Es necesario estudiar qué variables influyen en el aumento de los niveles de AF en valores AFMV en las niñas, las cuales se muestran más sedentarias. Abstract: The goals of this study were to describe the levels of physical activity (PA) in children during recess without intervention, analyze them according to gender and examine the contribution of this type of recess to the recommendations on PA intensity during recess. Materials and methods. The sample consisted of 32 students (14 boys, 10,78 ± 0,69; 18 girls, 10,4 ± 0,80) from a Primary Education school. Data collection took place during 8 recess and Polar Team 2 heart rate monitors were used. Results and discussion. Results show significant differences in the level of PA in intensity values from moderate to vigorous (MVPA%) depending on the gender of the children, with boys (63,25 ± 23,15%) reaching higher values than girls (43,74 ± 26,00%). Regarding PA recommendations during recesses, a higher percentage of boys (81,33 ± 6,20%) reach them compared to girls (51,95 ± 6,79%). Recess contribute 24,79 ± 7,01% to the PA recommendations in daily MVPA values. Conclusions. MVPA levels in children during recess are medium-low. Boys participate during recess time with a significantly higher intensity than girls. It is necessary to study what variables influence the increase in PA levels in MVPA values in girls, who are more sedentary.

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“…Studies that describe the participation of schoolchildren during recess time highlight that most girls spend more time socializing, either sitting or standing and talking to each other, walking, playing on a swing, and engaging in other low-intensity activities (Dorovolomo, 2020;Frago, 2015;Coleman et al, 2008;Ridgers et al, 2007;Latorre-Román et al, 2017;Springer et al, 2013). A study conducted with observational instruments during recess highlights those girls spent 8.2% less time in vigorous physical activity and 13.8% more time being sedentary compared to boys (Ridgers et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…In this regard, the planning of sports games and championships, teaching strategies implemented by Physical Education teachers as motivational elements, various methodologies, equipment, floor paintings, and sports materials, among other elements, generate motivation in both boys and girls to engage in and participate in physical activity (Blaes et al, 2013;Chin & Ludwig, 2013;Dorovolomo, 2020;Massey et al, 2020;Saint-Maurice et al, 2011;Sallis et al, 2001).…”

Section: Introductionmentioning

confidence: 99%

Type of recess and its influence on girls physical activity levels

Hellín Martínez,

García-Jiménez,

García-Pellicer

et al. 2023

Retos

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The purpose in this study is to describe the physical activity levels (PA) in primary school female students during four different types of recess: free, with sports equipment, with organized games and with music. Sample consisted of 20 girls (10.6 ± 0.70 mean age) from a Primary Education School in Region of Murcia (Spain). The data collection ocurred during 32 recesses. 8 sessions of each type of recess were observed and analyzed with the iSOPARC app, which structures the activity in three levels: sedentary, walking and vigorous. Results show medium-low levels of PA during breaks, being the free type the ones that reach the highest sedentary level values (39.79 ± 5.38%) while the organized ones obtain the lowest sedentary value (6.89 ± 2.56%). Regarding the vigorous level, the breaks in which music was used are the ones with the highest percentage (51.36 ± 12.55%). After applying the Mann Whitney U statistic, it is shown how the type of recess exerted a significant influence on the results (p = 0.000) in all cases. Conclusions. The recesses in which music is used, activities and games were planned and sports equipment are used achieve higher PA values at a vigorous level and less sedentary lifestyle. Keywords: physical education, MVPA, physical activity, recess.

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Gender Differences in Recess Play in Five Fiji Primary Schools

Cited by 3 publications

References 27 publications

School Recess in Primary School: Rescuing the Meaning of Play in Education

School Recess in Primary School: Rescuing the Meaning of Play in Education

Frecuencia cardiaca y niveles de actividad física durante recreos escolares. Un estudio descriptivo (Heart rate and physical activity levels during school recess. A descriptive study)

Type of recess and its influence on girls physical activity levels

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