Heat-Resilient Schoolyards: Relations Between Temperature, Shade, and Physical Activity of Children During Recess

Abstract

Background: Extreme heat may discourage physical activity of children while shade may provide thermal comfort. The authors determined the associations between ambient temperature, shade, and moderate to vigorous physical activity (MVPA) of children during school recess. Methods: Children aged 8–10 (n = 213) wore accelerometers and global positioning system monitors during recess at 3 school parks in Austin, Texas (September–November 2019). Weather data originated from 10 sensors per park. The authors calculated shade from imagery using a geographic information system (GIS) and time-matched physical activity, location, temperature, and shade data. The authors specified piecewise multilevel regression to assess relations between average temperature and percentage of recess time in MVPA and shade. Results: Temperature ranged 11 °C to 35 °C. Each 1 °C higher temperature was associated with a 0.7 percentage point lower time spent in MVPA, until 33 °C (91 °F) when the association changed to a 1.5 lower time (P < .01). Each 1 °C higher temperature was associated with a 0.3 percentage point higher time spent under shade, until 33 °C when the association changed to a 3.4 higher time (P < .001). At 33 °C or above, the direct association between shade and MVPA weakened (P < .05), with no interaction effect above 33 °C (P > .05). Children at the park with the most tree canopy spent 6.0 percentage points more time in MVPA (P < .01). Conclusions: Children engage in less MVPA and seek shade during extreme heat and engage in more MVPA in green schoolyards. With climate change, schools should consider interventions (eg, organizing shaded play, tree planting) to promote heat safe MVPA.

A greening theory of change: How neighborhood greening impacts adolescent health disparities

“…In addition, children, in general, are less heat tolerant than adult populations. Tree canopy has been found to lower urban temperatures by up to 10° (F) (Hoffman et al, 2020), and lower temperatures from tree shade have been associated with higher levels of moderate to vigorous physical activity (Lanza et al, 2022).…”

How Societal Forces of Change Are Transforming Youth Physical Activity Promotion in North America

“…17 When faced with high temperatures, US children have been shown to engage in less moderate to vigorous physical activity and to seek shade during school recess. 18,19 Furthermore, warming temperatures are projected to negatively impact recreational physical activities, such as skiing and snowboarding in winter seasons. 20 In Canada, Indigenous communities are disproportionately affected by climate change, 21,22 with their modes and routes of transportation and traditional land-based activities disrupted by warmer temperatures that melt ice roads (ie, frozen waterways) and increase the risk of flooding and fires that force evacuation from territorial homes.…”

“…55 By using a community-engaged approach that includes students, school staff, and teachers throughout the process, these projects help to ensure High ambient temperatures disrupted when, where, and how long youth were willing and able to be active. [17][18][19] Recognition of institutionalized discrimination Recognition of prejudicial practices and policies within institutions that result in the systematic denial of resources and opportunities to members of certain groups. 101 Members of certain groups were deterred from being active alone in outdoor public spaces, and neighborhood inequities affected the availability of physical activity resources.…”

Adapting Schools to Climate Change with Green, Blue, and Grey Measures in Barcelona: Study Protocol of a Mixed-Method Evaluation

“…We described the direct and indirect potential impacts of the intervention on health and well-being, considering intermediate and contextual factors that could mediate such effects. This framework was developed based on the evidence found in the literature regarding the effects of climate change and urbanisation on health [ 3 , 6 , 14 ], the impact of similar type of interventions on health and well-being [ 17 , 20 – 24 ] and previous published conceptual models [ 25 – 28 ]. According to our framework, green, blue, and grey interventions implemented as part of the “Climate shelters in schools” program are expected to have a direct, positive impact on school’s environmental conditions (especially temperature) and air quality, as well as on users’ attitudes and perceptions towards the school environment (e.g.…”