School Children’s Physical Activity and Preferred Activities during Outdoor Recess in Estonia: Using Accelerometers, Recess Observation, and Schoolyard Mapping

Abstract

Studies about recess have found that children have higher physical activity (PA) during outdoor recess compared to indoor recess, and well-constructed schoolyards play an important role in stimulating PA in children. This study aimed at investigating the affordances of schoolyards and outdoor recess PA in two urban and two rural primary schools in Estonia. Schoolyards were described with the geographical mapping method, children’s activities during outdoor recess were registered by using observations, and PA levels were measured with accelerometers. Students from grades two to six (8–13-year-olds) were included in the study. All observed schoolyards had different spaces including various ball game areas, climbing facilities, and slacklines. The natural environment dominated in the rural schools, and artificial surfaces dominated in the urban schools. Boys in the study tended to enjoy more sport-related activities, whereas girls preferred more social and less active activities. Students participating in outdoor recess spent about twice as much time (20.4%) on moderate-to-vigorous PA (MVPA) compared to indoor recess (9.5%), although boys were more active than girls (22.9% vs. 17.3%). All schoolyards afforded more MVPA during outdoor recess compared to indoor recess, whereas schoolyards with more space per child and natural environment elements generated more varied PA and higher MVPA. These findings confirm the importance of schoolyard design and quality for the variety and intensity of students’ PA during outdoor recess.

Development of endurance in physical education lessons with the use of outdoor games

“…One of the main ways of comprehensive education of motor qualities in school conditions is the use of special exercises and outdoor games, with the help of which it is possible not only to successfully teach children various motor skills, but also to purposefully influence the education of all motor qualities. Therefore, from primary school age, it is necessary to pay great attention to outdoor games and special exercises 11,12,20 .…”

Comparison of Estonian Schoolchildren’s Physical Activity and Fitness Indicators before and after the COVID-19 Pandemic’s Period of Restricted Mobility

“…In 2016, Estonia launched the “A school that invites to move” initiative, allowing participating schools to acquire various tools through the project to enhance students’ physical activity and make the school day more active [ 49 ]. Despite these efforts, active breaks at school still fall short of helping students meet the daily recommended physical activity norms [ 50 ]. In summary, despite the aid programs, the physical fitness of schoolchildren has continued to decline over the years.…”