Systematic Review of Recess Interventions to Increase Physical Activity

Ickes, Melinda J.; Erwin, Heather; Beighle, Aaron

doi:10.1123/jpah.10.6.910

Cited by 80 publications

(78 citation statements)

References 29 publications

(201 reference statements)

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“…through active travel, physical education (PE) and recess. Intervention studies aimed at promoting PA in all these settings have shown promising results (Lonsdale et al, 2013; Larouche et al, 2014; Ickes et al, 2013). However, because it is already compulsory in most schools and does not compete with academic interests (Ickes et al, 2013), recess might be a particularly attractive arena for PA promotion.…”

Section: Introductionmentioning

confidence: 99%

Permanent play facility provision is associated with children's time spent sedentary and in light physical activity during school hours: A cross-sectional study

Dalene

Anderssen

Ekelund

et al. 2016

Preventive Medicine Reports

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Objective: To study the associations between: 1) number of permanent outdoor play facilities per pupil and 2) the size of the outdoor play area per pupil with sedentary time and physical activity (PA) during school hours in six-, nine-, and 15-year olds. We conducted a cross-sectional study of nationally representative samples of Norwegian six- (n = 1071), nine- (n = 1421) and 15-year-olds (n = 1106) in 2011 (the Physical Activity Among Norwegian Children Study). The participation rates were 56.4%, 73.1% and 57.8% for six-, nine- and 15-year olds, respectively. We assessed PA objectively for seven consecutive days using accelerometers, the size of a school's outdoor play area (SOPA) using an online map service and the permanent play facility (PPF) provision using a standardized form during school site visits. We successfully measured SOPA and PPF in 99 schools, from which 3040 participants provided valid accelerometer data. We used generalized least-squares random-effects models with robust variance estimation to assess associations. Our results indicate that better provision of permanent play facilities may reduce sedentary time and increase time spent in light PA among six-year-olds. Permanent play facility provision was not associated with sedentary time or PA among nine- and 15-year-olds. Associations found between outdoor play area size, physical activity and sedentary time were negligible. Future research should investigate what types of permanent play facilities may be associated with physical activity in both children and adolescents.

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Section: Introductionmentioning

confidence: 99%

Permanent play facility provision is associated with children's time spent sedentary and in light physical activity during school hours: A cross-sectional study

Dalene

Anderssen

Ekelund

et al. 2016

Preventive Medicine Reports

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“…Previous studies in Europe and Australia found that recess physical activity was associated with aspects of the school physical environment, such as large play space [14], adequate equipment [14,15,16,17,18,19,20], and playground marking [19,21,22]. In addition, playground-related environmental interventions such as equipment provision, multicolor marking, and clear division by activity type have been reported to be effective in promoting physical activity during recess [23,24,25,26,27]. These studies have also found that gender differences play a role in the effectiveness of the interventions.…”

Section: Introductionmentioning

confidence: 99%

Recess Physical Activity and Perceived School Environment among Elementary School Children

Ishii

Shibata

Sato

et al. 2014

IJERPH

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Differences in recess physical activity (PA) according to perceived school environment among elementary school children were examined. Participants were 103 children from two schools in Japan. PA was measured using accelerometry for seven consecutive days. Time spent in sedentary or PA (light, moderate, or vigorous) during their morning recess (25 min) and lunch recess (15 min) was determined. The School Physical Activity Environment Scale (three factors: equipment, facility, and safety) was used to investigate perceived school environment. Environmental factor scores were assigned to low or high groups for each factor by median. An analysis of covariance, with grade as the covariate, was conducted separately by gender to examine differences in PA between two groups. During lunch recess, boys in the high-equipment group spent significantly more time in moderate PA (high: 1.5; low: 0.8 min) whereas girls in this group spent less time in light PA (9.3, 11.0). Boys in the high-facility group spent significantly less time in sedentary (2.3, 3.9) and more time in vigorous PA (2.4, 1.4) during lunch recess, and girls spent more time in moderate (2.1, 1.2) and vigorous PA (1.9, 1.3) during morning recess. Differences were observed in recess PA according to school environment perceptions. The present study may be useful for further intervention studies for the promotion of PA during recess.

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“…An increase in MVPA is in contrast to VanKann's intervention study (13) that showed positive LPA outcomes but no effect on MVPA. In a review, Ickes et al (21) reported that a variety of recess interventions has been found to be effective in increasing PA. However, the small number of intervention studies does not allow to establish conclusive effects on children's recess PA (22) and most of them lasted less than 12 months.…”

Section: Discussionmentioning

confidence: 99%

Longitudinal Follow-Up of Physical Activity During School Recess: Impact of Playground Markings

Baquet

Aucouturier

Gamelin

et al. 2018

Front. Public Health

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To promote physical activity (PA) among children, few studies have reported long-term effects of playground marking during school recess. The aim of this study was to investigate the impact of a playground design on children's recess PA across 12 months and to evaluate the influence of covariates on the intervention effects with accelerometry data. Two hundred and eighty-three children (aged 6–11 years) were selected from 3 elementary schools. Two experimental schools received a recess-based intervention; the third one served as a control group. The design of playgrounds was based on a multicolored zonal design. Children's PA was measured with a uniaxial accelerometer twice a day (morning and afternoon recess) during a 4-day school week. Times spent below and above different PA levels, varying from sedentary (SED, <1.5 METs), light PA (LPA, <4 METs), and from moderate to very high (MVPA, ≥ 4 METs) were calculated before and after 6 and 12 months intervention. A three level (time, pupil, school) multilevel analysis was used to control the intervention effect across time on SED, LPA, and MVPA. The playground intervention was effective after 6 months for LPA (+2.5%, CI 0.65/4.29, P < 0.01) and after 12 months for MVPA (+3.1%, CI 0.62/5.54, P < 0.01). Moreover, negative non-significant intervention effects were found for SED and LPA. Baseline PA and sex were significant covariates to the contrary of body mass index and age. Playground markings intervention can modify positively long-term school recess total PA.

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Systematic Review of Recess Interventions to Increase Physical Activity

Abstract: A number of simple, low-cost strategies can be implemented to maximize the amount of recess time students are allotted. Long-term follow-up studies are warranted for each of the recess strategies identified to be effective.

Cited by 80 publications

References 29 publications

Permanent play facility provision is associated with children's time spent sedentary and in light physical activity during school hours: A cross-sectional study

Permanent play facility provision is associated with children's time spent sedentary and in light physical activity during school hours: A cross-sectional study

Recess Physical Activity and Perceived School Environment among Elementary School Children

Longitudinal Follow-Up of Physical Activity During School Recess: Impact of Playground Markings

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