The differences in physical activity levels in preschool children during free play recess and structured play recess

Abstract

Background/ObjectivePhysical activity (PA) is important in reducing childhood obesity, yet a majority of children are not meeting PA guidelines. Schools have been identified as a place to promote childhood PA. The purpose of this study was to determine the best type of physically active recess period to increase preschool-aged children's PA.MethodsPA was measured via accelerometers in preschool-aged children (n = 29) during three, 30-min recess conditions (control; structured play; free play) on separate school days. Tertile splits were performed based on PA during the free play condition and children were divided into three groups: highly, moderately and least active.ResultsFor the aggregated sample, children were more (p ≤ 0.001) active during the free play (1282 ± 662 counts. min−1) and structured play (1416 ± 448 counts. min−1) recess versus the control condition (570 ± 460 counts. min−1) and activity was not different between the free play and structured conditions. However, children who were the most active during free play (1970 ± 647 counts·min−1) decreased (p ≤ 0.05) activity during structured play (1462 ± 535 counts·min−1), whereas children who were moderately active (1031 ± 112 counts·min−1) or the least (530 ± 239 counts·min−1) active during free play increased activity during structured play (1383 ± 345 counts·min−1 moderately active, 1313 ± 413 counts·min−1 least active).ConclusionProviding a physically-active recess period will contribute to preschool-aged children meeting the recommended PA guidelines; however, different children may respond in a different way based upon the structure of the recess period.

Children’s Adaptive Behaviour In Performing Outdoor Play And Learning In School Grounds

“…Non-formal learning is a learning mode and experience that takes place outside of conventional classrooms (Gilbertson, Bates, McLaughlin, & Ewert, 2006) that involves teachers in the process of learning with children. Whilst, informal learning is a motivated learning that happens without teachers' intervention during children's unstructured time, such as recess, and before and after school in the school grounds, which play is a central function (Frank, Flynn, Farnell, & Barkley, 2018). The children's play behaviour patterns were observed in terms of types of play and places where the activities occurred during both learning sessions.…”

Preschool group practices and preschool children’s sedentary time: a cross-sectional study in Finland

“…Notably, children self-select their own activities daily, meaning that one day they may choose more sedentary activities, whereas another day, more active play 17. Studies have shown that children spend <50% of the time in PA during free-play periods, suggesting that adding structure to these periods may increase the amount of PA 12 50 51. The structure could involve providing equipment for children with instructions on how to use the equipment, or teachers’ prompts, encouragement or playing together with children 12 51.…”

“…Studies have shown that children spend <50% of the time in PA during free-play periods, suggesting that adding structure to these periods may increase the amount of PA 12 50 51. The structure could involve providing equipment for children with instructions on how to use the equipment, or teachers’ prompts, encouragement or playing together with children 12 51. Interestingly, children with low levels of PA may benefit from this structured-type of free play, whereas the most active children often benefit more from having less structure 51.…”

“…The structure could involve providing equipment for children with instructions on how to use the equipment, or teachers’ prompts, encouragement or playing together with children 12 51. Interestingly, children with low levels of PA may benefit from this structured-type of free play, whereas the most active children often benefit more from having less structure 51. Thus, each child needs to learn to sit still and develop their cognitive and self-regulation skills during their preschool years, but more essential is discovering how to break children’s ST and find optimally short bouts of ST during preschool hours.…”

The Effect of Audiovisual Education on Physical Activity Tendencies in Secondary School Children

“…The development of extrinsic motivation programs designed to maximize participation in physical activity in children is potentially important (Frank, Flynn, Farnell, & Barkley, 2018). Furthermore, according to Darden (1999), some of the benefits of visual educations in evaluation and teaching are; the student's motivation, interest and excitement may increase, helping to strive for learning, and can help to change the previously established negative behaviors in a positive way.…”