The social context of school playground games: Sex and ethnic differences, and changes over time after entry to junior school

Abstract

This short-term longitudinal study examined activities at recess and peer relations. We were interested in changes over the school year, and the sex and ethnic mix of groups. Data came from systematic observations of 129 pupils (61 boys and 68 girls) aged 7-8 years. Results showed that peer interaction dominated recess. Ball games increased over the year, and chasing games decreased. Aggression was most common during vigorous play and conversation, but not ball games. Cleavage in boys' and girls' play and activity was common but not inevitable. Mixed-sex play was not supported by particular game types. Boys' game networks were larger than those of girls but there were no sex differences in active networks. There was little ethnic group segregation on playgrounds, and games became more integrated with time. The results indicate that playground activities can have a positive role in social relations between different ethnic groups.

“Football is a boys’ game”: children’s perceptions about barriers for physical activity during recess time

“…At the next level, individual characteristics influence how children are perceived and treated by their peers, that which produces a specific microsystem of relation among them. In our results, this microsystem of relationships during recess promotes a gender construction where sports and competitive games are associated with masculinity, while stillness relates to femininity (Blatchford et al, 2003; Chalabaev et al, 2013; Paechter & Clark, 2007; Slater & Tiggemann, 2010). …”

“…In this way, negotiation about the use of the space shapes like a mesosystem (Neal & Neal, 2013) where individual interests of schoolchildren, relationships among peers and relationships with teachers converge. Football was the most played activity for boys and required a larger space, which means that football players would take over the main areas of the schoolyard (Blatchford et al, 2003; Boyle, Marshall, & Robeson, 2003). In both our study and other research, teachers mediated in the conflicts caused by the lack of space (Pawlowski et al, 2014; Sallis et al, 2001; Willenberg et al, 2010) and organized it around football providing equipment only for boys who played it (Sallis et al, 2001; Willenberg et al, 2010).…”

“…In both our study and other research, teachers mediated in the conflicts caused by the lack of space (Pawlowski et al, 2014; Sallis et al, 2001; Willenberg et al, 2010) and organized it around football providing equipment only for boys who played it (Sallis et al, 2001; Willenberg et al, 2010). However, this solution caused the children who did not play football—usually girls and less skilful boys—to be relegated to peripheral areas and become forced viewers of others (Blatchford et al, 2003; Boyle et al, 2003; Ridgers et al, 2012; Thomson, 2005). In addition, being active or not playing football should have a negative impact in these schoolchildren -girls and less skilful boys- because of having the necessity of being accepted by their peers and being isolated if they do not play with them (Salvy et al, 2008).…”

“…During school hours, recess offers children some opportunities to get the minimum levels of recommended physical activity (Beighle, Morgan, Le Masurier, & Pangrazi, 2006; Huberty et al, 2011; Ridgers, Stratton, & Fairclough, 2006) as well as chances to interact with their peers (Blatchford, Baines, & Pellegrini, 2003). …”

A influência do desempenho motor no “status” social percebido por crianças

“…Além disso, B et al 43 relataram que meninos são mais propensos a se envolverem em jogos com bola o que pode levá-los a níveis mais altos de atividades físicas e melhores habilidades manipulativas. Esses dados, vão de encontro aos resultados deste estudo, no qual meninas apresentaram melhor desempenho nas habilidades de controle de objetos e no quociente motor bruto quando comparadas aos meninos.…”