Wood Carly, Gladwell Valerie, Barton Jo
School of Biological Sciences, University of Essex, Colchester, United Kingdom.
PLoS One. 2014 Sep 29;9(9):e108701. doi: 10.1371/journal.pone.0108701. eCollection 2014.
School playtime provides daily opportunities for children to be active outdoors, but only makes small contributions to physical activity (PA) requirements. Natural environments facilitate unstructured PA and children report a preference for play in nature. Thus, play on the school field might encourage children to be more active during playtime. The primary aim of this study was to examine the impact of the school playing environment on children's PA. Descriptive data and fitness were assessed in 25 children aged 8-9 years from a single primary school. Over two consecutive weeks participants were allocated to either play on the school field or playground during playtime. The order of play in the two areas was randomised and counterbalanced. Moderate to vigorous PA (MVPA) was assessed during playtime on the last two days of each week using accelerometers. There was a significant interaction of environment and sex on MVPA during morning play (F(1,22) = 6.27; P<0.05; np2 = 0.222), but not during lunch (P>0.05; np2 = 0.060) or all of playtime combined (P>0.05; np2 = 0.140). During morning play boys were significantly more active than girls on the playground (t(23) = 1.32; P<0.01; n2 = 0.291), but not on the field (P>0.05; n2 = 0.071). For lunch (F(1,22) = 24,11; P<0.001; np2 = 0.523) and all of playtime combined (F(1,22) = 33.67; P<0.001; np2 = 0.616) there was a significant effect of environment. There was also a significant main effect of sex during lunch (F(1,22) = 11.56; P<0.01; np2 = 0.344) and all of playtime combined (F(1,22) = 12.37; P<0.01; np2 = 0.371). MVPA was higher on the field and boys were more active than girls. Play on the field leads to increases in MVPA, particularly in girls. The promising trend for the effect of the natural environment on MVPA indicates that interventions aimed at increasing MVPA should use the natural environment and that schools should encourage greater use of their natural areas to increase PA.
学校课间休息为孩子们提供了每日在户外进行活动的机会,但对身体活动(PA)需求的贡献不大。自然环境有利于无组织的身体活动,而且孩子们表示更喜欢在自然环境中玩耍。因此,在学校操场上玩耍可能会鼓励孩子们在课间休息时更加活跃。本研究的主要目的是考察学校玩耍环境对儿童身体活动的影响。对一所小学的25名8至9岁儿童的描述性数据和健康状况进行了评估。在连续两周的课间休息时间里,参与者被分配到学校操场或游乐场玩耍。在两个区域玩耍的顺序是随机且平衡的。使用加速度计在每周的最后两天课间休息时评估中度至剧烈身体活动(MVPA)。在上午玩耍期间,环境和性别对MVPA有显著的交互作用(F(1,22) = 6.27;P<0.05;偏 eta 平方=np2 = 0.222),但在午餐时间(P>0.05;np2 = 0.060)或整个课间休息时间(P>0.05;np2 = 0.140)没有这种交互作用。在上午玩耍期间,男孩在游乐场的活动明显比女孩更活跃(t(23) = 1.32;P<0.01;eta 平方=n2 = 0.291),但在操场则不然(P>0.05;n2 = 0.071)。对于午餐时间(F(1,22) = 24.11;P<0.001;np2 = 0.523)和整个课间休息时间(F(1,22) = 33.67;P<0.001;np2 = 0.616),环境有显著影响。在午餐时间(F(1,22) = 11.56;P<0.01;np2 = 0.