Kjønniksen Lise, Wiium Nora, Fjørtoft Ingunn
Faculty of Humanities, Sports and Educational Science, University of South-Eastern Norway (USN), Kongsberg, Norway.
Faculty of Psychology, University of Bergen, Bergen, Norway.
Front Public Health. 2022 Apr 1;10:773323. doi: 10.3389/fpubh.2022.773323. eCollection 2022.
Several studies have focused on how different school ground environments can stimulate physical activity (PA) in children. This study aimed to investigate the contributions of two school ground environments (a constructed schoolyard and a natural forest) in moderate to vigorous physical activity (MVPA) of Norwegian school children in the 5th and 7th grades. This study described two school ground environments that provided large and multifunctional spaces, giving the children several affordances for being physically active during the school day. The constructed schoolyard afforded a space of 44 m per child and had an access to sports and game courts and various types of equipment for PA. The natural forest provided a space of 50.6 m per child and had a varied landscape for activities that afforded a wide range of PA. On average, the children engaged in 50% of the 60-min period of MVPA when playing in the natural and constructed play settings. The two different environments, thus, contributed equally to the daily MVPA of the school children. The findings can inform policies and programs aiming at promoting recommended levels of PA among children using school outdoor environments that may eventually have implications for the physical and mental health of school children during the current pandemic.
多项研究聚焦于不同的校园环境如何激发儿童的身体活动（PA）。本研究旨在调查两种校园环境（人工建造的校园和天然森林）对挪威五、七年级学童中度至剧烈身体活动（MVPA）的贡献。本研究描述了两种提供广阔且多功能空间的校园环境，为孩子们在上学日进行身体活动提供了多种便利条件。人工建造的校园为每个孩子提供了44平方米的空间，设有体育和游戏场地以及各种用于身体活动的设备。天然森林为每个孩子提供了50.6平方米的空间，拥有多样的景观用于开展各种身体活动。平均而言，孩子们在天然和人工游戏环境中玩耍时，在60分钟的MVPA时间段内有50%的时间在进行此类活动。因此，这两种不同的环境对学童的日常MVPA贡献相同。这些研究结果可为旨在通过利用学校户外环境促进儿童达到推荐身体活动水平的政策和项目提供参考，这最终可能对当前疫情期间学童的身心健康产生影响。
