激励性操场：了解学校操场如何支持青少年的自主性、能力感和关联性。
Motivating playgrounds: understanding how school playgrounds support autonomy, competence, and relatedness of tweens.
机构信息
Active Living, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense, Denmark.
KOMPAN A/S, C.F, Tietgens Boulevard 32C, 5220, Odense, Denmark.
出版信息
Int J Qual Stud Health Well-being. 2022 Dec;17(1):2096085. doi: 10.1080/17482631.2022.2096085.
PURPOSE
Physical activity (PA) is an important factor contributing to general health. PA declines rapidly during tween years (9-12 years) when children's social world changes. School playgrounds can contribute substantially to children's PA, but little is known about how to motivate tweens to use school playgrounds. Using the three basic psychological needs (autonomy, competence, and relatedness) proposed by the Self-Determination Theory, this qualitative study aimed to investigate how school playgrounds can support tweens' needs.
METHODS
Tweens (n = 56) participated in focus group go-along interviews in their school playground.
RESULTS
We found that tweens needed a variety of play possibilities (autonomy) that challenged their skills (competence) as well as areas to retract and be with friends (relatedness).
CONCLUSION
This research highlights the importance of incorporating tweens' perspectives in playground design to attract and retain them in play and PA in school playgrounds.
目的
体育活动（PA）是促进整体健康的重要因素。当儿童的社交世界发生变化时，他们在 9-12 岁的青少年时期会迅速减少体育活动。学校操场可以为儿童的体育活动做出重大贡献，但对于如何激发青少年使用学校操场的兴趣却知之甚少。本定性研究运用自我决定理论提出的三个基本心理需求（自主性、能力感和关联性），旨在探讨学校操场如何满足青少年的需求。
方法
56 名青少年参加了他们所在学校操场上的焦点小组随行访谈。
结果
我们发现，青少年需要各种游戏可能性（自主性），这些可能性既具有挑战性，又能提高他们的技能（能力感），同时也需要有可以退缩和与朋友相处的区域（关联性）。
结论
本研究强调了在操场设计中纳入青少年观点的重要性，以吸引和留住他们在学校操场上进行游戏和体育活动。
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