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What social ecological components of school play spaces would encourage children to be physically active?

Hyndman, Brendon, Telford, Amanda and Finch, Caroline (2011). What social ecological components of school play spaces would encourage children to be physically active?. In: Promoting healthy eating and physical activity: The latest international research - 2011 Annual Meeting of the International Society for Behavioral Nutrition and Physcial Activity, Melbourne Convention & Exhibition Centre, Melbourne, VIC, 15-18 June 2011.

Document type: Conference Paper
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Author Hyndman, Brendon
Telford, Amanda
Finch, Caroline
Title What social ecological components of school play spaces would encourage children to be physically active?
Conference Name Promoting healthy eating and physical activity: The latest international research - 2011 Annual Meeting of the International Society for Behavioral Nutrition and Physcial Activity
Conference Location Melbourne Convention & Exhibition Centre, Melbourne, VIC
Conference Dates 15-18 June 2011
Publication Year 2011
Abstract Purpose
School play spaces are acknowledged as a key setting for children’s physical activity, however it remains unclear what factors within school play spaces facilitate children’s physical activity. The aim of this research was to investigate children’s perceptions of which factors within school play spaces would encourage them to be physically active, within the context of a social ecological framework.
Methods
Focus group discussions and cognitive mind mapping were conducted across four government schools (two primary & two secondary) in Australia. Focus group discussions consisted of 54 children aged 9-13 years, each with 6-10 per group until saturation of themes was obtained. The mapping exercise included 22 children, each with 2 to 5 drawers per group. Each focus group and mind mapping session ran for approximately 40 minutes in duration. Questions focussed on children’s perceptions of existing play spaces, ideal play spaces and ideal play spaces to facilitate physical activity.
Results
Social ecological themes that emerged from children’s perceptions of their ideal school play spaces included the social environment: teacher role models and peers; physical environment: natural environment, built environment; and school policy: supervision, access to sports equipment, safety rules, safe surfaces and structures and access to areas by year level. Mind maps revealed children consistently included features to facilitate physical activity that contrasted their existing play spaces.
Conclusion
The findings of this study suggest there is a contrast between physical activity features within children’s existing and ideal school play spaces and provides direction for the development of future school-based physical activity interventions.
 
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Created: Sun, 07 Jun 2015, 21:11:17 CST by Brendon Hyndman