From: The value of (pre)school playgrounds for children’s physical activity level: a systematic review
Study; | School(s) type | Playground variables (unit) measurement | Outcome (unit) | Associations1 |
---|---|---|---|---|
Country; | Study population (mean age/range; % girls | |||
Methodological quality | ||||
PRESCHOOLS | ||||
Boldemann, 2006 [58] | 11 preschools | Play potential/outdoor play environment score (sum of scores, divided by 3 and dichotomized into high if >2 and low if <2): | PA during school time (steps/min) [pedometer] | Significant increase of step count by 3.6 steps/min (p < .001)a |
Sweden | 197 children (age 4–6; 43% girls) | Total outdoor area (small if <2000 m2, medium if 2000–6000 m2, large if >6000 m2) [Department of Infrastructure, Stockholm Royal Institute of Technology, survey] | ||
9 | Overgrown surface (trees, shrubbery) and broken ground (little/nonexistent, <half of area, >half of area) [observation] | |||
Integration of play structures with vegetation | ||||
24 preschools | Outdoor activity contexts [OSRAC-P]1 | Sedentary activity, MVPA on school playground (% of intervals in which sedentary activity, MVPA is performed) [OSRAC-P]1 | Compared to sociodramatic props, a child is significantly more likely to engage in MVPA if playing with balls/objects (OR = 3.21; 95% CI = 2.54-4.05)b, playing in open space (OR = 2.57; 95% CI = 2.08-3.16)b, and playing with fixed equipment (OR = 1.31; 95% CI = 1.06-1.62)b | |
US | 476 children (age 3–5; 49% girls) | Presence of balls/objects | Compared to sociodramatic props, a child is significantly more likely to engage in sedentary activity if playing with balls/objects (OR = 2.51; 95% CI = 2.15-2.91)b, playing in open space (OR = 2.29; 95% CI = 2.02-2.59)b, and playing with fixed equipment (OR = 2.41; 95% CI = 2.03-2.87)b | |
8 | Presence of open space | |||
Fixed equipment | ||||
Presence of sociodramatic props | ||||
Presence of wheel toys | ||||
Cardon, 2008 [57] | 39 preschools | Playground features [observation]: | PA levels during recess (step counts/min) | Girls: |
Belgium | 783 children (age 5.2; 47% girls) | Children/m2 | [pedometer] | Significant association of number of children/m2(β =-5.411; SE=2.163), number of supervising teachers (β =-0.526; SE=0.239), and recess duration (β =-0.001; SE=0.000) with PA levels during recess |
7.5 | Supervision (number of teachers) | Boys: | ||
Aiming equipment (count) | Significant association of number of children/m2(β = −4.635; SE = 2.104), recess duration (β = −0.001; SE = 0.000) with PA levels during recess | |||
Playing equipment (count) | ||||
Recess duration | ||||
Soft surface (0–1) | ||||
Markings | ||||
Vegetation | ||||
Height differences | ||||
Toys availability (0–1) | ||||
Dowda, 2009 [45] | 20 preschools | Fixed and portable equipment (count) [observation] | Sedentary activity on week and weekend days (min/h) [accelerometer] | Significant fewer sedentary time (p = 0.05)c and more time spent in MVPA (p = 0.03)c in schools wherein PA is promoted if more than 1 piece of portable equipment available |
US | 299 children (age 3-5; 50% girls) | Playground size (feet2) [measured] | Time spent in MVPA (min/h) [accelerometer] | Significant fewer sedentary time (p < 0.01)c and more time spent in MVPA (p = 0.02)c in schools wherein PA is promoted if less fixed playground |
5 | Significant fewer sedentary time (p = 0.02)c and more time spent in MVPA (p = 0.02)c in schools wherein PA is promoted if larger playgrounds | |||
Gubbels, 2012 [60] | 9 preschools | Portable and fixed equipment (count) [EPAO]2: | Outdoor PA level during school time (1–5) [OSRAC-P]1 | Significant association of portable jumping equipment (β = 0.36), portable slides (β = −0.55), fixed structured track (β = 0.53), fixed sandbox (β = −0.49), fixed swinging equipment (β = −0.41), and age (β = 0.13) with outdoor PA levels |
The Netherlands | 175 children (age 2.6; 49% girls) | Portable: balls, climbing structures, floor play equipment, jumping equipment, push/pull toys, riding toys, slides, sand/water toys, twirling equipment | Significant association of fixed structured track with outdoor PA levels (β = 0.23)d | |
8.5 | Fixed: structured track, merry-go-round, climbing structures, see-saw, slides, tunnels, balancing surfaces, sandbox, swinging equipment | |||
PRIMARY, SECONDARY, MIXED SCHOOLS | ||||
20 primary schools | Playground features on renovated schoolyards [EAPRS]3: | PA levels on school grounds (% active, vigorously active and moderately active) [SOPLAY]4 | No significant association of any of the play features with PA levels on school groundse | |
US | 185 children (47% girls) | Total unique types of play equipment (0–10) | ||
9 | Number of play features (0-∞) | |||
Overall condition (1–3) | ||||
Overall cleanliness (1–3) | ||||
Overall quality (0–1) | ||||
Overall safety (0–1) | ||||
Presence of benches (0–1) | ||||
Presence of trash cans (0–1) | ||||
Coverage/shade for resting features (0–3) | ||||
Renovated (0–1) | ||||
Fairclough, 2012 [50] | 8 primary schools | Playground area (m2/student) | Daily PA levels (count/min, min spent in MPA, min spent in VPA) | Significant positive association of playground area with MPA before school (β = 0.15; SE = 0.06), lunchtime MPA (β = 0.5; SE = 0.2), and school time MPA (β = 0.8; SE = 0.3) |
UK | 223 children (age 10.7; 56% girls) | PA levels at school time, out of school, before school, during class time, during recess, during lunchtime, after school (min spent in MPA, min spent in VPA) [accelerometer] | Boys: | |
9 | Engagement of greater MPA during recess than girls (β = 1.4; SE = 0.5) | |||
McKenzie, 2010 [48] | 13 primary schools | Potential areas for PA with: | PA during play and leisure (% sedentary, walking, vigorous and MVPA) [SOPLAY]4 | Significant association of no supervision with walking (boys: OR = 0.49; 95% CI = 0.36,0.66, girls: OR = 0.25; 95% CI = 0.15,0.41) and engaging in MVPA (boys: OR = 0.31; 95% CI = 0.21,0.47, girls: OR = 0.56; 95% CI = 0.38,0.82) compared to supervised areas |
US | 36,955 children (54% girls) | Supervision (0–1) | Significant association of areas with play equipment and engaging in MVPA (boys: OR = 9.27; 95% CI = 6.07,14.15, girls: OR = 2.94; 95% CI = 2.04,4.24) | |
7.5 | Available equipment (0–1) | Boys: | ||
Organized activities (0–1) | Engaged in greater MVPA compared to girls in unsupervised areas (boys: OR = 0.31; 95% CI = 0.21,0.47, girls: OR = 0.56; 95% CI = 0.38,0.82) | |||
Time period (before school, recess, lunch) | Engaged in greater MVPA compared to girls in areas with play equipment (see main results above) | |||
Girls: | ||||
Engaged in less MVPA compared to boys in areas with organized activities (boys: OR = 0.59; 95% CI = 0.41,0.85, girls: OR = 0.54; 95% CI = 0.37,0.81) | ||||
Nielsen, 2010 [55] | 7 primary schools | Playground surface area (m2) [measuring tape] | PA levels at home, during school time and total (% time spent in MPA, VPA, MVPA, average counts/min) [accelerometer] | Significant association of number of play facilities and both total PA and school time PA in average counts/min (OR = 1.038; 95% CI = 1.025,1.051) (OR = 1.027; 95% CI = 1.012,1.041)f |
New Zealand | 417 children (age 5–12; 48% girls) | Number of permanent play facilities [self-report] | Significant association of number of play facilities and school time spent in VPA (OR = 1.101; 95% CI = 1.072,1.132)f | |
9 | Significant association of number of play facilities and total time spent in both MVPA and VPA (OR = 1.102; 95% CI = 1.066,1.139) and (OR = 1.034; 95% CI = 1.015,1.054)f | |||
Nielsen, 2012 [59] | 18 pre/primary schools | Permanent play facilities (number) | School time and total PA (average counts/min, min/day in MPA or MVPA, % active < 1 hour/day,% vigorously active <1.5 hours/day) [accelerometer] | Preschools: |
Denmark | Time point 1: | Playground area (m2) | Significant association of an increase of permanent play facilities with school time PA (average counts: OR = 1.0139; 95% CI = 1.0093,1.0186, time in MPA: OR = 1.0257; 95% CI = 1.0186,1.0328, time in MVPA: OR = 1.0257; 95% CI = 1.0186,1.0351)g | |
7.5 | 594 children (age 6–7; 48% girls) | Significant association of an increase of play facilities with total PA (average counts: OR = 1.0069; 95% CI = 1.0043,1.0106, time in MPA: OR = 1.0067; 95% CI = 1.0023,1.0116, time in MVPA: OR = 1.0077; 95% CI = 1.0046,1.0116)g | ||
Time point 2: | Primary schools: | |||
518 children (age 9–10; 49% girls) | Significant association of an increase of permanent play facilities with school time PA (average counts: OR = 1.0261; 95% CI = 1.0199,1.0324, time in MPA: OR = 1.0194; 95% CI = 1.0124,1.0257, time in VPA: OR = 1.0373; 95% CI = 1.0239,10.513, time in MVPA: OR = 1.0238; 95% CI = 1.0131,1.0295)g | |||
Significant association of an increase of play facilities with total PA (average counts: OR = 1.0094; 95% CI = 1.0054,1.0134, time in MPA: OR = 1.0093; 95% CI = 1.0035,1.0139, time in MVPA: OR = 1.0093; 95% CI = 1.0041,1.0133)g | ||||
8 primary schools | Playground characteristics [Google Earth Pro software]: | PA levels during recess (% time spent in sedentary, moderate and vigorous activity levels) [SOCARP]5 | Significant association of equipment provision with sedentary activity | |
UK | 128 children (age 9–10; 61% girls) | Playground size (m2) | (β = −8.15; 95% CI = −16.28,-0.02)h and moderate activity (β = 6.91; 95% CI = 0.21,13.61) | |
6.5 | Play space (number of children per m2 during recess) | Significant association of play space with sedentary activity (β = −2.70; 95% CI = −3.88,-1.52)i and vigorous activity (β = 2.02; 95% CI = 1.20,2.84)j | ||
Fixed equipment (count) | Girls: | |||
Playground markings (count) | Engaged in greater sedentary activity and less vigorous activity (β = 13.83; 95% CI = 7.14,20.5)k(β = −8.22; 95% CI = −12.49,-3.95)l | |||
Seating (count) | ||||
Supervision (number of adults) | ||||
Recess duration (min) | ||||
Taylor, 2011 [56] | 21 primary schools | Number of permanent play facilities (playground count: 30–135) [observations] | PA in recess, at school, at home and total (average counts/min, min of MVPA/day) [accelerometer] | Significant association of number of playground facilities and PA during recess (average counts: β = 3.2; 95% CI = 0.0,6.4, MVPA: β = 8.3; 95% CI = 0.8,16.3)m |
New Zealand | 441 children (age 8; 47% girls) | Significant association of number of playground facilities and PA at home (average counts: β = 5.6; 95% CI = 3.5,7.7, MVPA: β = 10.5; 95% CI = 5.5,15.7)m | ||
7.5 | No significant association of number of playground facilities and PA at school | |||
Willenberg, 2010 [51] | 23 primary schools (governmental, independent, religious and special development) | Playground characteristics [observation]: | PA before school, in recess and after school on school playground (% time spent in sedentary, MPA and VPA) [SOPLAY]4 | Significant association of loose equipment and teacher supervision with time spent in VPA |
Australia | 3006 children (50% girls) | Loose equipment (0–1) | Significant association of fixed play equipment, court markings/goals and play markings with time spent in MPA | |
5.5 | Supervision (0–1) | |||
Surface type (grass-bitumen) | ||||
Fields (no improvements-with boundary lines/goals) | ||||
Fixed play equipment (0–1) | ||||
Bitumen (no improvements-with boundary lines/goals-with play markings) | ||||
Zask, 2001 [52] | 18 primary schools | Playground characteristics during recess and lunch [CAST]6: | PA levels in school break times (% engaged in MVPA and VPA) [CAST]6 | Significant association of school size and MVPA and VPA levels (MVPA: coefficient = −0.121; SE = 0.053, VPA: coefficient = −0.164; SE = 0.063) |
Australia | 3912 children (age maximum 6) | Equipment availability/use | Significantly lower MPVA and VPA levels during recess than during lunch periods (MVPA: coefficient = −0.149; SE = 0.076, VPA: coefficient = −0.296; SE = 0.097) | |
9.5 | Teacher presence/behavior | Significant (one-tailed) association of balls-to-child ratio and VPA levels (coefficient = 0.019; SE = 0.010) | ||
Girls: | ||||
Engaged in less MVPA and VPA than boys (MVPA: coefficient = −0.413;SE = 0.053, VPA: coefficient = −0.552; SE = 0.081) | ||||
Haug, 2008 [54] | 68 secondary schools | Playground facilities: | Participation in recess PA (1–5) [self-report] | Significant association of playground facilities with recess PA (OR = 4.49; 95%CI = 1.93,10.44)n |
Norway | 1347 children (age 13; 48% girls) | Environmental index (comprised a set of 16 natural or built characteristics of indoor school area, schoolyard or school neighborhood) | Significant association of open fields (OR = 4.31; 95% CI = 1.65,11.28), outdoor obstacle course (OR = 1.78; 95% CI = 1.32,2.40), and playground equipment (OR = 1.73; 95% CI = 1.24,2.42) with recess PA | |
8 | ||||
Haug, 2010 [53] | Characteristics of school environment (present yes/no) [self-report]: | PA level during recess [self-report] | In secondary schools: | |
Norway | 130 schools (80 primary; 21 secondary; 29 combined) | Soccer field | Significant association of larger number of outdoor facilities with PA levels for boys and girls at secondary level compared to children in schools with fewer facilities (OR = 2.69; 95% CI = 1.21,5.98 and OR = 2.90; 95% CI = 1.32,6.37) | |
8.5 | 16,471 children (age 8–15) | Areas for other ball games | Boys: | |
Areas for hopscotch/skipping rope | Significant association of areas for hopscotch/skipping rope (OR = 2.53; 95% CI = 1.55,4.13), with a soccer field (OR = 1.68; 95% CI = 1.15,2.45), with playground equipment (OR = 1.66; 95% CI = 1.16,2.37), and with a sledding hill (OR = 1.70; 95% CI = 1.23,2.35) with higher PA levels compared to children in schools with fewer facilities | |||
Playground equipment | Girls: | |||
Outdoor obstacle course | Significant association of a sledding hill with PA levels (OR = 1.58; 95% CI = 1.11,2.24) | |||
Sledding hill | No significant associations were found in primary schools. | |||
Green spaces/forest areas | ||||
Areas for boarding skating | ||||
Outdoor facility index (0–1) | ||||
Sallis, 2001 [44] | 24 middle schools | Characteristics of activity areas [observation]: | MVPA (% spent in MVPA) before school, during school, during lunch, after school [SOPLAY]4 | Girls: |
US | 25,944 children | Area type (courts space with permanent markings, open field space with no markings, indoor activity space including multipurpose rooms and gymnasiums) | Significant more time spent in MVPA when equipment was available (F = 4.68)o | |
5.5 | Area size (m2) [measurement] | Significant more time spent in MVPA when school environments had high levels of improvements and supervision (F = 15.15)o42% of the variance in MVPA explained by environmental variables | ||
Permanent improvements (number of basketball hoops, tennis courts, baseball diamonds and football/soccer goals) | Boys: | |||
Equipment (0–1) | Significant more time spent in MVPA when supervision was present (F = 3.11)o and if equipment was available (F = 11.91)o | |||
Supervision (0–1) | Significant more time spent in MVPA when areas had high levels of both improvements and supervision (F = 12.01)o | |||
59% of the variance in MVPA explained by environmental variables |