BACKGROUND: To investigate whether the number of permanent playground facilities in schools influences objectively measured physical activity. METHODS: Physical activity was measured using Actical accelerometers over 2 to 5 days in 417 children (5-12 years) from 7 schools. The number of permanent play facilities likely to encourage physical activity in individuals or groups of children (eg, adventure playgrounds, swings, trees, playground markings, courts, sandpits) were counted on 2 occasions in each school. The surface area of each playground (m(2)) was also measured. RESULTS: The number of permanent play facilities in schools ranged from 14 to 35 and was positively associated with all measures of activity. For each additional play facility, average accelerometry counts were 3.8% (P < .001) higher at school and 2.7% (P < .001) higher overall. Each additional play facility was also associated with 2.3% (P = .001) or 4 minutes more moderate/vigorous activity during school hours and 3.4% (P < .001) more (9 minutes) over the course of the day. School playground area did not affect activity independent of the number of permanent play facilities. Findings were consistent across age and sex groups. CONCLUSION: Increasing the number of permanent play facilities at schools may offer a cost-effective and sustainable option for increasing physical activity in young children.
BACKGROUND: To investigate whether the number of permanent playground facilities in schools influences objectively measured physical activity. METHODS: Physical activity was measured using Actical accelerometers over 2 to 5 days in 417 children (5-12 years) from 7 schools. The number of permanent play facilities likely to encourage physical activity in individuals or groups of children (eg, adventure playgrounds, swings, trees, playground markings, courts, sandpits) were counted on 2 occasions in each school. The surface area of each playground (m(2)) was also measured. RESULTS: The number of permanent play facilities in schools ranged from 14 to 35 and was positively associated with all measures of activity. For each additional play facility, average accelerometry counts were 3.8% (P < .001) higher at school and 2.7% (P < .001) higher overall. Each additional play facility was also associated with 2.3% (P = .001) or 4 minutes more moderate/vigorous activity during school hours and 3.4% (P < .001) more (9 minutes) over the course of the day. School playground area did not affect activity independent of the number of permanent play facilities. Findings were consistent across age and sex groups. CONCLUSION: Increasing the number of permanent play facilities at schools may offer a cost-effective and sustainable option for increasing physical activity in young children.
Authors: Dariush Mozaffarian; Ashkan Afshin; Neal L Benowitz; Vera Bittner; Stephen R Daniels; Harold A Franch; David R Jacobs; William E Kraus; Penny M Kris-Etherton; Debra A Krummel; Barry M Popkin; Laurie P Whitsel; Neil A Zakai Journal: Circulation Date: 2012-08-20 Impact factor: 29.690
Authors: Deborah A Cohen; Bing Han; Stephanie Williamson; Catherine Nagel; Thomas L McKenzie; Kelly R Evenson; Peter Harnik Journal: Prev Med Date: 2019-12-02 Impact factor: 4.018
Authors: Rachael W Taylor; Victoria L Farmer; Sonya L Cameron; Kim Meredith-Jones; Sheila M Williams; Jim I Mann Journal: Int J Behav Nutr Phys Act Date: 2011-04-27 Impact factor: 6.457
Authors: Dorota Groffik; Erik Sigmund; Karel Frömel; František Chmelík; Petra Nováková Lokvencová Journal: Int J Public Health Date: 2012-03-14 Impact factor: 3.380
Authors: Erika E Bohn-Goldbaum; Philayrath Phongsavan; Dafna Merom; Kris Rogers; Venugopal Kamalesh; Adrian E Bauman Journal: J Environ Public Health Date: 2013-06-13
Authors: Jeri Brittin; Dina Sorensen; Matthew Trowbridge; Karen K Lee; Dieter Breithecker; Leah Frerichs; Terry Huang Journal: PLoS One Date: 2015-07-31 Impact factor: 3.240