Research supports a strong association between green space exposure and the health and well-being of adults and children. Different aspects of this association, however, are not completely understood. This study adds to the literature on the benefits of green space exposure by examining the short- and long-term impacts of playground greening on the physical activity and social behaviors of children attending a low-income elementary school in Los Angeles.
Two urban elementary schools in the Unified Los Angeles School District participated in this study. The schools were in close proximity to each other, were of similar size in terms of student population, had similar playground footage, and both served a large percentage of students from low-income households. For purposes of this study, one school served as the experimental school; the other as the control school. Prior to the greening of the playground at the experimental school, both schools had similar playground designs which included (a) areas for different types of ball activities (kickball, basketball, tetherball, etc.), (b) open field, and (c) non-designated space near buildings. The greening at the experimental school included the removal of asphalt in some areas across the different play zone and the addition of trees, logs, boulders, and grass in those areas. It also included the development of an outdoor classroom. The study was based on 538 students at the experimental school and 393 at the control school.
Data was collected on students' social interaction and physical activity behaviors during unstructured recess at both schools over a two-week period prior to, immediately after, and four months after the greening of the playground at the experimental school. Two observation tools were used in collecting some of the data: System for Observing Play and Leisure Activity in Youth (SOPLAY) and System for Observing Children's Activity and Relationships during Play (SOCARP). Student-worn accelerometers were also used to collect physical activity data.
Prior to greening, the children's choice of play zones and levels of physical activity were similar across the two schools. Immediately after the schoolyard greening, activity levels increased at the experimental school and remained higher than pre-greening levels at the four-month assessment. Changes in vigorous activity from pre- to post-greening at this follow-up assessment were more pronounced in girls than in boys, and for fifth graders than younger students. After greening, green space was the most popular play area for students at the experimental school; and both boys and girls were more active in green space versus hardscape areas. After greening, differences were also noted in social interactions. The four-month assessment results showed that physical and verbal aggression rates decreased from the pre-greening assessment. After greening, there were also significant decreases in solitary activity and significant increases in small group activities. There were no changes in the physical activity and social interaction behaviors of the students at the control school.
These results indicate that the greening of schoolyards can increase students' daily activity levels and promote positive social interactions.
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