Participation in playground sports and nature orientation program increases self-esteem in children, but only playground sports increases moderate to vigorous physical activitySpending time outdoors can promote physical activity. Physical activity has significant positive impacts on physical health and psychological well-being (PWB), including self-esteem. Over one-quarter of adolescents in the United Kingdom do not get the recommended amount of physical activity, and UK children, especially those of lower socioeconomic status (SES), are increasingly spending less time outdoors. The authors suggest that playtime at school could serve as an ideal opportunity for more children to engage in physical activity outdoors. The main purposes of the current study were to determine whether access to playground sports (PS) or a nature-orienteering program (NO) during lunch playtime resulted in more time spent in physical activity, whether there were differences in results between rural and urban school settings, and whether each experience increases self-esteem.
The study sample (n=52) was recruited from one urban and one rural primary school in socioeconomically-deprived areas of England. Study interventions included access to PS and NO for 55 minutes per day for five school days in a row; the PS was offered for the school week first, followed by the NO one week later. For the PS intervention, children were allowed to play on concrete playgrounds and had access to balls and other simple equipment. During the NO intervention, students navigated a course on their school’s green area using a map, and the course was changed every day.
At baseline, participant height, weight, and body mass index (BMI) were measured. The authors measured individual cardiovascular fitness using a running exercise test and categorized participants as being above or below average fitness. Physical activity levels were measured in minutes during one full day before each intervention, on the last day of each intervention, and also during the first and last intervention sessions specifically. Self-esteem was measured using a scale, and the authors made minor changes to wording in the scale to make it appropriate for the study sample. Students completed the scales after lunch the day before the start of each intervention and on the final day of each intervention. Quantitative data analysis was completed to compare outcomes by type of intervention (PS versus NO). The authors were also interested in whether results differ by school type (urban versus rural).
Study results showed that students engaged in more minutes of physical activity during the PS intervention than the NO intervention. Students who were more physically fit engaged in longer physical activity during the PS intervention, but there were no differences by fitness level for the NO intervention. Students at the urban school exhibited greater increases in physical activity during each intervention than the students at the rural school. Both interventions were associated with increases in participant SE. One observation by the researchers is that the nature-based intervention accommodates all students, while the playground sports tend to attract more physically fit and active students. They recommend both options be made available to school children and youth to more effectively serve all students.
This study adds to the data on the association between outdoor activities, physical activity and self-esteem.
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