From previous research, it's known that girls are less active than boys on schoolyards, and that children generally are not meeting the recommended minimum requirements for physical activity (PA). This study investigated girls' perceptions of physical environmental factors influencing their PA during recess. This study also compared perceptions of girls of different age groups.
Fifty girls from five different schools in Denmark participated in interviews about factors influencing their PA during recess. Twenty-eight of the girls were in Grade 4 (age 10-11); the other 22 were in Grade 6 (age 12-13). The interviews were conducted three years after the yards of the participating schools had been re-designed to encourage more PA. Common features of the re-designed schoolyards include climbing walls, balance bars, theatre/dancing stages, skating areas, trampolines, hills and ball game areas. Prior to the interviews, the participating girls took three photos of their playground: one depicting a place where they typically spend time during recess; one showing what they typically do in this space; and one showing who is usually with them on the playground. The photos were using during the interviews to prompt dialogue on the girls' memories and reflections on their re-designed playground. The interviews were semi-structured and lasted approximately 30 minutes. Forty-two interviews were conducted one-on-one with a researcher; four in pairs of students with a researcher.
Data analysis revealed ten physical environmental factors influencing girls' PA in the schoolyard. These factors were grouped into three main categories: design, fixed facilities, and unfixed facilities. Five of the factors related to design: variety, accessibility, size, designated space, and greenery. Three factors related to fixed facilities: playground markings, active play facilities, and sports facilities. Two factors related to unfixed facilities: play equipment and speakers. Almost half of the interviewed girls reported preferring smaller designated spaces for PA. They preferred secluded places away from the crowds and noise. Girls also reported preferring greenery -- such as grassy areas, trees, and bushes -- for PA. They used greenery for such activities as hide and seek, den building, tree climbing, and role play. Less than a third of the girls expressed interest in sports-related features and activities; yet they wanted to be active. They wanted to challenge themselves and preferred to play actively in the schoolyard by climbing, dancing, and doing gymnastics. Similar factors were raised by the two age groups (10-11 and 12-13); yet, some factors were perceived as enablers by the younger and as barriers by the older girls.
This research highlights the complexity of designing outdoor environments that encourage girls of different age groups to be more physically active during playtime in their schoolyards. Greenery was one of the design features identified by girls as an important factor for encouraging PA during recess. In addition to providing more greenery, this paper also offers other specific recommendations for designing schoolyards that encourage girls to be more physically active.
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