This study compared the physical activity levels of 5-6 year olds during unstructured play on two differently designed urban playgrounds in Germany. The two playgrounds – one a natural playground, the other a more traditional or contemporary playground – differ in such features as vegetation, topography, size, and play equipment. The aim of the study was to investigate the impact of different playground environments on the locomotive activity and range of activity levels during free play periods. An additional aim of the study was to consider whether kindergarten outdoor environments should be more diverse incorporating features of both natural and contemporary playgrounds to accommodate different physical activity play levels.
Pedometers were used to measure the locomotive activity of 17 children (age 5-6) for 45 minutes on each of the two different playgrounds. Results showed no significant differences between the overall activity levels of the children on the two playgrounds. Differences were found, however, when analyzing results of individual children. Children who were less active on the contemporary playground were more active on the natural area, and children who were very active on the contemporary playground were less active on the natural one. Based on these findings, the researchers conclude that kindergarten outdoor environments should be more diverse, incorporating elements of nature and contemporary playgrounds to serve all levels of activity.
The researchers consider this study a pilot study due to the small sample size and the fact that data was taken only twice on each child. They note, however, how the results make it possible to consider new aspects for future physical active play studies. Such aspects, they suggest, could include a focus on groups of children who are not familiar with each other and the collection and analysis of more detailed information on the kind of children's physical activity.
Concluding remarks by the authors call attention to the importance of free, unstructured outdoor play which, as they note, is characterized by children alternating between physically active periods and sedentary times. They urge researchers and policy makers to focus more on promoting play versus physical activity and to emphasize a different set of outcomes focusing on child well-being versus physical health.
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