The Experts below are selected from a list of 27726 Experts worldwide ranked by ideXlab platform
Jos W R Twisk - One of the best experts on this subject based on the ideXlab platform.
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effectiveness of the Playgrounds programme on pa levels during recess in 6 year old to 12 year old children
British Journal of Sports Medicine, 2015Co-Authors: Mirka Janssen, Jos W R Twisk, H M Toussaint, Willem Van Mechelen, Evert VerhagenAbstract:Aims Worldwide levels of daily physical activity (PA) in children are low. This has negative health consequences. Schools have been recognised as key settings to promote PA. This study evaluates the effectiveness of the Playground programme Playgrounds on increasing PA. Methods Playgrounds was evaluated by a controlled trial, with a follow-up during one school year (10 months). Accelerometer data were collected on 1500 children in total, divided over 19 sampling moments (every 2 weeks). SOPLAY data were collected at nine sampling moments (once a month). Four intervention and four control schools were matched for Playground size, number of pupils and PA levels at baseline. The intervention consisted of restructuring the Playground by Playground markings and by encouragement of the active use of the Playground, through the provision of play equipment and educational measures such as adult encouragement and supporting physical education classes. Multilevel regression analyses were performed to analyse the effects of the intervention. Results PA levels in the intervention group (moderate PA) were significantly different (p Conclusions The Playgrounds programme was effective in increasing PA levels in children during recess over the course of one school year. Thus, the programme could be used to provide structured PA promotion.
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long term effects of a Playground markings and physical structures on children s recess physical activity levels
Preventive Medicine, 2007Co-Authors: Nicola D Ridgers, Jos W R Twisk, Gareth Stratton, Stuart J FaircloughAbstract:Objective. The aim of the study was to investigate the impact of a Playground redesign intervention across time on children's recess physical activity levels using combined physical activity measures and to evaluate the potential influence of covariates on the intervention effect. Method. Fifteen schools located in areas of high deprivation in one large city in England each received £20,000 through a national £10 million Sporting Playgrounds Initiative to redesign the Playground environment based on a multicolored zonal design. Eleven schools served as matched socioeconomic controls. Physical activity levels during recess were quantified using heart rate telemetry and accelerometry at baseline, 6 weeks and 6 months following the Playground redesign intervention. Data were collected between July 2003 and January 2005 and analyzed using multilevel modeling. Results. Statistically significant intervention effects were found across time for moderate-to-vigorous and vigorous physical activity assessed using both heart rate and accelerometry. Conclusions. The results suggest that a Playground redesign, which utilizes multicolor Playground markings and physical structures, is a suitable stimulus for increasing children's school recess physical activity levels.
Natalie Colabianchi - One of the best experts on this subject based on the ideXlab platform.
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features and amenities of school Playgrounds a direct observation study of utilization and physical activity levels outside of school time
International Journal of Behavioral Nutrition and Physical Activity, 2011Co-Authors: Natalie Colabianchi, Andrea L Maslow, Kamala SwayampakalaAbstract:Background: A significant amount of research has examined whether park or Playground availability is associated with physical activity. However, little research has examined whether specific features or amenities of parks or Playgrounds, such as the number of unique types of Playground equipment or the safety of the equipment is associated with utilization of the facility or physical activity levels while at the facility. There are no studies that use direct observation and a detailed park assessment to examine these associations. Methods: Twenty urban schoolyards in the Midwest, ten of which were renovated, were included in this study. Using a detailed environmental assessment tool (i.e., Environmental Assessment of Public Recreation Spaces), information on a variety of Playground attributes was collected. Using direct observation (i.e., System for Observing Play and Leisure Activity in Youth), the number of adults, girls and boys attending each schoolyard and their physical activity levels were recorded. Each schoolyard was observed ten times for 90 minutes each time outside of school hours. Clustered multivariable negative binomial regressions and linear regressions were completed to examine the association between Playground attributes and utilization of the schoolyard and the proportion active on the Playground, respectively. Effect modification by renovation status was also examined. Results: At renovated schoolyards, the total number of play features was significantly associated with greater utilization in adults and girls; overall cleanliness was significantly associated with less utilization in girls and boys; and coverage/ shade for resting features was significantly associated with greater utilization in adults and boys. At unrenovated schoolyards, overall safety was significantly associated with greater utilization in boys. No Playground attribute was associated with the proportion active on the Playground after adjusting for all other significant Playground attributes. Conclusions: Having a large quantity of play features and shade at renovated Playgrounds were positively associated with utilization of the schoolyard. Modifying Playgrounds to have these features may increase the utilization of these facilities outside of school time. Additional research should explore what features and amenities are associated with increased physical activity levels of children and adults who utilize the facilities.
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utilization and physical activity levels at renovated and unrenovated school Playgrounds
Preventive Medicine, 2009Co-Authors: Natalie Colabianchi, Audrey E Kinsella, Claudia J Coulton, Shirley M MooreAbstract:OBJECTIVE: This study examined utilization and physical activity levels at renovated compared to unrenovated school Playgrounds. METHODS: Ten unrenovated and ten renovated school Playgrounds (renovated at least a year prior) in Cleveland, OH were matched on school and neighborhood characteristics. Using direct observation (SOPLAY), the number of persons attending each Playground and their physical activity levels were recorded using separate counts for girls, boys, men and women. Each school was observed ten times for 90 min each time outside of school hours in 2005. Paired t-tests, Wilcoxon Signed Ranks tests, and regression analyses were completed to examine differences across school pairs. RESULTS: More persons overall including adults and children utilized the renovated Playgrounds compared to the unrenovated Playgrounds. The proportion moderately-to-vigorously active was not different between renovated and unrenovated Playgrounds although the proportion of children, in particular boys, who were vigorously active was greater at the renovated Playgrounds. Although utilization was higher at the renovated Playgrounds, absolute utilization was low across all Playgrounds. CONCLUSIONS: This study suggests that Playgrounds renovations may have the potential to increase the number of children utilizing the Playground outside of school hours and may increase the proportion of children, especially boys, who are vigorously active. Language: en
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measuring physical environments of parks and Playgrounds eaprs instrument development and inter rater reliability
Journal of Physical Activity and Health, 2006Co-Authors: Brian E Saelens, Hillary L Burdette, Robert C Whitaker, Lawrence D Frank, Christopher Auffrey, Natalie ColabianchiAbstract:Background: Reliable and comprehensive measurement of physical activity settings is needed to examine environment-behavior relations. Methods: Surveyed park professionals (n = 34) and users (n = 29) identified park and Playground elements (e.g., trail) and qualities (e.g., condition). Responses guided observational instrument development for environmental assessment of public recreation spaces (EAPRS). Item inter-rater reliability was evaluated following observations in 92 parks and Playgrounds. Instrument revision and further reliability testing were conducted with observations in 21 parks and 20 Playgrounds. Results: EAPRS evaluates trail/path, specific use (e.g., picnic), water-related, amenity (e.g., benches), and play elements, and their qualities. Most EAPRS items had goodexcellent reliability, particularly presence/number items. Reliability improved from the original (n = 1088 items) to revised (n = 646 items) instrument for condition, coverage/shade, and openness/visibility items. Reliability was especially good for play features, but cleanliness items were generally unreliable. Conclusions: The EAPRS instrument provides comprehensive assessment of parks’ and Playgrounds’ physical environment, with generally high reliability.
Gareth Stratton - One of the best experts on this subject based on the ideXlab platform.
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long term effects of a Playground markings and physical structures on children s recess physical activity levels
Preventive Medicine, 2007Co-Authors: Nicola D Ridgers, Jos W R Twisk, Gareth Stratton, Stuart J FaircloughAbstract:Objective. The aim of the study was to investigate the impact of a Playground redesign intervention across time on children's recess physical activity levels using combined physical activity measures and to evaluate the potential influence of covariates on the intervention effect. Method. Fifteen schools located in areas of high deprivation in one large city in England each received £20,000 through a national £10 million Sporting Playgrounds Initiative to redesign the Playground environment based on a multicolored zonal design. Eleven schools served as matched socioeconomic controls. Physical activity levels during recess were quantified using heart rate telemetry and accelerometry at baseline, 6 weeks and 6 months following the Playground redesign intervention. Data were collected between July 2003 and January 2005 and analyzed using multilevel modeling. Results. Statistically significant intervention effects were found across time for moderate-to-vigorous and vigorous physical activity assessed using both heart rate and accelerometry. Conclusions. The results suggest that a Playground redesign, which utilizes multicolor Playground markings and physical structures, is a suitable stimulus for increasing children's school recess physical activity levels.
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the effect of multicolor Playground markings on children s physical activity level during recess
Preventive Medicine, 2005Co-Authors: Gareth Stratton, Elaine MullanAbstract:Abstract Background . British children do not meet daily physical activity recommendations, and as yet no sustainable intervention has been reported to address their sedentary lifestyle. The purpose of this investigation was twofold: First, to examine whether painting Playgrounds with multicolored markings would increase the percent of recess time spent in moderate to vigorous physical activity (MVPA) and vigorous physical activity (VPA) in girls and boys and second to quantify the contribution recess makes to national recommendations for young people's physical activity. Methods . MVPA and vigorous physical activity (VPA) were measured using short wave heart rate telemetry. Physical activity levels were compared before and after Playgrounds were painted in 4 intervention schools and compared to 4 matched schools with unmarked Playgrounds. Schools were situated in areas of deprivation. Ninety-nine children completed the study. Results . A significant interaction (group × time) was evident for MVPA and VPA. Time spent in MVPA and VPA increased significantly in intervention schools as a result of Playground painting. Boys were more active than girls, and activity decreased with age, but neither difference reached significance. Conclusion . Multicolor Playground markings can be a low-cost method of increasing children's daily physical activity levels in the short term. If these increases were sustained, then school Playgrounds with multicolor markings would make a valuable contribution to physical activity recommendations for young people.
Brendon Hyndman - One of the best experts on this subject based on the ideXlab platform.
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The State of Playgrounds in Australian Schools
Contemporary School Playground Strategies for Healthy Students, 2017Co-Authors: Brendon HyndmanAbstract:Australian school Playgrounds have changed considerably over recent decades to reflect a climate of ‘surplus safety’. The Playgrounds and policies of many Australian schools have reduced students’ opportunities for active, creative and diverse play. Significant school Playground changes have included the reduction of school break time (i.e. lunch and other recess periods), removal of Playground equipment, merging of school facilities which can result to crowded play spaces, and restrictive rules relating to students’ use of school Playgrounds’ grounds that can lead to teachers undertaking Playground policing-type roles. In Australia, there is an absence of regulations governing school Playgrounds beyond the national standards for manufacturing Playground equipment, and the majority primary school facilities within the state of Victoria are often over 50 years old. The most common school Playground features reported have included sporting areas such as basketball courts, netball courts, sandpits, grassed play areas and football ovals. Educators plan, manage and monitor school Playgrounds as they see fit. Within Australian schools, it has been revealed that all educators are allocated to undertake Playground supervision during school breaks and the impact of such supervision on students’ play opportunities is little understood. It has been reported in Victoria that educators frequently report Playground supervision (e.g. ‘yard duty’) as something they wish to forego. With educators across the teaching profession allocated Playground supervision duties on a daily basis, it is important to provide researchers with insight into the state of school Playgrounds prior to any intervention implementation.
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Measurement of Students’ Playground Activity Levels
Contemporary School Playground Strategies for Healthy Students, 2017Co-Authors: Brendon HyndmanAbstract:Accurate measurement of students’ physical activity levels is important to determine the contribution physical activity within school Playgrounds can make towards students meeting recommended daily physical activity guidelines. Assessment of physical activity is also conducted to examine the effectiveness of strategies targeting students’ physical activity within school Playgrounds and to identify psychosocial and environmental factors that can affect students’ physical activity behaviour within school Playgrounds. There are a number of measures that can be used effectively within the school Playground context to assess the dimensions (frequency, intensity, duration, activity type) of students’ physical activity including direct observation, accelerometers, pedometers, global positioning systems (GPS) and self-reporting instruments.
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should educators be wrapping school Playgrounds in cotton wool to encourage physical activity exploring primary and secondary students voices from the school Playground
Australian Journal of Teacher Education, 2015Co-Authors: Brendon Hyndman, Amanda TelfordAbstract:Physical activity in school Playgrounds has changed considerably over recent decades to reflect a climate of ‘surplus safety’. A growing culture of surplus safety can be attributed to a desire of parents and teachers responsible for children to protect school students from danger. The aim of this research was to examine students’ perceptions of Playground safety influences on physical activity during school breaks from the perspectives of the ‘users’ of school Playgrounds. Data collection consisted of seven focus groups (4 primary school & 3 secondary school) conducted across four schools (2 primary & 2 secondary). During this study, the focus group discussions consisted of 54 children (32 primary & 22 secondary; 50% females; 50% males). Social-Ecological Model levels of school Playground safety influence identified by both primary and secondary school students included intrapersonal safety influences (risk taking, preventing boredom, misbehaviour); interpersonal safety influences (teacher responsibilities, teacher support, peer support, teacher intimidation and bullying/territorial issues); physical environment safety influences (surfacing, protection from the weather, safe structures, protective equipment, Playground space, hydration, school security and passive smoking protection) and policy/organisational safety influences (designated play areas, Playground rules, further supervision, maintenance). This research addresses an important gap in the literature by providing useful information for teacher educators of the multiple safety influences on students’ participation in Playground physical activity.
Elaine Mullan - One of the best experts on this subject based on the ideXlab platform.
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the effect of multicolor Playground markings on children s physical activity level during recess
Preventive Medicine, 2005Co-Authors: Gareth Stratton, Elaine MullanAbstract:Abstract Background . British children do not meet daily physical activity recommendations, and as yet no sustainable intervention has been reported to address their sedentary lifestyle. The purpose of this investigation was twofold: First, to examine whether painting Playgrounds with multicolored markings would increase the percent of recess time spent in moderate to vigorous physical activity (MVPA) and vigorous physical activity (VPA) in girls and boys and second to quantify the contribution recess makes to national recommendations for young people's physical activity. Methods . MVPA and vigorous physical activity (VPA) were measured using short wave heart rate telemetry. Physical activity levels were compared before and after Playgrounds were painted in 4 intervention schools and compared to 4 matched schools with unmarked Playgrounds. Schools were situated in areas of deprivation. Ninety-nine children completed the study. Results . A significant interaction (group × time) was evident for MVPA and VPA. Time spent in MVPA and VPA increased significantly in intervention schools as a result of Playground painting. Boys were more active than girls, and activity decreased with age, but neither difference reached significance. Conclusion . Multicolor Playground markings can be a low-cost method of increasing children's daily physical activity levels in the short term. If these increases were sustained, then school Playgrounds with multicolor markings would make a valuable contribution to physical activity recommendations for young people.
