A Mixed Methods Study Of Recess Activity In The UK: Impact Of Rejuvenating School Playgrounds

Abstract

PURPOSE: To provide indicators of change following installation of new playground facilities in all 163 schools in the SW Essex Primary Care Trust, UK. METHOD: A 6-month longitudinal (pre-post renovation) mixed methods research design, guided by the RE-AIM framework. Independent observers used the validated SOCARP instrumentation to describe the playground behaviour of individual children in 15 schools (12 primary/junior and 3 secondary). Additionally, 103 teachers from 22 schools provided estimates of PA behaviour among 4028 pupils in their respective classes, using a bespoke observation device. 30 teachers and 74 pupils were interviewed before and after installation. RESULTS: Independent observers reported on the playground behaviour of individual children (n=348) in 15 selected schools. Teacher observations of their classes suggested that children were more active following installation (P<0.001). Specifically, >1 in 7 children in each class (14.6%, 95% CI 10.72 to 18.28) were more active after installation (P<0.001). Interviews confirmed a new energy for recess and this encouraged more staff to spend time there. However, without specific support, school-based adults were often anxious about encouraging playground activities, especially that involving equipment. CONCLUSION: All methods confirmed increase numbers of active children during recess periods. Further, more children in the classes were more highly engaged during playground time. Importantly, the 14.6% increase in number of class members rated as 'highly engaged' had previously been assessed by class teachers as less engaged. The research offers a unique set of robust findings that combines empirical estimates of individual behaviour with class behaviour, blended with qualitative accounts of systemic responses to new playground installations.