Abstract
Using Brofenbrenner's socio-ecological model as a conceptual framework, the objective of this study was to determine playground users (primary school staff and pupils) perceptions of the barriers and facilitators to a physically active school playground at an intra-personal (individual), inter-personal (social), environmental and policy level. Results from a series of qualitative interactions with children (n = 65) from years five and six (9 to 11 years old), and structured interviews with adult teachers (n = 11) revealed key differences in the child and adult perceptions of the playground and the purpose of break-times. A number of inter-related environmental boundaries and school policies were identified as restrictive to children's explorations and activity levels during 'free play' periods, which centred on resource availability, accessibility and health and safety. Further, traditional playground hierarchies act to promote and prevent physical activity engagement for different groups (e.g. gender and age). Finally, differences between the adult and child perception of the primary school playground were observed. Playground physical activity, during break-times appears to be affected by a number of variables at each level of the socio-ecological model. This study provides an opportunity for primary schools to reflect on primary school playground strategies and practices that are implemented at each level of the socio-ecological model to encourage a more effective use of the playground during school break-times.
Highlights
High rates of physical inactivity have been reported among children of primary school age in the UK [1] and worldwide [2, 3]
We argue that understanding how these factors interact and influence physical activity levels of children during school lunch and break-times can be used by policy makers and individuals in positions of seniority when planning school playground provisions [16] and in the design of playground interventions
The following is a further presentation of focus group outcomes, discussed in light of theory and research on the individual, interpersonal, environmental and policy influences on children’s physical activity engagement during school break and lunchtimes and is subdivided according to the components of the socio-ecological model
Summary
High rates of physical inactivity have been reported among children of primary school age in the UK [1] and worldwide [2, 3]. Physical activity is a complex and multi-dimensional behaviour determined by numerous biological, psychological, sociocultural and environmental factors [8,9,10,11,12].
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
