Impact Of Schoolyard Green Space And Hardscape Design On Play Behaviors Of Urban Children

Abstract

Previous studies have shown that large-scale schoolyard greening projects increase physical activity (PA) participation. However, the relative impact of nature access and schoolyard design on free play behaviors is unknown. PURPOSE: To determine how green space and specific schoolyard design features impact individual and population-level PA and social behaviors during recess. METHODS: Recess behaviors were recorded with the validated SOPLAY and SOCARP observation tools for one week at four urban Title 1 elementary schools (N = 2051): 1) 1.5% green space, 10 zones; 2) 0% green space, 8 zones; 28% green space, 10 zones; 4) 50% green space, 8 zones. Data was analyzed with linear mixed models and Pearson correlation at a significance value of 0.05. RESULTS: Sedentary levels were higher for older students at locations with fewer play areas regardless of green space square footage (1st-3rd grade: 49.5±2.9%; 4th-6th grade: 59.7±3.1%) and lower for younger students in green compared to asphalt schoolyards (52.8±1.8 vs. 47.4±1.7%) (p<0.01). More students were engaged in moderate-to-vigorous physical activity (MVPA) while playing tag (71.2±4.1%) or gymnastics/climbing/jumping/dance (58.1±3.3%) in green space and on play structures compared to traditional playground games (e.g. handball, 4-square, tetherball) on asphalt (45.6±1.7%) (p<0.001). Students spent more time in small groups (10.8±0.7 vs. 9.3±0.4 min, p<0.05) and in vigorous PA in green space vs. hardscape (2.3±0.2 vs. 1.1±0.1 min, p<0.05). Small group activity was positively correlated with the frequency of prosocial interactions (r=.158, p<0.001). In asphalt schoolyards, students spent more time vigorous when more play options were available (2.1±0.2 vs. 1.3±0.1 min, p<0.05). Although active minutes were similar between sexes in areas with trees, logs, and woodchips (girls: 4.8±0.4; boys: 5.4±0.7 min, p>0.05), boys spent more time active in both hardscape (girls: 3.6±0.2 vs. 4.9±0.2 min) and green space (girls: 5.0±0.8; boys: 6.9±0.8 min) areas designed for sport (p<0.05). CONCLUSION: Schoolyards that increase access to nature, provide diverse sport and non-sport play options, and present motor skill challenges optimize MVPA participation and positive peer interactions for both sexes and all age-groups in urban low-income elementary schools.