ObjectiveExamine outcomes and feasibility of measuring change in recess activity using System for Observing Play and Leisure Activity in Youth (SOPLAY) in impact assessment of Fuel for Fun, a school-based nutrition education program.Design, Setting and ParticipantsTrained researchers scanned playgrounds of 8 FFF schools during 4th grade recess. Playgrounds mapped into distinct areas (range 9 – 21) with scanning on multiple days (range 5 – 9/school) in spring and fall.Outcome Measures and AnalysisObservational data of activity level (sedentary, walking, vigorous), primary activity, gender and weather conditions. Overall activity levels for each school were the average of activity levels for each day. Daily activity levels were determined from averages of each scanned area.ResultsIn total, playground areas were scanned 2041 times (1,047 in fall, 994 in spring) ranging from 65-323 depending on school. Overall, walking was the leading playground activity in the spring (37% sedentary, 45% walking, 18% vigorous); no specific level defined playground activity in the fall (35%, 31%, 34% respectively). Proportion of vigorous activity was greater in the fall than the spring for both boys and girls. In both spring and fall girls had more sedentary (42%, 39% ) and less vigorous activity (15%, 31%) than boys (sedentary 32%, 31%; vigorous 20%, 37%). Boys and girls walking activity was similar in spring and fall. Mixed grade recess, student migration between scanned areas, and inconsistent inter- and intra-school scanning challenged data collection and analysis.Conclusions and ImplicationsFindings demonstrated gender and seasonal differences in playground activity. These outcomes and SOPLAY limitations informed FFF impact assessment analyses.FundingNIFA. ObjectiveExamine outcomes and feasibility of measuring change in recess activity using System for Observing Play and Leisure Activity in Youth (SOPLAY) in impact assessment of Fuel for Fun, a school-based nutrition education program. Examine outcomes and feasibility of measuring change in recess activity using System for Observing Play and Leisure Activity in Youth (SOPLAY) in impact assessment of Fuel for Fun, a school-based nutrition education program. Design, Setting and ParticipantsTrained researchers scanned playgrounds of 8 FFF schools during 4th grade recess. Playgrounds mapped into distinct areas (range 9 – 21) with scanning on multiple days (range 5 – 9/school) in spring and fall. Trained researchers scanned playgrounds of 8 FFF schools during 4th grade recess. Playgrounds mapped into distinct areas (range 9 – 21) with scanning on multiple days (range 5 – 9/school) in spring and fall. Outcome Measures and AnalysisObservational data of activity level (sedentary, walking, vigorous), primary activity, gender and weather conditions. Overall activity levels for each school were the average of activity levels for each day. Daily activity levels were determined from averages of each scanned area. Observational data of activity level (sedentary, walking, vigorous), primary activity, gender and weather conditions. Overall activity levels for each school were the average of activity levels for each day. Daily activity levels were determined from averages of each scanned area. ResultsIn total, playground areas were scanned 2041 times (1,047 in fall, 994 in spring) ranging from 65-323 depending on school. Overall, walking was the leading playground activity in the spring (37% sedentary, 45% walking, 18% vigorous); no specific level defined playground activity in the fall (35%, 31%, 34% respectively). Proportion of vigorous activity was greater in the fall than the spring for both boys and girls. In both spring and fall girls had more sedentary (42%, 39% ) and less vigorous activity (15%, 31%) than boys (sedentary 32%, 31%; vigorous 20%, 37%). Boys and girls walking activity was similar in spring and fall. Mixed grade recess, student migration between scanned areas, and inconsistent inter- and intra-school scanning challenged data collection and analysis. In total, playground areas were scanned 2041 times (1,047 in fall, 994 in spring) ranging from 65-323 depending on school. Overall, walking was the leading playground activity in the spring (37% sedentary, 45% walking, 18% vigorous); no specific level defined playground activity in the fall (35%, 31%, 34% respectively). Proportion of vigorous activity was greater in the fall than the spring for both boys and girls. In both spring and fall girls had more sedentary (42%, 39% ) and less vigorous activity (15%, 31%) than boys (sedentary 32%, 31%; vigorous 20%, 37%). Boys and girls walking activity was similar in spring and fall. Mixed grade recess, student migration between scanned areas, and inconsistent inter- and intra-school scanning challenged data collection and analysis. Conclusions and ImplicationsFindings demonstrated gender and seasonal differences in playground activity. These outcomes and SOPLAY limitations informed FFF impact assessment analyses. Findings demonstrated gender and seasonal differences in playground activity. These outcomes and SOPLAY limitations informed FFF impact assessment analyses.