1
|
Trajkovski M, Perez D, Tobias S, Massey WV. "And I still remember it to this day": A qualitative exploration of retrospective memories of school-based recess. PUBLIC HEALTH IN PRACTICE 2024; 7:100480. [PMID: 38455970 PMCID: PMC10918564 DOI: 10.1016/j.puhip.2024.100480] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2023] [Revised: 01/16/2024] [Accepted: 02/09/2024] [Indexed: 03/09/2024] Open
Abstract
Objectives Previous research has shown the most common memory of physical education (PE) was embarrassment, and that childhood memories of PE relate to physical activity (PA) attitude, intention, and sedentary behavior in adulthood [13]. Recess memories may have a similar effect on adult attitudes towards PA, given that recess is a physically active part of the school day, yet is more autonomous and less supervised than PE. Recent literature has supported this, as Massey and colleagues (2021b) reported memories of recess enjoyment were associated with PA enjoyment in adulthood, whereas negative recess memories were associated with social isolation. In an effort to better understand recess memories, and how they may be related to adult behaviors, the purpose of this study was to examine qualitative descriptions of adults' worst recess memories as it related to physical and social health. Study design Mixed methods design; inductive content analysis and analysis of covariance. Methods As part of a larger project, 433 participants between the ages of 19 and 77 (M = 44.91; SD = 15.35) were asked to recall their worst recess memories and the grades in which those memories occurred. Participants identified as predominantly female (52%), White (72%), and college educated (46%). Data analysis was conducted via an inductive content analysis by three research team members. Results The most common negative memories included isolating experiences, physical injuries, victimization, and contextual factors (e.g., weather). Through a series of analysis of covariance, self-reported isolation and self-efficacy of exercise were significantly related to participants with social isolation and physical injury memories respectively. Conclusions This study adds to a growing line of research documenting the importance of recess as a developmentally impactful environment with implications for physical and emotional health.
Collapse
|
2
|
Lateef S, Zahir R, Sherdil L, McCleary C, Shafin T. The Power of Play: Examining the Impact of a School Yard Playground on Attitudes Toward School and Peer Relationships Among Elementary School Students in Chennai, India. Glob Pediatr Health 2024; 11:2333794X241247979. [PMID: 38680273 PMCID: PMC11047235 DOI: 10.1177/2333794x241247979] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2023] [Revised: 03/12/2024] [Accepted: 03/28/2024] [Indexed: 05/01/2024] Open
Abstract
Introduction. School environments may impact elementary school students' attachment levels to school as well as their mental and emotional well-being. Yet investments in recess/play infrastructure lag commitments to academic resources, particularly in developing countries. The main objective was to examine the impact of installing playground equipment, in the school yard, on students' attitudes toward school, peers, and the capacity to play of elementary-school children in an underserved, inner-city school in Chennai, India. Methods. A previously validated school attachment questionnaire was modified and administered to 140 and 148 students in pre- and post-playground installation, respectively. Results. For 7 out of 13 survey questions, student attitudes about their own recreational time and their attitudes toward peers significantly improved after playground installation. Conclusion. These results highlight the need for investments in play spaces, and recreational equipment may be just as important as addressing academic needs, especially among underserved children.
Collapse
Affiliation(s)
| | - Rhea Zahir
- University of Virginia, Charlottesville, VA, USA
| | | | - Carol McCleary
- McCleary Psychological Services LLC, Lake Ridge, VA, USA
| | - Tasnuva Shafin
- Emory University (Winship Cancer Institute), Atlanta, GA, USA
| |
Collapse
|
3
|
Eichengreen A, Tsou YT, Nasri M, van Klaveren LM, Li B, Koutamanis A, Baratchi M, Blijd-Hoogewys E, Kok J, Rieffe C. Social connectedness at the playground before and after COVID-19 school closure. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2023; 87:101562. [PMID: 37396499 PMCID: PMC10305783 DOI: 10.1016/j.appdev.2023.101562] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2022] [Revised: 06/16/2023] [Accepted: 06/16/2023] [Indexed: 07/04/2023]
Abstract
Social connectedness at school is crucial to children's development, yet very little is known about the way it has been affected by school closures during COVID-19 pandemic. We compared pre-post lockdown levels of social connectedness at a school playground in forty-three primary school-aged children, using wearable sensors, observations, peer nominations and self-reports. Upon school reopening, findings from sensors and peer nominations indicated increases in children's interaction time, network diversity and network centrality. Group observations indicated a decrease in no-play social interactions and an increase in children's involvement in social play. Explorative analyses did not reveal relations between changes in peer connectedness and pre-lockdown levels of peer connectedness or social contact during the lockdown period. Findings pointed at the role of recess in contributing to children's social well-being and the importance of attending to their social needs upon reopening.
Collapse
Affiliation(s)
- Adva Eichengreen
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, the Netherlands
| | - Yung-Ting Tsou
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, the Netherlands
| | - Maedeh Nasri
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, the Netherlands
| | | | - Boya Li
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, the Netherlands
| | - Alexander Koutamanis
- Department of Management in the Built environment, Delft University of Technology, Delft, the Netherlands
| | - Mitra Baratchi
- Leiden Institute of Advanced Computer Science, Leiden University, Leiden, the Netherlands
| | - Els Blijd-Hoogewys
- INTER-PSY, Autism Team, Groningen, the Netherlands
- Department of Clinical and Developmental Psychology, Faculty of Behavioral and Social Sciences, University of Groningen, Groningen, the Netherlands
| | - Joost Kok
- Faculty of Electrical Engineering, Mathematics and Computer Science, University of Twente, Enschede, the Netherlands
| | - Carolien Rieffe
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, the Netherlands
- Department of Human Media Interaction, Faculty of Electrical Engineering, Mathematics and Computer Science, University of Twente, Enschede, the Netherlands
- Department of Psychology and Human Development, Institute of Education, University College London, London, UK
| |
Collapse
|
4
|
Ellinger J, Mess F, Bachner J, von Au J, Mall C. Changes in social interaction, social relatedness, and friendships in Education Outside the Classroom: A social network analysis. Front Psychol 2023; 14:1031693. [PMID: 36818094 PMCID: PMC9932959 DOI: 10.3389/fpsyg.2023.1031693] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Accepted: 01/13/2023] [Indexed: 02/05/2023] Open
Abstract
Introduction Social interaction is associated with many effects on the psychological level of children such as mental health, self-esteem, and executive functions. Education Outside the Classroom (EOtC) describes regular curricular classes/lessons outside the school building, often in natural green and blue environments. Applied as a long-term school concept, EOtC has the potential to enable and promote social interaction. However, empirical studies on this topic have been somewhat scant. Methods One class in EOtC (N = 24) and one comparison class (N = 26) were examined in this study to explore those effects. Statistical Actor-Oriented Models and Exponential Random Graph Models were used to investigate whether there are differences between EOtC and comparison class regarding changes over time in social interaction parameters; whether a co-evolution between social interaction during lessons and breaks and attendant social relatedness and friendships exists; whether students of the same gender or place of residence interact particularly often (homophily). Results Besides inconsistent changes in social interaction parameters, no co-evolutional associations between social interaction and social relatedness and friendships could be determined, but grouping was evident in EOtC. Both classes showed pronounced gender homophily, which in the case of EOtC class contributes to a fragmentation of the network over time. Discussion The observed effects in EOtC could be due to previously observed tendencies of social exclusion as a result of a high degree of freedom of choices. It therefore seems essential that in future studies not only the quality of the study design and instruments should be included in the interpretation - rather, the underlying methodological-didactic concept should also be evaluated in detail. At least in Germany, it seems that there is still potential for developing holistic concepts with regards to EOtC in order to maximize the return on the primarily organizational investment of implementing EOtC in natural environments.
Collapse
Affiliation(s)
- Jan Ellinger
- Associate Professorship of Didactics in Sport and Health, TUM Department of Sport and Health Sciences, Technical University of Munich, Munich, Germany
| | - Filip Mess
- Associate Professorship of Didactics in Sport and Health, TUM Department of Sport and Health Sciences, Technical University of Munich, Munich, Germany
| | - Joachim Bachner
- Associate Professorship of Didactics in Sport and Health, TUM Department of Sport and Health Sciences, Technical University of Munich, Munich, Germany
| | - Jakob von Au
- Institute of Natural Sciences, Geography and Technobiology, Heidelberg University of Education, Heidelberg, Germany
| | - Christoph Mall
- Associate Professorship of Didactics in Sport and Health, TUM Department of Sport and Health Sciences, Technical University of Munich, Munich, Germany
| |
Collapse
|
5
|
Poulos A, Wilson K, Lanza K, Vanos J. A direct observation tool to measure interactions between shade, nature, and children's physical activity: SOPLAY-SN. Int J Behav Nutr Phys Act 2022; 19:127. [PMID: 36175908 PMCID: PMC9524068 DOI: 10.1186/s12966-022-01355-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2022] [Accepted: 08/23/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Most physical activity (PA) during school occurs at recess; however, recess PA may be influenced by children's thermal comfort and interaction with nature, neither of which have concurrently been measured reliably in previous studies. This study tests the reliability of SOPLAY-SN, an adaption of the validated System for Observing Play and Leisure Activity in Youth (SOPLAY) to measure Shade and Nature (SN) alongside PA, and associations between children's PA and interaction with shade and nature during recess to highlight the utility of the tool. METHODS Interactions with shade and nature were measured using systematic direct observation at two playgrounds (primary-grade = ages 5-8, upper-grade = ages 9-12) during recess at an elementary school in Phoenix, Arizona (USA). Pairs conducted observations over four warm days (primary = 29-34 °C, upper-grade = 32-36 °C) in May 2021 (N = 179 scans). Intraclass correlation coefficients (ICC) were used to calculate inter-rater reliability. Mean counts, frequencies, and Kendall rank correlation coefficient tests were used to assess relations between PA level and interactions with shade and nature. RESULTS Reliability was good for sedentary behavior (ICC = 0.98); light PA (LPA; ICC = 0.80) and moderate-to-vigorous PA (MVPA; ICC = 0.94); shade interaction (ICC = 0.95); and nature interaction (ICC = 0.80) and average agreement was good (86% overall PA, 88% shade, 90% nature). Most (60%) primary-grade children were observed in the shade, with 64% under a covered play structure where children were mainly (47%) sedentary. Of the 11% of primary-grade students observed interacting with nature, 90% occurred in a grass field with trees. Among upper-grade children, 23% were observed in the shade with 53% in grass fields where 48% of play was light. Few (7%) upper-grade children were observed interacting with nature, with most instances (76%) in a grass field with trees. Among primary-grade children, shade was correlated with sedentary behavior (τb = 0.63, p < .05); LPA (τb = 0.39, p < .05); MVPA (τb = 0.56, p < .05); and nature interactions with sedentary behavior (τb = 0.16, p < .05). Among upper-grade children, shade was correlated with sedentary behavior (τb = 0.27, p < .05) and LPA (τb = 0.21, p < .05). CONCLUSIONS SOPLAY-SN is a reliable tool for measuring children's interaction with shade and nature and participation in PA. Understanding how shade and nature impact movement during recess can inform playground design for children's health and well-being.
Collapse
Affiliation(s)
- Allison Poulos
- College of Health Solutions, Arizona State University, Phoenix, AZ, USA.
| | - Kylie Wilson
- College of Health Solutions, Arizona State University, Phoenix, AZ, USA
| | - Kevin Lanza
- School of Public Health, University of Texas Health Science Center at Houston, Houston, TX, USA
| | - Jennifer Vanos
- School of Sustainability, Arizona State University, Tempe, AZ, USA
| |
Collapse
|
6
|
Sprague NL, Rundle AG, Ekenga CC. The COVID-19 Pandemic as a Threat Multiplier for Childhood Health Disparities: Evidence from St. Louis, MO. J Urban Health 2022; 99:208-217. [PMID: 35352241 PMCID: PMC8964244 DOI: 10.1007/s11524-022-00616-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/28/2022] [Indexed: 12/30/2022]
Abstract
The COVID-19 pandemic has highlighted socioeconomic and racial health disparities in the USA. In this study, we examined the COVID-19 pandemic as a threat multiplier for childhood health disparities by evaluating health behavior changes among urban St. Louis, MO, children (ages 6-14) during the COVID-19 pandemic. From 27 October to 10 December 2020, 122 parents/guardians reported on their children's health behaviors (Eating, Sleeping, Physical activity, Time outside, Time with friends in-person, Time with friends remotely, Time using media for educational proposes, Time using media for non-educational proposes, and Social connectedness) prior to and during the COVID-19 pandemic. We ran K-means cluster analyses to identify distinct health behavior cluster profiles. Relative risks were determined to evaluate behavioral differences between the two clusters. Two distinct cluster profiles were identified: a High Impact profile (n = 49) and a Moderate Impact profile (n = 73). Children in the High Impact cluster had a greater risk of being diagnosed with COVID-19, developed worsened eating habits (RR = 2.10; 95% CI = 1.50-2.93), spent less time sleeping, and spent less time outdoors (RR = 1.55; 95% CI = 1.03-2.43) than the Moderate Impact cluster. The High Impact cluster was more likely to include Black children and children from single-adult households than the Moderate Impact cluster (both p < 0.05). Our findings suggest that the COVID-19 pandemic may be a threat multiplier for childhood health disparities. Further research is needed to better understand the long-term effects of the COVID-19 pandemic on children's health.
Collapse
Affiliation(s)
- Nadav L Sprague
- Department of Epidemiology, Mailman School of Public Health, Columbia University, 722 W 168th St, New York, NY, 10032, USA.
| | - Andrew G Rundle
- Department of Epidemiology, Mailman School of Public Health, Columbia University, 722 W 168th St, New York, NY, 10032, USA
| | - Christine C Ekenga
- Gangarosa Department of Environmental Health, Rollins School of Public Health, Emory University, Atlanta, GA, 30322, USA
| |
Collapse
|
7
|
McNamara L. School recess and pandemic recovery efforts: ensuring a climate that supports positive social connection and meaningful play. Facets (Ott) 2021. [DOI: 10.1139/facets-2021-0081] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023] Open
Abstract
As Canada’s schools reopen, attention to healing the school community is essential. Given the considerable stressors of the COVID-19 pandemic, it is unsurprising that recent studies find Canadian children’s mental health in decline. As social connection is tightly entwined with children’s mental health, supporting school-based spaces for quality social interactions and play will be an important postpandemic recovery strategy. Children will need opportunities to re-establish positive social connections at school, and informal spaces such as recess and lunch are an ideal time to afford these opportunities. Yet many schoolyards have long been challenged by social conflict that can interfere with children’s need to connect with peers. Therefore, efforts should be directed not only at mitigating the effects of social harm, but also toward ensuring social and physical landscapes that are meaningful, inclusive, and engaging for children and adolescents of all ages. Recommendations for postpandemic recovery are provided.
Collapse
Affiliation(s)
- Lauren McNamara
- Diversity Institute, Ted Rogers School of Management, Ryerson University, 350 Victoria Street, Toronto, ON M5B 2K3, Canada
- Royal Society of Canada, Working Group on Children and Schools
| |
Collapse
|
8
|
The Association of Rural Elementary School Environmental Characteristics with Children’s Physical Activity Levels at School. INTERNATIONAL JOURNAL OF SCHOOL HEALTH 2018. [DOI: 10.5812/intjsh.58213] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
|
9
|
Alexander SA, Barnett TA, Fitzpatrick C. Are inequalities produced through the differential access to play opportunities at school? A call to level the playing field. Canadian Journal of Public Health 2017; 107:e583-e585. [PMID: 28252379 DOI: 10.17269/cjph.107.5471] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/14/2016] [Revised: 09/01/2016] [Accepted: 07/15/2016] [Indexed: 11/17/2022]
Abstract
Children's play is characterized as pleasurable, but it is also viewed as critical for child health and well-being. Yet over the past decade, play researchers and advocates from various disciplines have suggested that there are decreasing opportunities for children to play, particularly at school. One concern is that the changing play environment in schools is reducing children's active play options and is thereby contributing to increases in childhood obesity. Building on findings from the QUébec Adipose and Lifestyle InvesTigation in Youth (QUALITY), this commentary suggests that while opportunities to engage in physical activity may indeed be differentially shaped by school play environments, physical health may not be the only factor at stake in unequal play environments in schools. While this is not an altogether new concern, we argue that it is nevertheless important to highlight within physical activity research settings that children's overall well-being, including their experience of pleasure, creativity, imagination and sociability, is also shaped by a school's play environment. Addressing possible inequalities in children's experience of play in schools, we propose several questions and future research directions for addressing children's health and well-being in the school environment.
Collapse
Affiliation(s)
- Stephanie A Alexander
- Collège d'études mondiales, Fondation Maison des Sciences de l'Homme, Paris, France.
| | | | | |
Collapse
|