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Ryan M, Ricardo LIC, Nathan N, Hofmann R, van Sluijs E. Are school uniforms associated with gender inequalities in physical activity? A pooled analysis of population-level data from 135 countries/regions. JOURNAL OF SPORT AND HEALTH SCIENCE 2024; 13:590-598. [PMID: 38367804 PMCID: PMC11184296 DOI: 10.1016/j.jshs.2024.02.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/18/2023] [Revised: 12/24/2023] [Accepted: 01/18/2024] [Indexed: 02/19/2024]
Abstract
PURPOSE It is aimed to assess whether school uniforms are associated with population-level gender inequalities in physical activity, and whether associations differ by school level, country/region income, and assessment method. METHODS An ecological study design was employed. We collected data about global uniform practices using an online survey. We searched for country/region-level estimates of school-aged youth meeting physical activity guidelines from international surveillance studies. Study selection was conducted in duplicate using a systematic process, and a random sample of all data was checked to ensure extraction and pooling processes were accurate. We calculated absolute and relative gender inequalities in physical activity for each country. Linear regression examined associations between country/region-level uniform practices (binary yes/no exposure variable) and country/region-level gender inequalities in physical activity guideline compliance (absolute and relative inequalities). We investigated moderation by school level, stratified analyses by income group, and repeated primary analyses using device-measured data. RESULTS Pooling data from 135 countries/regions (n = 1,089,852), we found no association between population-level uniform practices and gender inequalities in physical activity across all ages (absolute: β = -0.2; 95% confidence interval (95%CI): -1.7 to 1.3, p = 0.74; relative: β = 0.1; 95%CI: -0.1 to 0.2, p = 0.51). Subgroup analysis suggested a positive association in primary school settings (absolute: β = 4.3; 95%CI: -0.0 to 8.6, p = 0.05). Among high-income countries, absolute inequalities were significantly greater in countries/regions with uniform practices (N = 37) compared to those without (N = 48) (9.1 (SD = 3.6) vs. 7.8 percentage points (SD = 4.3)). Repeating analyses using device-measured data (n = 32,130; N = 24) did not alter our primary finding. From initial descriptive statistics, we found that in countries/regions where a majority of schools (>50%) reportedly use uniforms, there was lower compliance with physical activity guidelines among all genders (median: 16.0%, interquartile range: 13.2%-19.9%, N = 103) compared to generally non-uniform countries/regions (median: 19.5%, interquartile range: 16.4%-23.5%, N = 32) (z = 3.04, p = 0.002). (N = countries, regions and studies represented; n = sample size or participants included). CONCLUSION School uniforms are associated with greater gender inequalities in physical activity in primary school settings and in high-income countries. Our population-level findings warrant testing using individual-level data across contexts.
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Affiliation(s)
- Mairead Ryan
- Medical Research Council Epidemiology Unit, University of Cambridge, Cambridge CB2 0QQ, UK; Faculty of Education, University of Cambridge, Cambridge CB2 8PQ, UK.
| | - Luiza I C Ricardo
- Medical Research Council Epidemiology Unit, University of Cambridge, Cambridge CB2 0QQ, UK
| | - Nicole Nathan
- Hunter New England Population Health, Wallsend, NSW 2287, Australia; School of Medicine and Public Health, College of Health, Medicine and Wellbeing, University of Newcastle, Callaghan, NSW 2308, Australia; Hunter Medical Research Institute, New Lambton Heights, NSW 2305, Australia; National Centre of Implementation Science, University of Newcastle, Callaghan, NSW 2308, Australia
| | - Riikka Hofmann
- Faculty of Education, University of Cambridge, Cambridge CB2 8PQ, UK
| | - Esther van Sluijs
- Medical Research Council Epidemiology Unit, University of Cambridge, Cambridge CB2 0QQ, UK
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Barenie MJ, Howie EK, Weber KA, Thakur D, Murphy CM, Thomsen MR. Where the children play: Gender gaps in recess physical activity by age and playground area. Prev Med Rep 2024; 41:102699. [PMID: 38560596 PMCID: PMC10981088 DOI: 10.1016/j.pmedr.2024.102699] [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: 11/28/2023] [Revised: 03/18/2024] [Accepted: 03/20/2024] [Indexed: 04/04/2024] Open
Abstract
Objective Recess contributes meaningfully to physical activity (PA), but recess time has declined. The study's purpose was to report PA by age, gender, and playground feature to inform potential playground configurations more conducive to PA during recess. Methods Using the System for Observing Play and Leisure Activity in the Youth, kindergarten through 5th grade recesses were observed on at least four days at four schools in Little Rock, Arkansas, United States during May 2023. Target playground features were ball courts, grass, pavement, play structures, and swings. To provide inferential analysis, a comparison of conditional means across playground features, age, and gender was conducted using linear regression with robust standard errors clustered by school. Results 3,356 playground scans (intercoder correlation = 0.93) were collected and aggregated by school, day, gender, age (grade), and target feature for a sample size of 292 observations. The gender gap was widest among 4-5th graders, 79 % (95 % CI: 72, 86) for males and 64 % (95 % CI: 58, 70) for females. Among females, PA was highest on swings [82 % (95 % CI: 77, 86)] and lowest on paved areas [56 % (95 % CI: 43, 69)]. Among males, it was highest on both swings [81 % (95 % CI: 75, 86)] and ball courts [83 % (95 % CI: 77, 89)] and lowest on grassy areas [64 % (95 % CI: 60, 67)]. Conclusion Swings, courts, and play structures were associated with a higher proportion of children being engaged in PA. Research is needed to identify whether physical improvements to facilitate access to these features increase PA.
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Affiliation(s)
- Matthew J. Barenie
- Center for the Study of Obesity, Fay W. Boozman College of Public Health, University of Arkansas for Medical Sciences, 4301 W. Markham, Slot 820, Little Rock, AR, USA
| | - Erin K. Howie
- Department of Health, Human Performance and Recreation, University of Arkansas, 155 Stadium Drive, Fayetteville, AR, USA
| | - Kari A. Weber
- Department of Epidemiology, Fay W. Boozman College of Public Health, University of Arkansas for Medical Sciences, 4301 W. Markham, Slot 82, Little Rock, AR, USA
| | - Deboleena Thakur
- Center for the Study of Obesity, Fay W. Boozman College of Public Health, University of Arkansas for Medical Sciences, 4301 W. Markham, Slot 820, Little Rock, AR, USA
| | - Christopher M. Murphy
- Department of Health, Human Performance and Recreation, University of Arkansas, 155 Stadium Drive, Fayetteville, AR, USA
| | - Michael R. Thomsen
- Center for the Study of Obesity, Fay W. Boozman College of Public Health, University of Arkansas for Medical Sciences, 4301 W. Markham, Slot 820, Little Rock, AR, USA
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Kennedy-Behr A, Webb-Williams JL. Capturing children's play behaviours in outdoor environments: A comparative analysis of play in early adolescence at primary school versus high school. Aust Occup Ther J 2024; 71:76-87. [PMID: 37859498 DOI: 10.1111/1440-1630.12912] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Revised: 10/02/2023] [Accepted: 10/07/2023] [Indexed: 10/21/2023]
Abstract
INTRODUCTION Transition from primary school to high school can be a time of significant stress for young people. Social connection may mitigate the stress experienced by young people, yet their play activities, which are a key source of connection and friendship, have not been examined. The aim of the study was to capture the play behaviours of children in outdoor school environments. METHODS Children's play behaviours in their final year of primary school and those in their first year of high school were captured using a standardised tool (Tool for Observing Play Outdoors). Observations occurred in school outdoor environments during break times in the South Australian autumn of 2021. Frequencies and types of play were compared between year levels using descriptive statistics and contingency tables. Data were collected from four schools (two metropolitan and two regional), which were all from a similar level on the Index of Educational Disadvantage. Four observation sessions were held at each school. RESULTS Parents of 42 (16 girls) primary school students and 85 (33 girls) high school students gave permission for their children to participate. Physical play was the most frequent activity observed in both primary school and high school followed by expressive play. Year level was significantly associated with the type of play engaged in. CONCLUSION Findings demonstrate children in the first year of high school continue to engage in physical and social play albeit less than those in the final year of primary school. Further research is needed to determine whether the physical and social environment or onset of puberty is more influential on changes in children's play.
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Affiliation(s)
- Ann Kennedy-Behr
- Allied Health and Human Performance, University of South Australia, Adelaide, Australia
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van Rooijen M, De Martelaer K, Lensvelt-Mulders G, van der Poel L, Cotterink M. "It Is Scary, but Then I Just Do It Anyway": Children's Experiences and Concerns about Risk and Challenge during Loose Parts Play. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:7032. [PMID: 37998263 PMCID: PMC10671218 DOI: 10.3390/ijerph20227032] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/07/2023] [Revised: 09/26/2023] [Accepted: 11/01/2023] [Indexed: 11/25/2023]
Abstract
Children's risky play opportunities depend on supervising adults' attitudes and the play environment. The possibilities to engage in risk-taking outdoor play for children have seriously decreased over the last few decades, due to safety concerns and adults' preoccupation with protection. In response to this shift, research has increasingly focused on influencing factors on professional attitudes toward risk-taking in children's play. However, children's perspective on risky play is underrepresented in the recent literature. This study generates awareness of children's risky play preferences and interests to help professional caretakers hone their facilitating role. We explored children's notions of risk and challenge in play during a loose parts intervention stimulating risky play and facilitated by after-school childcare practitioners. A thematic analysis examined observations, informal conversations, and roundtable talks with children about their risky play experiences. Children describe their risk-taking in play as experimental and daring. The findings report on children's general views on risky play, their play experiences with loose parts, their real-life risky play experiences, and their opinions on the role of practitioners. By relating the results to risky play research and self-determination theory, this study offers insight into children's innate needs. Taking risks on their own terms gives children a sense of self-confidence and mastery, and forces them into new relationships with other children and guiding adults. Consequently, children fulfill the three universal needs of self-determination theory: autonomy, competence, and relatedness.
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Affiliation(s)
- Martin van Rooijen
- Department of Education, University of Humanistic Studies, 3512 HD Utrecht, The Netherlands
| | - Kristine De Martelaer
- Department of Movement & Sport Sciences, Vrije Universiteit Brussel, 1050 Brussel, Belgium;
| | - Gerty Lensvelt-Mulders
- Department of Research Methodology and Theory of Sciences, University of Humanistic Studies, 3512 HD Utrecht, The Netherlands;
| | - Lisette van der Poel
- Research Group Youth, University of Applied Sciences, 3584 CH Utrecht, The Netherlands;
| | - Mieke Cotterink
- Consumer Safety Institute, 1062 XD Amsterdam, The Netherlands;
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Morgenthaler T, Schulze C, Pentland D, Lynch H. Environmental Qualities That Enhance Outdoor Play in Community Playgrounds from the Perspective of Children with and without Disabilities: A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1763. [PMID: 36767130 PMCID: PMC9913926 DOI: 10.3390/ijerph20031763] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/13/2022] [Revised: 01/11/2023] [Accepted: 01/12/2023] [Indexed: 06/18/2023]
Abstract
For children, playgrounds are important environments. However, children's perspectives are often not acknowledged in playground provision, design, and evaluation. This scoping review aimed to summarize the users' (children with and without disabilities) perspectives on environmental qualities that enhance their play experiences in community playgrounds. Published peer-reviewed studies were systematically searched in seven databases from disciplines of architecture, education, health, and social sciences; 2905 studies were screened, and the last search was performed in January 2023. Included studies (N = 51) were charted, and a qualitative content analysis was conducted. Five themes were formed which provided insights into how both physical and social environmental qualities combined provide for maximum play value in outdoor play experiences. These multifaceted play experiences included the desire for fun, challenge, and intense play, the wish to self-direct play, and the value of playing alone as well as with known people and animals. Fundamentally, children wished for playgrounds to be children's places that were welcoming, safe, and aesthetically pleasing. The results are discussed in respect to social, physical, and atmospheric environmental affordances and the adult's role in playground provision. This scoping review represents the valuable insights of children regardless of abilities and informs about how to maximise outdoor play experiences for all children.
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Affiliation(s)
- Thomas Morgenthaler
- Department Health, Institute of Occupational Therapy, Zurich University of Applied Science, 8401 Winterthur, Switzerland
- Department of Occupational Science & Occupational Therapy, University College Cork, T12 AK54 Cork, Ireland
- Division of Occupational Therapy & Arts Therapies, Queen Margret University Edinburgh Scotland, Musselburgh EH21 6UU, UK
| | - Christina Schulze
- Department Health, Institute of Occupational Therapy, Zurich University of Applied Science, 8401 Winterthur, Switzerland
| | - Duncan Pentland
- Division of Occupational Therapy & Arts Therapies, Queen Margret University Edinburgh Scotland, Musselburgh EH21 6UU, UK
| | - Helen Lynch
- Department of Occupational Science & Occupational Therapy, University College Cork, T12 AK54 Cork, Ireland
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"Children are precious cargo; we don't let them take any risks!": Hearing from adults on safety and risk in children's active play in schools: a systematic review. Int J Behav Nutr Phys Act 2022; 19:111. [PMID: 36050699 PMCID: PMC9438168 DOI: 10.1186/s12966-022-01344-7] [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: 03/10/2022] [Accepted: 08/01/2022] [Indexed: 11/25/2022] Open
Abstract
Background Understanding determinants of children’s outdoor play is important for improving low physical activity levels, and schools are a key setting for both. Safety concerns shape children’s opportunity to play actively outdoors, therefore, this qualitative evidence synthesis aimed to i) examine adult (e.g., parent, teacher, yard supervisor, principal) perspectives on safety and risk in children’s active play during recess in elementary and/or middle schools, and ii) identify how safety and risk influence playground supervision and decision making in this setting. Methods Six electronic databases were systematically searched in March 2021, with an updated search in June 2022. Records were screened against eligibility criteria using Covidence software, and data extraction and synthesis were performed using predesigned coding forms in Microsoft Excel and NVivo. Framework synthesis methodology was employed, guided by a conceptual framework structured on the socio-ecological model (SEM) and affordance theory. Results From 10,370 records, 25 studies were included that represented 608 adults across 89 schools from nine countries. The synthesis identified 10 constraining and four affording factors that influenced whether school staff were risk-averse or risk tolerant during recess, and, in turn, the degree to which children’s play was managed. Constraining factors stemmed from fears for children’s physical safety, and fear of blame and liability in the event of playground injury, which shaped parent, school staff and institutional responses to risk. Interrelated factors across SEM levels combined to drive risk-averse decision making and constraining supervision. Emerging evidence suggests children’s active play in schools can be promoted by fostering a risk tolerant and play friendly culture in schools through play facilitation training (e.g., risk-reframing, conflict resolution) and engaging stakeholders in the development of school policies and rules that balance benefits of play against potential risks. Conclusions Findings show several socio-cultural factors limited the ability of school staff to genuinely promote active play. Future work should seek to foster risk tolerance in schools, challenge the cultural norms that shape parent attitudes and institutional responses to risk in children’s play, and explore novel methods for overcoming policy barriers and fear of liability in schools. Trial registration PROSPERO registration: CRD42021238719. Supplementary Information The online version contains supplementary material available at 10.1186/s12966-022-01344-7.
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