A Fast Track Open Access article published in the Health Behavior and Policy Review Journal.

Authors:

Jillian L. Barnas, PhD
Travis Emerson, MS
Stephen D. Ball, PhD

Objective:

We assessed changes in social skill development, problem behaviors, and academic competencies with an acute implementation of an activity-zoned playground (AZP) during recess.

Methods:

Third- and fifth-grade students (N = 116) from 2 midwestern elementary institutions were selected to wear an accelerometer at recess and have their teacher complete a pre- and post-intervention assessment of the Social Skills Improvement System (SSIS). We measured physical activity (PA) using Actigraph-GT3X accelerometers for 4 continuous weeks: one week of baseline, 2 weeks of activity zone intervention, one week of post-intervention with activity zone removal.

Results:

The AZP intervention was effective at increasing MVPA with decreases in sedentary activity during recess for third-grade students whereas fifth-grade students showed no significant change in PA (ps .05).

Conclusions:

Activity-zoned playgrounds can improve PA engagement and can lead to improvements in social skill development without worsening problem behaviors, especially in younger students.

Source: Health Behavior and Policy Review
Publisher: Paris Scholar Publishing Ltd.
Article Link: https://www.ingentaconnect.com/content/psp/hbpr/pre-prints/content-psp_hbpr_1134