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. 2015 Jul 31;10(7):e0132597.
doi: 10.1371/journal.pone.0132597. eCollection 2015.

Physical Activity Design Guidelines for School Architecture

Jeri Brittin  1 , Dina Sorensen  2 , Matthew Trowbridge  3 , Karen K Lee  4 , Dieter Breithecker  5 , Leah Frerichs  6 , Terry Huang  7
Affiliations

Physical Activity Design Guidelines for School Architecture

Jeri Brittin et al. PLoS One. .

Abstract

Increasing children's physical activity at school is a national focus in the U.S. to address childhood obesity. While research has demonstrated associations between aspects of school environments and students' physical activity, the literature currently lacks a synthesis of evidence to serve as a practical, spatially-organized resource for school designers and decision-makers, as well as to point to pertinent research opportunities. This paper describes the development of a new practical tool: Physical Activity Design Guidelines for School Architecture. Its aims are to provide architects and designers, as well as school planners, educators, and public health professionals, with strategies for making K-12 school environments conducive to healthy physical activity, and to engage scientists in transdisciplinary perspectives toward improved knowledge of the school environment's impact. We used a qualitative review process to develop evidence-based and theory-driven school design guidelines that promote increased physical activity among students. The design guidelines include specific strategies in 10 school design domains. Implementation of the guidelines is expected to enable students to adopt healthier physical activity behaviors. The tool bridges a translational gap between research and environmental design practice, and may contribute to setting new industry and education standards.

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Conflict of interest statement

Competing Interests: The authors have the following interests. Dina Sorensen is employed by VMDO Architects. Terry Huang and Jeri Brittin have been consultants to VMDO Architects, in a capacity unrelated to this project. There are no patents, products in development or marketed products to declare. This does not alter the authors' adherence to all the PLOS ONE policies on sharing data and materials, as detailed online in the guide for authors.

Figures

Fig 1
Fig 1. Summary of Source Inclusion/Exclusion Process.
Fig 2
Fig 2. Process Diagram.
We reviewed and analyzed literature on the school environment and physical activity to identify research findings and strength of evidence. These findings were then synthesized and translated into a set of design guidelines including spatially-oriented domains and strategies, drawing from best practice and theory where there were gaps in the empirical literature. The guidelines are intended to inform both current practice and collaborative research opportunities that will improve the evidence base.
Fig 3
Fig 3. Models of Standard Process and Proposed Transdisciplinary Inclusive Process for Designing and Evaluating Learning Environments.
See this image and copyright information in PMC

References

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