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Randomized Controlled Trial
. 2019 Mar 1;9(2):202-216.
doi: 10.1093/tbm/iby015.

Recess environment and curriculum intervention on children's physical activity: IPLAY

Claudio R Nigg  1 , Eve Kutchman  2 , Katie Amato  1 , Christine A Schaefer  3 , Guangxiang Zhang  4 , Md Mahabub Ul Anwar  1 , Peter Anthamatten  5 , Raymond C Browning  3 , Lois Brink  2 , James Hill  2
Affiliations
Randomized Controlled Trial

Recess environment and curriculum intervention on children's physical activity: IPLAY

Claudio R Nigg et al. Transl Behav Med. .

Abstract

Understanding the impacts of the built environment on physical activity (PA) is essential to promoting children's PA. The purpose of this study was to investigate the effects of schoolyard renovations and a PA recess curriculum alone and in combination on children's PA. This was a 2 (learning landscape [LL] vs. non-LL) × 2 (curriculum intervention vs. no curriculum intervention) factorial design with random assignment to the curriculum intervention, and six elementary schools per condition. PA outcomes were assessed preprogram, mid-program, immediate postprogram, and one year postprogram. No meaningful intervention effects were found. Lack of an effect may be due to the brief dose of recess, the curriculum not being integrated within the schoolyard, the LL implementation occurring prior to the study, or the already high levels of PA. Potential avenues to promote PA include making recess longer, integrating recess into the school curricula, and developing recess PA curricula integrating schoolyards.

Keywords: Elementary school; Exercise; Intervention; Playgrounds; Surroundings; Youth.

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Figures

Fig 1
Fig 1
The 4 (group) × 4 (time point) study design for two recruitment waves. The number of schools in each group is also identified.
Fig 2 |
Fig 2 |
Survey outcomes for mean (SD) of self-reported moderate- to vigorous-intensity physical activity (MVPA) minutes per day by intervention group and year. The linear mixed-effect model was used to assess the cross-sectional survey, with children nested within school as random effect. There was a significant Intervention × Time interaction effect (p = .014) but no significant differences among the groups at any specific study year. LL learning landscape.
Fig 3 |
Fig 3 |
Accelerometer outcomes for means (SD) of percentage of lunch and recess time in moderate- to vigorous-intensity physical activity (MVPA) per day (A), percentage of school day time in MVPA per day (B), and minutes per day in MVPA (C), by intervention group and year. The linear mixed-effects model was used to analyze accelerometer data with children nested within school as a random effect. Percentage of lunch and recess time in MVPA: Intervention × Time interaction, p < .0001. Percentage of school day time in MVPA: Intervention × Time interaction, p < .0001. Tukey–Kramer multiple comparison adjustments were used to assess pairwise comparisons of intervention groups for percentage of school day time in MVPA at Y1 with significant differences between some: LL (learning landscape)-Curriculum was higher versus Control, adjusted p = .011; LL-Curriculum was higher versus Curriculum, adjusted p < .0001; and LL-Curriculum was higher versus LL, adjusted p < .0001. Minutes per day of MVPA: Intervention × Time interaction, p = .0012.
Fig A1
Fig A1
View of playground at an elementary school before a learning landscape (LL) was installed in 2000 and after in 2003.
See this image and copyright information in PMC

References

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    1. Centers for Disease Control and Prevention. How much physical activity do children need?2011. Available at http://www.cdc.gov/physicalactivity/everyone/guidelines/children.html. Accessibility verified December 25, 2013.
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    1. McKenzie TL, Sallis JF, Armstrong CA. Association between direct observation and accelerometer measures of children’s physical activity during physical education and recess. Med Sci Sports Exerc. 1994;26(5 suppl):S143.

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