Physical Education in Schools

With a growing number of primary schools around the globe greening their schoolyards, opportunities arise to realize outdoor learning in natural areas on the school's premises. Despite their promising potential, green schoolyards as outdoor learning environments remain mostly unintegrated in teachers' educational practices. In the current study, teachers of five primary schools in Netherlands were followed for two consecutive years during a participatory action research project. Based on their experiences in this project, teachers identified barriers when integrating the green schoolyard as a learning environment and found practice-based solutions to overcome these barriers. Across schools, a total of 20 meetings were organized, with 75 teachers participating in the project. Results revealed four broad themes encompassing barriers and solutions. Teachers feel hindered by outdoor learning having no formal status in their current educational practice, experience barriers related to a lack of confidence in their own outdoor teaching expertise, find it difficult to get started, and experience barriers related to physical constraints. Teachers, professionals, and researchers together found solutions to overcome each specific barrier. These solutions can be translated to general recommendations: just do it, get educated and inspired, engage in real-life experiences, get an outdoor pedagogical mindset, and follow a tailored process. The findings can be used by primary schools and other institutions to develop interventions that support teachers to further integrate the green schoolyard as a learning environment.

The benefits of recess can be reaped by all students regardless of socioeconomic status, race, or gender and at relatively little cost. The purpose of this study was to examine physical activity (PA) variables related to the recess PA patterns of third and fourth grade children and the social preferences and individuals influencing their PA (friends and parents). Data were collected on students (N = 115) utilizing the System of Observing Children's Activity and Relationships during Play (SOCARP) instrument. In addition, each child was interviewed during the recess period in which SOCARP was completed. Results found that boys spent significantly more time being very active (t (95.64) = 3.252, d = .62, p < .008) than girls and preferred sport activities (t = (73.62) 5.64, d = 1.14, p < .0125) in large groups (t (69.34) = 4.036, d = .83, p < .0125). Meanwhile, girls preferred locomotor activities (t (113) = 3.19, d = .60, p < .0125), sedentary activities (t (113) = 2.829, d = .53, p < .0125) and smaller groups (t (112.63) = 4.259, d = .79, p < .0125). All 115 participants indicated that they wanted to spend time with their friends during recess.

'Risky' play is an important component of play, which positively affects the cognitive, social and emotional development of children. However, a growing culture of 'risk aversion' may be limiting the degree of risk that children are allowed to encounter. We undertook qualitative interviews with eight schools to examine the acceptability of an intervention designed to increase risk and challenge in the school playground (e.g. more rough-and-tumble play and tree climbing). Schools were overwhelmingly positive about the approach and all enjoyed participating. Each school believed many benefits occurred from increasing risk and challenge within play, including better behaviour, improved cooperation between children and increases in physical activity. There were some challenges for schools, but these were generally research related, and all were viewed as acceptable. Indeed, schools found the process enlightening, and upon completion of the twoyear intervention often viewed play in quite a different light.

Introduction: We have all pondered on the physical and emotional benefits of exercise and more often than not, we find ourselves associating exercise to health and wellbeing. However, recent scientific developments have brought into light several benefits of exercise that had not yet been addressed by the scientific community before. The benefits of exercise that reach beyond physical and mental wellbeing such as benefits for the brain and, more specifically, for cognition, attention, and executive functions are now under close investigation. Aim: These new insights render the education community powerful, as we have the tools to better our education system by simply applying these insights to benefit the learning process of our children. Materials and Methods: Here we explore the International success tales on the optimization of the benefits derived from physical exercise. In a pilot study, we investigated 219 schedules from 8 Secondary Schools in Greater Lisbon, and questioned te...

At school, inside and outside spaces, defining an educational milieu, are important for teaching and learning, for students' and teachers' well-being and motivation in class. These are all important factors for successful teaching and learning. Even outdoor space and schoolyards may have such an influence. It is necessary to involve students and their views of educational space in any school spatial design and planning process. We examine students' views on schoolyards and outdoor areas. Approximately 8.000 students completed questionnaires between 2005 and 2011 regarding their satisfaction with, and their understanding of the importance of their schoolyards. The students also described their activities there. We found that students prefer schoolyards with differentiated zones of action and silence, correlating with spaces defined as public and private. These results differ between primary and secondary school students and further between girls and boys. We also surveyed approximately 360 teachers with a questionnaire concerning size, equipment and design of schoolyards. Although we could not match the data of the two surveys, we could find related and interesting convergences. In considering that schoolyards and outdoor areas around schools are important educational and recreational spaces for students and teachers, the aim of this chapter is to highlight transforming processes in the use of schoolyards. Based on the perspectives of students and teachers, we aim to show key notions for the educational design and use of schoolyards as a possibility for school development, and for further research in this field.

The aim of the study is to find out to what extent do the cognitive attitudes of selected primary and lower secondary school pupils towards pupils with disabilities and attitudes to the inclusive physical education (PE) change after they experience the educational programme Paralympic school day (PSD). In total, 78 pupils (37 boys and 41 girls) aged from 9 to 14 (mean age 12.72 ± 1.22) participated in the research. In order to perform the presented research, the questionnaires CAIPECZ (attitudes towards the inclusive PE) and ACL (cognitive attitudes towards people with disabilities) were used. The change in the pupils' attitudes was assessed in the span of three weeks (before and after they experienced PSD). From the results of the performed study, it may be concluded that when the pupils went through PSD, they statistically significantly improved p < 0,001 in the area of cognitive attitudes at the small effect size coefficient (r = 0,32). However, the attitudes towards a model pupil with disabilities did not prove a statistically significant change (p = 0.27) at the effect size coefficient r = 0.09.

Children need to play outdoors to develop socially, emotionally, cognitively, and physically. Outdoor play opportunities have the potential to promote physical and mental health throughout the life of children. Outdoor play has been acknowledged as a primary right for children; therefore there is a need to create spaces, where children can go and play spontaneously every day. Regarding to where the outdoor play of children takes place is significant; school grounds, as a place for children to learn and promote their health, could be assumed as a key setting that enhances and contributes to outdoor play guidelines. It requires making awareness and evaluation of current school grounds referring to outdoor play requirements. Four school grounds were selected as case studies in Tehran to be evaluated by School Environmental Audit Tool (SEAT). The survey shows a lack of proper consideration in the design and maintenance in the current situation of these important sites for children. At the end, some recommendations were proposed in order to outdoor play provision in accordance to current school grounds of Tehran.

In the adolescent brain, the limbic system, which is associated with having strong bonds with peers, emotions, and motivation, was found to develop prior to the prefrontal cortex, which supports rational thought and behavior (Schunk, 2012). The brains of adolescent boys are known to produce more testosterone, a hormone associated with the pursuit and maintenance of social status, and they are often more aggressive, bargaining, and cooperative in their interactions with peers (Armstrong, 2016). Moreover, in an environment free of peer influence and emotional factors, by mid-adolescence (ages 15-16), young people are able to think calmly and reason like adults (Armstrong, 2016).
In fact, this complex developmental process is even rational if viewed as a healthy sense of adventure and risk-taking preparation for adolescents to leave their old homes and build society as adults with their peers in the near future (Armstrong, 2016). Erikson, who proposed the eight psychosocial stages, also viewed adolescence as a transitional period leading to adulthood, a time when young people explore their identities within their social context (Erikson, 1970).
The formation of adolescent identity is certainly related to their brain development and interactions with their peers. However, the interactions themselves are influenced by the larger social and cultural framework in which they are placed. A related theory is Bronfenbrenner's bioecological system theory: he proposes that whether a child's inherited potential, genetic potential, is drawn out depends on the ecological environment (Rosa & Tudge, 2013).
A social environment in which young people can have a sense of belonging is essential to the formation of their identity. Adolescents' unique experience of group dynamics occurs as they attempt to establish their own social status in relation to their peers in school and community activities. For example, young people are often overly concerned about the

perspectives of others, having critical thoughts about their appearance, wishing to be in a group with the popular students in their class, or comparing themselves with them.
Adolescents' group dynamics can positively affect their mental and cognitive development, but they also have the potential to develop into bullying and peer pressure. Some studies also show that there are gender differences in those group dynamics (Ellis et al., 2012).
In this project, we have developed a set of observational research questions based on the theories and research related to these unique adolescent interactions: do behaviors related to the desire for social status appear in the interactions of adolescent students? And if so, does it vary by biological sex? The purpose of this paper is to relate observations of interactions among high school students around the world to various theoretical concepts on adolescence. We hypothesize that by observing their interactions, we can observe behaviors that indicate group dynamics and a desire for social status specific to adolescence. We also hypothesize that there may be differences in them depending on biological sex.

In an inclusive school teachers are expected to take responsibility for planning the teaching process in which they will apply adequate support (Ahon Adaka, 2013; Tomlinson, 2015). The aim of this research is to determine certain specificities of teachers’ differentiated instruction in their teaching and planning of individualised methods for the successful conduction of activities with pupils with difficulties in lower and higher grades of primary school. The set hypothesis states that there is a statistically significant difference between class teachers and subject teachers of primary schools of the Republic of Croatia (N=410) in the estimation of their own planning and application of methods in differentiated instruction and individualised approach to pupils with difficulties. The nonparametric Mann-Whitney U test was used to test the differences between teachers groups. The results showed that class teachers applied methods relating to pupils’ more successful inclusion in activ...

The aim of the study is to find out to what extent do the cognitive attitudes of selected primary and lower secondary school pupils towards pupils with disabilities and attitudes to the inclusive physical education (PE) change after they experience the educational programme Paralympic school day (PSD). In total, 78 pupils (37 boys and 41 girls) aged from 9 to 14 (mean age 12.72 ± 1.22) participated in the research. In order to perform the presented research, the questionnaires CAIPECZ (attitudes towards the inclusive PE) and ACL (cognitive attitudes towards people with disabilities) were used. The change in the pupils' attitudes was assessed in the span of three weeks (before and after they experienced PSD). From the results of the performed study, it may be concluded that when the pupils went through PSD, they statistically significantly improved p < 0,001 in the area of cognitive attitudes at the small effect size coefficient (r = 0,32). However, the attitudes towards a model pupil with disabilities did not prove a statistically significant change (p = 0.27) at the effect size coefficient r = 0.09.

The presence of school playground facilities has been reported to encourage active play, yet there is a paucity of research identifying the presence and quality of features within Australian secondary school playgrounds. The aim of this research study was to examine if secondary school playground environments are conducive for active play opportunities within the context of Australian secondary schools. A 44-item reliable and valid audit tool was employed to objectively assess the quality, quantity, presence of facilities and design of secondary school playground environments. It was revealed that fixed playground facilities, obstacle courses and coloured surface markings were largely absent. Findings revealed that secondary school playgrounds were more conducive for sporting opportunities than opportunities for active play and informal games. Understanding the secondary school playground environment options for active play opportunities is important for informing future, effective school interventions to facilitate positive health outcomes for Australian adolescents.

School break times provide a daily opportunity for children to be active; however, research indicates this time is underutilized. Reasons for low children's playground activity levels have primarily focused on physical barriers. This research aimed to contribute to physical environmental findings affecting children's playground physical activity levels by identifying additional variables through the interview process. Thirteen public schools were included in the sample (total 2946 children). Physical activity and environmental data were collected over 3 days. Environmental variables were manually assessed at each of the 13 schools. Observational data were used to determine which three schools were the most and least active. The principal, three teachers and 20 students in Grades 4-6 from these six schools (four lower and two average socioeconomic status) were invited to participate in the interview process. Student interviews involved the paired interview technique. The main themes generated from the school interviews included the effect of non-fixed equipment (including balls), playground markings, playground aesthetics, activity preference, clothing, the amount of break time available for play, teacher playground involvement, gender, bullying, school policies, student confidence in break-time activity and fundamental movement skills. The effect of bullying on playground physical activity levels was concerning.

The aim of the study was to know the factors that influence boys and girls&#39; perceptions for performing physical activity during playground recess from their own perspective. Ninety-eight schoolchildren aged 8-11 years from five schools from Cuenca (Spain) participated in 22 focus groups and carried out 98 drawings following the socioecological model as a theoretical framework. A content analysis of the transcripts from the focus groups and drawings was carried out by three researchers. Results showed that, in spite of boys and girls identified same barriers, there were gender differences in their perceptions. Gender socialization was the key as central category and helped to understand these differences. Boys preferred play football and this sport had a monopoly on the recess space. Weather was a barrier for boys. Girls and boys, who did not play football, were relegated to peripheral areas and lack of materials was a barrier for them. Teachers were a barrier for all children wh...

It could be claimed that children have a wealth of knowledge and experience regarding their school’s buildings and open spaces, as they regularly spend a considerable amount of time interacting with their classmates in classes, playgrounds, libraries, and drama stage . At a young age, children are susceptible to the spatial environment of their school, which may have a significant effect on their minds and perceptions, feelings, and attitudes towards school and education . Therefore, building better spatial environments that interact positively with young students could potentially lead to better-quality educational experiences . In this regard, an attractive design can help young students to create a sensory link with the school and its different areas, which therefore will increase students’ interest in studying and other related activities, and make them prepared for learning and development across physical, cognitive, emotional, moral and spiritual aspects .
The area of promoting an effective educational environment has attracted many scholars. However, they used to refer to the educational environment in abstract, behavioral, psychological, or connotative terms while neglecting the implications of the built environment of the school design. Factors such as building age, size, and condition, quality of maintenance, temperature, air quality, natural lighting, noise, and color can affect students’ health, safety, sense of self, and psychological state. The built environment that considers these essential factors has the potential to make the school a more likable place for children and promote the time quality they spend there .
The current study’s main objective is to assess the students’ experiences in two different built environments of the elementary school to find how embedding open spaces in the built environment in the elementary school can affect students’ perception of their school. The aim is to investigate the connection between healthy mindsets and open spaces through a cognitive approach. Investigating this connection could potentially help to determine what practical changes could be made to school design to improve mental wellbeing. Two case studies of elementary schools from Jeddah city, KSA are investigated. The two schools are significantly different in terms of the spatial environment. The cognitive mapping of students as users of education spaces are used to explore the students’ perceptual patterns set in the relationship between the spatial elements and cognitive maps.

The main purpose of this study was to identify the extent to which Irish physical education teachers promote continuity between curricular physical education and extra-curricular physical activities in post-primary schools. The latter denotes the provision of activities outside the formal (physical education) curriculum, which are not compulsory for all students but offered as optional activities (Penney & Harris, 1997), now also commonly referred to as out-of-school-hours learning or provision. Two particular issues discussed are ways in which physical education can help promote physical activity outside of the physical education class and the identification of factors that may hinder continuity between physical education and extra-curricular activities. The physical education curriculum, staffing and the school ethos arose as elements that have the potential to promote continuity between physical education and extra-curricular activities in Irish post-primary schools.

This study aimed to investigate several aspects of school playgrounds in the city of Denizli, Turkey, and in the state of Victoria, Australia, in order to identify and compare factors impacting on the provision of high quality outdoor facilities. Results from a recent study in Victorian primary school playgrounds are compared with data collected from a large number of schools in Denizli and analysed in light of international research findings. The most significant differences between playgrounds in both contexts are related to the age of schools, involvement of local communities in their school playgrounds, enforcement of playground rules and the natural features in the playgrounds. A number of shared challenges have emerged from this study, such as finding ways to involve children in decision making in playground design, improving processes for playground rule-making, increasing natural features and loose parts in playgrounds, and enhancing teacher understandings of the learning th...

This collaborative study aims to investigate aspects of school playgrounds in the city of Denizli, Turkey and in the state of Victoria, Australia. Using a survey designed for a recent study in Victoria, data was collected from a large number of schools in both settings and analysed in light of international research findings. The most significant differences between playgrounds in both contexts are related to the age of schools, involvement of local communities in their school playground, enforcement of playground rules and the natural features in the playgrounds. A number of shared challenges have emerged from this study such as involvement of children in decision making in playground design, processes for playground rule making, provision of loose parts for play, increasing natural features in playgrounds, maintaining playspaces and increasing teacher understanding of the learning that occurs when children play freely.

The authors take a reflective journey to explore the research methodology utilised in a multi-method, multi-site research study of children's environmental learning in schoolgrounds in Australia. Informed by an extensive literature review and dialogue with researchers around the world, the study constructed a research design and procedure that could be utilized by practitioner researchers and academic researchers as the foundation for further research on children's learning in schoolgrounds. This paper has the specific task of sharing our research story and lessons learnt as a conversation to those who intend to conduct future research with children on schoolground greening projects. Résumé Les auteurs prennent un séjour de réflexion pour explorer la méthodologie de recherche utilisée dans un projet multiméthodes, un projet de recherche réparti sur plusieurs emplacements, un projet de sensibilisation des enfants à l'environnement dans les cours d'école en Australie. Éclairée par une recension exhaustive des écrits et par un dialogue avec des chercheurs du monde entier, l'étude a échafaudé un plan de recherche et de procédures qui pourrait être utilisé par des chercheurs praticiens et par des chercheurs académiques comme le fondement d'une recherche future sur l'apprentissage des enfants sur les cours d'école. Cet article a la tâche spécifique de partager nos textes de recherche et les leçons apprises en conversant avec ceux qui ont l'intention de mener des recherches futures avec des enfants sur des projets d'écologisation de cours d'école. Children's environmental learning in their local environment has been a key area in the multidisciplinary field of children's environments (Hart, 1979; Moore, 1986). Building on this tradition, our schoolground research project, Children's Environments, applied research methods from the UNESCO Growing Up In Cities project (Malone, 1999; Malone & Hasluck, 1988) alongside methods adapted from "playground research" projects to develop a multimethod approach to researching children's experiences of their school environment.

Non-curricular avenues such as active play during school breaks have been established as a major source for children’s physical and cognitive development, yet there is little information for teachers on the influences affecting primary and secondary school students’ non-curricular physical activity. During this study focus groups and drawing were used to explore the broader influences on primary (n=47) and secondary (n=29) school students’ physical activity behaviour beyond the classroom. Barriers and facilitators to children’s physical activity were categorised using a multi-level social-ecological framework incorporating intrapersonal, interpersonal, physical environment and policy factors. Based on the drawings, comparisons between students’ existing play spaces and their perception of their ideal play space were made. Additionally, students depicted what features within a play space would encourage them to be active. The findings of the study indicate secondary school play space...

This paper reports the results of an online survey of government primary schools conducted in June 2011 at Victoria, Australia. This study aimed to investigate how practical ways of individual school policy is impacting on playgrounds in the areas of playspace design, play equipment, rules and supervision of children during recess breaks. Data analysed in light of international and local research findings about children's play indicate that many schools are providing playgrounds with a wide range of play possibilities through provision of high quality, diverse playspaces incorporating natural features. It also shows that playground rules reflect teacher attitudes and understandings about children's play in the playground, demonstrating their belief in the need for surveillance and safety as paramount. This base line document is a foundation for future research and the large sample provides a 'big picture' against which individual schools can compare themselves.

The study explores the use of a conventional school ground of a primary school and its potential as a space for creative play and environmental learning. Children’s play behavior and views of the school ground are explored, as well as their vision for its improvement. The research constitutes part of a wider school ground project and was carried out in a primary school in Volos city, Greece, during the 2010-2011 schoolyear. Geographical and participatory design methods were used that capture children’s experience of space and their will for participation in redesigning their school ground. They included mapping of the physical features of the school ground, children’s drawings, interviews with children, and observation and mapping of children’s behavior in the school ground. Results indicate that children primarily view their school ground as a space for recreation, play, relaxation, and communication with peers. They mainly emphasize structured, pre-constructed elements, such as th...

This article draws from a specific sporting intervention carried out by Dinamiks and Inncredu professionals during 2017-2018 season at Paidea School, a Special Education School setting in Barcelona, Catalonia. The intervention was undertaken as a form of sporting activities related to cycling. The main objective of the intervention was to assess the factual implementation of BTTEA project principles in an out of school placement. The theoretical patterns were established following a comprehensive literature review and BTTEA basic guidelines in order to disseminate them among PE Teachers and training institutions. The BTTEA program was integrated in a more complex educational project called SPORTEA, which aims to raise awareness about the need of implementing active leisure initiative for pupils with special needs to fight high levels of sedentary behaviour. The project gained local community partnership and collaborated with four regional councils. The study was carried out in order to reinforce the importance of improving Physical Education towards a Quality Physical Education patterns (Castillo, Solà & Sebastiani, 2015). In the process, attention to diversity and special needs were crucial in order to make Physical Education useful and meaningful for society.

This paper aims to present reflections about the reasons behind physical educators not using wrestling and martial arts for the physical education classes in Brazil. The research analyzed not only cultural and historical facts but also the academical exploration of the theme through time, using both bibliographical references and historical documentations. It became clear that the popular ignorance added to the poor formation of the physical educator regarding the theme, makes it very difficult to disseminate such practices in the school. It was also observed that regardless of martial arts and many types of wrestling being a well disseminated practice in Brazil there is a deficiency in research, publications and study groups regarding such practices.

Background: Children's health behaviours affect their current and future health. An appreciation of children's perceptions regarding these behaviours can inform health promotion initiatives. Focus groups and individual interviews have increasingly been used to explore health-related issues with children although the rationale for choosing any one method is not often explained and despite considerable debate about their benefits and drawbacks these methods have rarely been compared directly. This study aimed to explore the relative merits of the two approaches when collecting information from children about their perceptions of physical activity.

Overall research findings have revealed that the school environment both immediate and in the wider sense of the community does play a role in pupils&#39; academic and behavioural outcomes. The present article aims to discuss pupils&#39; experiences of, and suggestions for, the physical environment of the school which they attend. A case study was conducted in the United Kingdom in a primary school located in an area that is characterised by high levels of economic and social deprivation. Methods of collecting data included documentary evidence, interviews, observations, focus groups and pupils&#39; drawings and designs. The study findings have shown that there are great concerns about pupils&#39; learning and behavioural outcomes and that the school experiences overcrowding conditions as well as lack of space and facilities that provide opportunities for creative activities. The pupils themselves also showed awareness about the limitations of their school environment and their disc...

The World Health Organization recommends the promotion of quality physical education for young people in school curricula. The school as a democratic institution that reaches society, as well as physical education as a curricular component, plays an important role in educating citizens who are physically active in the future. However, studies have shown a growing disinterest of students in physical education classes. The aim of this opinion article is to describe a proposal for diagnosing the motivation of students from southeastern Brazil in physical education classes to guide quality practical interventions that encourage them to value physical activity as a means of health promotion. The premise is that young people educated for active life will become aware and autonomous adults who will maintain an adequate level of physical activity.

This study aims to investigate the perception of games in students who study in the elementary school period through the pictures they draw in the context of social powers. In this study, the phenomenology design, one of the qualitative research designs, was used. The study group of the research consisted of a total of 1,818 students, who studied in 23 elementary schools in the Marmara, Black Sea, Central Anatolia and Eastern Anatolia regions. Within this scope, after providing the students with the required materials, the question, 'What do you think about when you hear "games"?', was asked and they were asked to draw a picture with the theme, games. The data obtained in this framework were analysed through content analysis. According to the obtained findings, it is suggested that the playgrounds enjoyed by the children should be regulated to develop their social skills.

Transforming schoolyards into naturalized areas enhances play and nature connection (Dyment, 2005), increases repertoires of outdoor activities, and promotes resilience (Chawla, Keena, Pevec & Stanley, 2014). Employing photovoice and conversational interviews, this study examines children's perceptions pre-and post-playground naturalization at an elementary school in Cape Breton, Nova Scotia, Canada. Themes from data analysis include: engagement with nature, and desire for more nature; physicality and movement ; built and natural play features; and risk, rules, and well-being. Drawing on existing literature in the fields of schoolyard greening and naturaliza-tion, the study discusses benefits and complexities for future consideration in similar contexts.

Background: As children spend roughly 30 hours per week at school, the associated benefits of physical activity (PA) can be developed within physical education (PE) lessons, break times and after school activities. Therefore, the main aims of this investigation were to (i) investigate the differences between males and females PA levels across the tarmac area during lunch time, (ii) investigate the impact of staff/teacher supervision and (iii) to determine the effect of the weather on PA within the playground during lunch times and (iv) finally establish how pupils feel levels of PA could be increased during lunchtime. Methods: A mixed methods approach was undertaken to explore children's PA levels and the effect of gender, adult supervision and weather during school lunchtimes using n=132 participants aged 5-12 years. Moderate-to-vigorous (MPVA) PA levels were measured using systematic scans in 3 playground areas during 3 separate lunchtimes using an adapted version of McKenzie's pro forma. Focus groups on n=16 pupils aged 7-11 years were conducted to help improve understanding of the effects of supervision and weather on PA, and how levels of PA can be increased. Results: Paired sample t-tests results revealed that males were significantly more active in area one than area two (p=0.04) and females were significantly more active in area three than area one (p<0.01). Focus groups highlighted that supervisors made little impact upon PA, whilst hotter weather was reported to negatively affect PA levels, as children engaged in less active activities to avoid sweating. Conclusions: Overall males were observed to have higher levels of PA during the study, supervisors were important for health and safety but rarely encouraged PA and finally, participants claimed that they were less active when it was hotter.

The aim of this study was to study the expectations of children in the 8-10 age group regarding their play areas, and to generate planning and design data for these areas accordingly. For the study, which used cognitive mapping procedures, 176 children studying in the third and fourth years of a primary institution in Istanbul were asked to draw their fantasy children's play areas. In the analysis of their drawings, the children's preferences were identified in three main categories: the natural environment, the built environment, and human features. At the end of the evaluation, it was determined that there was a higher preference among the children for elements of the built environment, relative to the natural environment.

ABSTRACT: Increasing physical activity is a crucial preventive strategy to develop young children's health habits across their lifespan. Participation in physical activity, particularly among children, not only reduces obesity but also contributes to the prevention of chronic diseases. One way of establishing early habits of physical activity is by increasing active play in preschool children. Limited evidence exists at the preschool level on young children's use of preschool playgrounds, and even less on seasonal variation of play. This pilot study aimed to map activity levels of three to five-year olds in a preschool playground in order to identify physical activity levels undertaken in the outdoor play areas and how these physical activities varied across seasons. The findings indicate a variation in play patterns and activity levels in different seasons and highlight the need for a larger research study that examines this phenomenon in more diverse contexts. More importantly, the findings suggest the need for appropriate methodologies that can best capture data for examining the relationship between the physical environment of preschool playgrounds and improved physical activity outcomes in young children.

National and state surveys of school sun protection policies and practices demonstrate that being a member of a SunSmart Program improves sun protection practices in primary schools, often lead by Health and Physical Education (HPE) teachers. Australia's major Sunsmart program implemented in primary schools has largely focused on limiting children's exposure to ultraviolet radiation (UVR) to reduce the risk of developing skin cancer later in life. Yet another major hazard during outdoor physical education activities is the impact of extreme heat on school students. With physical education (PE) often occurring in hot environments and involving higher intensities (and heart rates), exposure to heat influences are raised. This research reports on a social-ecological model (SEM) review and text mining analysis of key heat protection policies and practices for the development of a five stage Heat Smart action plan in schools. The five stage action plan of Heat Smart strategies can be used to counteract extreme heat exposure during PE and ensure school students continue to meet key national physical activity and curricular objectives.

Identifying and understanding the perceptions of pre-service
teachers (PSTs) is vital to informing teaching practices. The purpose
of the ‘Generalist Entry into Teaching Physical Education’ (GET-PE)
study was to investigate Australian generalist PSTs' perceptions of the
barriers to teaching physical education (PE) classes. A socialecological
model framework (SEM) was uniquely applied as the
conceptual framework for the GET-PE study to analyse, explore and
understand the multiple levels of barriers perceived by the generalist
PSTs. A myriad of SEM level barriers were perceived by the
generalist PSTs (n=71) at the intrapersonal level (knowledge gaps,
physical abilities, reduced confidence), interpersonal level
(community influence, concentration/focus of students, inclusive
teaching, misbehaviour, modelling effective practice, motivation of
students), physical environment level (technology/screen time,
weather) and policy levels (balancing content, professional
development opportunities, recognition of PE, work-life balance).
With mounting demands on schools, PSTs must continually improve
preparation and readiness for teaching practical subjects such as PE.
By developing multi-level SEM insight from the GET-PE study into the
barriers for generalist PSTs to teaching PE, teacher education
programs can reflect upon the socialisation processes for PSTs and
facilitate learning environments that meet the needs of our future
teachers.

Outdoor adventure education courses are used in higher education to develop transferable skills such as groupwork and problem-solving skills. There is a need for exploratory investigation into students' perceptions of this experience. This study aimed to develop an innovative qualitative data collection method, and to use it to explore students' perceived learning processes and developmental outcomes when taking part in an outdoor groupwork skills course. Participants (n = 40) were undergraduate engineering students who were taking part in the 3 day residential course as part of their degree course. Students' experiences were captured whilst immersed in the course, using a semi-structured video diary room. Participants entered the diary room at different time points throughout the course and responded to openended questions. Following a thematic analysis, students were found to arrive on the course with mixed feelings towards groupwork and expected learning outcomes. Activities were enjoyable yet challenging, revealing students' weaknesses and demanding a range of skills and coping methods. The outdoor environment added novelty, risk and natural consequences. Students reported developing a range of skills in groupwork, adaptability, persistence, planning, problem-solving, time-management, communication, leadership, cooperation, group reflection and team spirit, as well as benefits to physical activity, self-confidence, self-awareness, peer and staff relationships and internationalisation. These findings provide a base for future investigation into the long-term impact on student development and skill transfer. The semi-structured video diary room yielded rich data, contributing to the literature by offering a simple, yet effective, qualitative research method that can be implemented in a variety of contexts.

Issue addressed: An important strategy for increasing children’s physical activity is to enhance children’s opportunities for school recess physical activities, yet little is known about the influence of school recess physical activities on children’s health-related quality of life (HRQOL). The purpose of the present study was to explore the relationship between Australian primary school children’s enjoyment of recess physical activities and HRQOL.

Methods: The study consisted of children at two Australian primary schools (n = 105) aged 8–12 years. The Lunchtime Enjoyment Activity and Play questionnaire was used to measure school children’s enjoyment of school recess physical activities. The Pediatric Quality of Life Inventory 4.0 was used to measure children’s HRQOL. Researchers applied linear regression modelling in STATA (ver. 13.0) to investigate the relationship between children’s enjoyment of school recess physical activities and HRQOL.

Results: It was discovered that primary school children’s enjoyment of more vigorous-type school recess physical activities and playing in a range of weather conditions was associated with children’s improved HRQOL.

Conclusion: The findings from this study suggest that health providers and researchers should consider providing primary school children with opportunities and facilities for more vigorous-intensity school recess physical activities as a key strategy to enhance children’s HRQOL.

So what? Considering a social-ecological model framework of the key predictors of children’s enjoyment of school recess physical activities may provide valuable insight for school health providers into the multiple levels of influence on children’s HRQOL when developing school settings and activities for school recess.

Key words: school environments, self-report, social-ecological model, wellbeing.

The purpose of this study was to determine whether strategically scheduled recess breaks throughout the school day will increase student on-task behaviours during the time when they work independently. As an intervention for this action research study, recess breaks were given more often but for less time; recess breaks were scheduled before and after academic lessons throughout the whole day. Methodology included observations with checklist and field notes. Results of the study suggest that recess breaks scheduled directly before or after academic lessons positively affect student on-task behaviours.

This paper unearths how primary school children experience and can complement the Australian HPE curriculum within three unique school ground equipment scenarios that include an ‘empty’, ‘loose parts’ and a ‘traditional’ school ground context. Using direct observation, 490 scans were undertaken of the school grounds over five days. Field note observations recorded children’s HPE learning experiences according to the curriculum, and predominant physical activity types and intensities were recorded. Implementing a variety of school ground equipment provisions was revealed to be important compared to the ‘empty’ school ground context for primary school children to meet HPE curriculum objectives.

Motor competence and physical activity (PA) patterns are established during the early childhood years. Early childhood education (ECE) settings are an important context for children's engagement in physically active play. This paper reports the findings from an online survey examining resources, spaces and affordances for PA and risk-taking in outdoor play provision at 245 ECE centres across Australia. Centres were generally well resourced to promote physical play and provide a diverse range of experiences that support PA and motor development, although varied in terms of opportunities for risk-taking in play. Most respondents believed the environment at their centres supported children's engagement in moderate to vigorous PA, however, regulatory restrictions relating to recommended height limits on climbing apparatus and having insufficient space were identified as factors limiting opportunities for challenging, physically active play. Outdoor space and teacher support are identified as important factors in childhood settings to promote PA and risk-taking. The emphasis on outdoor environments as a mediator of physically active play should be beneficial in directing limited resources to the provision of environments that are most likely to produce positive PA outcomes.

The study purpose was to assess preliminary validity and reliability of the Physical Education and School Sport Environment Inventory (PESSEI), which was designed to audit physical education (PE) and school sport spaces and resources. PE teachers from eight English secondary schools completed the PESSEI. Criterion validity was assessed by researcher observations of schools' spaces and facilities. To measure test-retest reliability, teachers completed the PESSEI twice within 14 days. Pearson's correlations for teacher and researcher observations ranged from r = .8 through .99. Test-retest reliability was also very high (intraclass correlation coefficients = 0.93 through 1.0). Limits of agreement were acceptable for all variables with the exception of indoor spatial area. Results support the potential of the PESSEI as an objective measure of the school physical environment. To confirm these initial findings, further validity and reliability analyses are required in differing school contexts.

The aim of this study was to examine the physical activity during the break-times of primary school children in rural areas, and its relationship with age and sex. 380 children (192 boys and 188 girls; age=9.5±1.1 years) participated in the study. Break-time physical activity in the morning and lunch breaks was measured by accelerometry. An ANOVA was used to determine differences by sex in each age group, together with the respective confidence intervals and effect sizes. The results showed that 8-year-olds performed more physical exercise than 11-year-olds during the two breaks (p=0.005). For the boys, the 8-year-olds did more physical activity than the 10-year-olds, while, for the girls, those aged 8 and 9 years did more PA than girls aged 11 years (p<0.001). The only difference between boys and girls was for the 10-year-olds (p=0.043), with the boys doing more physical activity. Teachers might find it useful to take these findings into account to design physical activity programmes aimed at increasing the playground physical activity of older children.

The main purpose of this study was to identify the extent to which Irish physical education teachers promote continuity between curricular physical education and extra-curricular physical activities in post-primary schools. The latter denotes the provision of activities outside the formal (physical education) curriculum, which are not compulsory for all students but offered as optional activities (Penney & Harris, 1997), now also commonly referred to as out-of-school-hours learning or provision.

This paper reports upon a small study which detailed the perceptions and experiences of physical activity from the perspective of children in different localities. Situated within educational settings, this research centred upon pupils in Year 5 across three schools in England in both rural and urban environments. Participants (n=61) were subject to a mixed range of data collection methods that involved the amalgamation of questionnaire and focus group data, facilitated by the inclusion of photo-voice evidence. The data showed a varied economy of experiences which spoke of motivators and barriers such as family, peers, and environmental factors. The study concludes that there are a multiplicity of factors which contribute to children‟s perceptions of physical activity, many of which are shown to be grounded in issues of physical locality and environment. As well as re-affirming our previous understandings of the importance of social factors such as peers and family support, this study considers the issues of rural and urban dimensions that may have previously experienced relative neglect.