Level of physical activity during school recess within aspect of available dedicated playing space

Abstract

In recent years decrease in physical activity (PA) amongst school children have been highlighted. The World Health Organization recommends daily moderate to vigorous PA for this age group for at least 60 minutes. Maintaining proper PA level contributes to numerous health benefits and proper children's development stimulation. School recess allows pupils to meet the recommended physical activity guidelines, it can as well be crucial for their social and emotional development, increased learning effectiveness, reduced tension and school stress. The following element is listed among factors determining the quality and level of school recess: space available for pupils meaning a place where they can move freely and safely (run, play). Therefore, this research attempts to define what is the relation between the type of school recess resulting from available free time space for children and pupils' physical activity level during this recess. 113 grade 2 and 3 pupils from the local elementary school participated in the research (66 girls and 47 boys). Their physical activity undertaken spontaneously during school recess was the main point of observation. Two types of 10-minute school recess were analyzed: 1) the one spent in a classroom 2) the one spent in a school hallway. Significant statistical differences have been found between types of physical activity depending on space available for pupils during school recess. Clearly school recess spent in a classroom impairs free movement and causes visible reduction in physical activity. Organization of school recess including arrangement of space available to pupils between the classes can be understood as following the WHO guidelines defining the daily level of children's physical activity.