As Recess Changes, Do Children Get Enough Free Play?
The differences in concrete activity levels in preschool children during free play recess and structured play recess
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Abstruse
Background/Objective
Concrete action (PA) is important in reducing babyhood obesity, yet a majority of children are not meeting PA guidelines. Schools take been identified as a place to promote childhood PA. The purpose of this study was to determine the best type of physically active recess period to increase preschool-aged children's PA.
Methods
PA was measured via accelerometers in preschool-aged children (north = 29) during iii, 30-min recess conditions (control; structured play; costless play) on separate school days. Tertile splits were performed based on PA during the free play status and children were divided into three groups: highly, moderately and least active.
Results
For the aggregated sample, children were more (p ≤ 0.001) active during the complimentary play (1282 ± 662 counts. min−one) and structured play (1416 ± 448 counts. min−1) recess versus the control condition (570 ± 460 counts. min−ane) and activity was not different between the gratis play and structured conditions. Yet, children who were the most active during gratis play (1970 ± 647 counts·min−1) decreased (p ≤ 0.05) action during structured play (1462 ± 535 counts·min−1), whereas children who were moderately active (1031 ± 112 counts·min−i) or the least (530 ± 239 counts·min−1) agile during free play increased activeness during structured play (1383 ± 345 counts·min−i moderately active, 1313 ± 413 counts·min−1 least active).
Conclusion
Providing a physically-active recess period will contribute to preschool-anile children coming together the recommended PA guidelines; however, different children may respond in a different style based upon the structure of the recess period.
© 2018 The Society of Chinese Scholars on Do Physiology and Fitness. Published by Elsevier (Singapore) Pte Ltd.
Source: https://www.sciencedirect.com/science/article/pii/S1728869X17301338
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