Connections between play location during recess, physical activity, and school connectedness: a US case study.

Abstract

School connectedness and physical activity are key contributors to children's growth and development. Recess is often viewed as a prime opportunity to promote these outcomes, yet minimal research has specifically explored their connection or how children's play location during recess may contribute. This study examined the relationships between self-reported play locations during outdoor recess, physical activity intensity during recess, and school connectedness. Online surveys (N = 746) were administered to fourth and fifth grade students at a public charter school in Phoenix (AZ, USA). Structural equation modeling was used to assess the fit of the data with the hypothesized relationships, and generalized estimating equations were used to evaluate relationships between play location, physical activity, and school connectedness. The data fit the model well. Most play occurred on fields (43%), followed by courts (23%) and play structures (22%). Students reported significantly higher physical activity on courts and fields and lower activity on play structures. No significant relationships were observed between play location and school connectedness or physical activity and school connectedness. Understanding how children use the schoolyard can inform targeted interventions to improve both social and physical well-being while shaping thoughtful schoolyard design. The differing impacts of play locations on physical activity emphasize the need for tailored strategies that encourage movement across various play areas, particularly on play structures. Concurrently, the lack of significant associations between school connectedness with play location and physical activity highlights the complexity of this relationship and the need for further research into how school connectedness is fostered.