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Psychosocial barriers to playground activity levels

Journal Article


Abstract


  • Objective: This research investigates whether psychosocial and

    physical variables affect children's school playground physical

    activity levels.

    Methods: Self-report questionnaires, designed using social cognitive

    theory, surveyed nine principals, 84 teachers and 468 children from

    13 regional Australian primary schools to determine which barriers

    affect children's school break time playground physical activity.

    Results: Students believed their activity was affected by: the

    weather (77%), lack of time (44%), bullying (21 %) and school

    uniforms (21 %); significant variables were: fear of bullying, fear

    of getting hurt, being shy, and a dislike of being active. Teachers

    believed children's activity was affected by a lack of: playground

    markings (43%), games courts (42%), staff (39%) and the potential

    for injury (39%); significant variables were: lack of games courts and

    lack of fixed and non-fixed equipment.

    Conclusions: The findings suggest that future research should

    include psychosocial and physical barriers when investigating

Publication Date


  • 2012

Citation


  • Parrish, A., Iverson, D. C., Russell, K. & Yeatman, H. (2012). Psychosocial barriers to playground activity levels. British Journal of School Nursing, 7 (3), 131-137.

Ro Metadata Url


  • http://ro.uow.edu.au/hbspapers/3179

Number Of Pages


  • 6

Start Page


  • 131

End Page


  • 137

Volume


  • 7

Issue


  • 3

Abstract


  • Objective: This research investigates whether psychosocial and

    physical variables affect children's school playground physical

    activity levels.

    Methods: Self-report questionnaires, designed using social cognitive

    theory, surveyed nine principals, 84 teachers and 468 children from

    13 regional Australian primary schools to determine which barriers

    affect children's school break time playground physical activity.

    Results: Students believed their activity was affected by: the

    weather (77%), lack of time (44%), bullying (21 %) and school

    uniforms (21 %); significant variables were: fear of bullying, fear

    of getting hurt, being shy, and a dislike of being active. Teachers

    believed children's activity was affected by a lack of: playground

    markings (43%), games courts (42%), staff (39%) and the potential

    for injury (39%); significant variables were: lack of games courts and

    lack of fixed and non-fixed equipment.

    Conclusions: The findings suggest that future research should

    include psychosocial and physical barriers when investigating

Publication Date


  • 2012

Citation


  • Parrish, A., Iverson, D. C., Russell, K. & Yeatman, H. (2012). Psychosocial barriers to playground activity levels. British Journal of School Nursing, 7 (3), 131-137.

Ro Metadata Url


  • http://ro.uow.edu.au/hbspapers/3179

Number Of Pages


  • 6

Start Page


  • 131

End Page


  • 137

Volume


  • 7

Issue


  • 3