Objective: This research investigates whether psychosocial and
physical variables affect children's school playground physical
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