Recess physical activity and school-related social factors in Finnish primary and lower secondary schools: cross-sectional associations

BMC Public Health

Tuija H Tammelin¹  Taru Lintunen²  Anna Kankaanpää¹  Harto Hakonen¹  Lauri Laakso²  Kaarlo Laine¹  Mirja H Hirvensalo²  Henna L Haapala² 

[1]LIKES – Research Center for Sport and Health Sciences, Jyväskylä, Finland

[2]Department of Sport Sciences, University of Jyväskylä, Jyväskylä, Finland

关键词: Adolescents;    Children;    School climate;    Relatedness;    Peer relationships;    Social factors;    School;    Recess;    Physical activity;   

Others  :  1123122
DOI  :  10.1186/1471-2458-14-1114

 received in 2014-08-19, accepted in 2014-10-24,  发布年份 2014

【 摘 要 】

Background

Participation in physical activities provides students with opportunities for social interaction and social skills development. The purpose of this study was to investigate the associations of students’ recess physical activity with school-related social factors.

Methods

Data were collected in 19 schools countrywide in autumn 2010, and 1463 students from grades 4 and 5 (primary school) and from grades 7 and 8 (lower secondary school) completed an anonymous questionnaire. Multiple linear regression analysis was used to investigate whether self-reported physical activity at recess was associated with peer relationships at school, relatedness to school and school climate. Analyses were adjusted for self-reported overall physical activity and conducted for primary and lower secondary schools. Multi-group analysis was used to test sex differences among the associations.

Results

In primary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.17, p = 0.007 and girls: b = 0.21, p <0.001), relatedness to school (boys: b = 0.18, p = 0.002 and girls: b = 0.24, p <0.001) and school climate (girls: b = 0.17, p = 0.001), after adjusting for overall physical activity. In lower secondary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.09, p = 0.006 and girls: b = 0.12, p = 0.010) but not with other school-related social factors. No sex differences were observed in these associations.

Conclusions

Our results suggest that students’ participation in physical activities during school recess is positively associated with students’ school-related social factors. In the future, it would be worthwhile to study how physical activity at recess should be organised in order to support the development of school-related social factors.

【 授权许可】

   
2014 Haapala et al.; licensee BioMed Central Ltd.

【 参考文献 】

• [1]Janssen I, Leblanc AG: Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. Int J Behav Nutr Phys Act 2010, 7:40. BioMed Central Full Text
• [2]Hillman CH, Erickson KI, Kramer AF: Be smart, exercise your heart: exercise effects on brain and cognition. Nat Rev Neurosci 2008, 9:58-65.
• [3]Centers for Disease Control and Prevention: The association between school-based physical activity, including physical education, and academic performance. Atlanta, GA: U.S. Department of Health and Human Services; 2010.
• [4]Bailey R: Physical education and sport in schools: a review of benefits and outcomes. J Sch Health 2006, 76:397-401.
• [5]Blatchford P: Social life in schools: pupils experiences of breaktime and recess from 7 to 16 years. London: Falmer Press; 1998.
• [6]Weiss MR, Stuntz CP: A little friendly competition: peer relationships and psychosocial development in youth sport and physical activity contexts. In Developmental Sport and Exercise Psychology: A Lifespan Perspective. Edited by Weiss MR. Morgantown: Fitness Information Technology; 2004:165-196.
• [7]Dobbins M, Husson H, DeCorby K, LaRocca R: School-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18. Cochrane Database Syst Rev 2013, 2:CD007651.
• [8]Nettlefold L, McKay HA, Warburton DER, McGuire KA, Bredin SSD, Naylor PJ: The challenge of low physical activity during the school day: at recess, lunch and in physical education. Br J Sports Med 2011, 45:813-819.
• [9]Ramstetter CL, Murray R, Garner AS: The crucial role of recess in schools. J Sch Health 2010, 80:517-526.
• [10]National Association of Early Childhood Specialists in State Departments of Education: Recess and the Importance of Play: A Position Statement on Young Children and Recess. Washington, DC: National Association of Early Childhood Specialists in State Departments of Education; 2001.
• [11]Murray R, Ramstetter C: The crucial role of recess in school. Pediatrics 2013, 131:183-188.
• [12]Libbey HP: Measuring student relationships to school: attachment, bonding, connectedness, and engagement. J Sch Health 2004, 74:274-283.
• [13]Konu AI, Koivisto AM: The School Well-Being Profile - a valid instrument for evaluation. In Proceedings in EDULEARN11 Conference: 4-6 July 2011; Barcelona. Edited by Gómez Chova L, Martí Belenguer D, López Martínez A. Barcelona: IATED; 2011:1842-1850.
• [14]Konu A, Rimpelä M: Well-being in schools: a conceptual model. Health Promot Int 2002, 17:79-87.
• [15]Richer FS, Vallerand RJ: Construction et validation de l’échelle du sentiment d’appartenance sociale (ÉSAS). Rev Eur Psychol Appl 1998, 48:129-138.
• [16]Osterman KF: Students’ need for belonging in the school community. Rev Educ Res 2000, 70:323-367.
• [17]Way N, Reddy R, Rhodes J: Students’ perceptions of school climate during the middle school years: associations with trajectories of psychological and behavioral adjustment. Am J Community Psychol 2007, 40:194-213.
• [18]Furrer C, Skinner E: Sense of relatedness as a factor in children’s academic engagement and performance. J Educ Psychol 2003, 95:148-162.
• [19]Goodenow C: Classroom belonging among early adolescent students: relationships to motivation and achievement. J Early Adolesc 1993, 13:21-43.
• [20]Eccles JS, Midgley C, Wigfield A, Buchanan CM, Reuman D, Flanagan C, Iver DM: Development during adolescence. The impact of stage-environment fit on young adolescents’ experiences in schools and in families. Am Psychol 1993, 48:90-101.
• [21]Bailey R, Armour K, Kirk D, Jess M, Pickup I, Sandford R: The educational benefits claimed for physical education and school sport: an academic review. Res Pap Educ 2009, 24:1-27.
• [22]Bailey R: Evaluating the relationship between physical education, sport and social inclusion. Educ Rev 2005, 57:71-90.
• [23]Glover TD, Hemingway JL: Locating leisure in the social capital literature. J Leis Res 2005, 37:387-401.
• [24]Iannotti RJ, Janssen I, Haug E, Kololo H, Annaheim B, Borraccino A: Interrelationships of adolescent physical activity, screen-based sedentary behaviour, and social and psychological health. Int J Public Health 2009, 54(2 Supplement):191-198.
• [25]Ridgers ND, Stratton G, Fairclough SJ: Physical activity levels of children during school playtime. Sports Med 2006, 36:359-371.
• [26]Viner RM, Ozer EM, Denny S, Marmot M, Resnick M, Fatusi A, Currie C: Adolescence and the social determinants of health. Lancet 2012, 379:1641-1652.
• [27]Crosnoe R, Mcneely C: Peer relations, adolescent research and practice. Fam Community Health 2008, 31:71-80.
• [28]Gustafsson PE, Janlert U, Theorell T, Westerlund H, Hammarstrom A: Do peer relations in adolescence influence health in adulthood? Peer problems in the school setting and the metabolic syndrome in middle-age. PLoS One 2012, 7:e39385.
• [29]Liem GA, Martin AJ: Peer relationships and adolescents’ academic and non-academic outcomes: same-sex and opposite-sex peer effects and the mediating role of school engagement. Br J Educ Psychol 2011, 81:183-206.
• [30]Boulton MJ, Don J, Boulton L: Predicting children’s liking of school from their peer relationships. Soc Psychol Educ 2011, 14:489.
• [31]Haapala HL, Hirvensalo MH, Laine K, Laakso L, Hakonen H, Lintunen T, Tammelin TH: Adolescents’ physical activity at recess and actions to promote a physically active school day in four Finnish schools. Health Educ Res 2014, 29:840-852.
• [32]World Medical Association: World medical association declaration of Helsinki: ethical principles for medical research involving human subjects. JAMA 2013, 310:2191-2194.
• [33]National Advisory Board on Research Ethics: Ethical Principles of Research in the Humanities and Social and Behavioural Sciences and Proposals for Ethical Review. Helsinki: National Advisory Board on Research Ethics; 2009.
• [34]Roberts C, Tynjälä J, Komkov A: Physical activity. In Young people’s Health in Context Health Behaviour School-Aged Children (HBSC) Study: International Report from 2001/2002 Survey. Edited by Currie C, Roberts C, Morgan A, Smith R, Settertobulte W, Samdal O, Barnekow Rasmussen V. Copenhagen: Who Regional Office for Europe; 2004:90-97.
• [35]Liu Y, Wang M, Tynjala J, Lv Y, Villberg J, Zhang Z, Kannas L: Test-retest reliability of selected items of Health Behaviour in School-aged Children (HBSC) survey questionnaire in Beijing, China. BMC Med Res Methodol 2010, 10:73. BioMed Central Full Text
• [36]Prochaska J, Sallis J, Long B: A physical activity screening measure for use with adolescents in primary care. Arch Pediatr Adolesc Med 2001, 155:554-559.
• [37]Lintonen T, Konu AI: The well-being profile - an internet tool for school health promotion. Promot Educ 2006, 13:230-235.
• [38]Standage M, Duda JL, Ntoumanis N: A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. J Educ Psychol 2003, 95:97-110.
• [39]Standage M, Duda JL, Ntoumanis N: Students’ motivational processes and their relationship to teacher ratings in school physical education: a self-determination theory approach. Res Q Exerc Sport 2006, 77:100-110.
• [40]Currie C, Roberts C, Morgan A, Smith R, Settertobulte W, Samdal O, Barnekow Rasmussen V: Young people’s health in context. Health Behaviour in School-aged Children (HBSC) study: international report from the 2001/2002 survey. WHO Regional Office for Europe: Copenhagen; 2004.
• [41]Muthén LK, Muthén BO: Mplus User’s Guide. 7th edition. Muthén & Muthén: Los Angeles, CA; 2012.
• [42]Sallis JF, Prochaska JJ, Taylor WC: A review of correlates of physical activity of children and adolescents. Med Sci Sport Exerc 2000, 32:963-975.
• [43]Van der Horst K, Chi A, Paw MJ, Twisk JWR, van Mechelen W: A brief review on correlates of physical activity and sedentariness in youth. Med Sci Sport Exerc 2007, 39:1241-1250.
• [44]Linver MR, Roth JL, Brooks-Gunn J: Patterns of adolescents’ participation in organized activities: are sports best when combined with other activities? Dev Psychol 2009, 45:354-367.
• [45]Eccles JS, Barber BL, Stone M, Hunt J: Extracurricular activities and adolescent development. J Soc Issues 2003, 59:865-889.
• [46]Finnish National Board of Education: National Core Curriculum for Basic Education 2004. Helsinki: Finnish National Board of Education; 2004.
• [47]Sandford RA, Duncombe R, Armour KM: The role of physical activity/sport in tackling youth disaffection and anti-social behaviour. Educ Rev 2008, 60:419-435.
• [48]Sandford RA, Armour KM, Warmington PC: Re-engaging disaffected youth through physical activity programmes. Br Educ Res J 2006, 32:251-271.
• [49]Hansen DM, Larson RW, Jodi B: What do adolescents learn in organized youth activities: a survey of self-reported developmental experiences. J Res Adolesc 2003, 13:25-55.
• [50]Mahoney JL, Eccles JS, Larson RW: Processes of adjustment in organized out-of-school activities: opportunities and risks. New Dir Youth Dev 2004, 2004:115-144.
• [51]Long J, Sanderson I: The social benefits of sport: Where’s the proof? In Sport in the City: the Role of Sport in Economic and Social Regeneration. Edited by Gratton C, Henry IP. London: Routledge; 2001:187-203.
• [52]Patton GC, Viner R: Pubertal transitions in health. Lancet 2007, 369:1130-1139.
• [53]Ridgers ND, Salmon J, Parrish A-M, Stanley RM, Okely AD: Physical activity during school recess: a systematic review. Am J Prev Med 2012, 43:320-328.
• [54]Erwin H, Abel M, Beighle A, Noland MP, Worley B, Riggs R: The contribution of recess to children’s school-day physical activity. J Phys Act Health 2012, 9:442-448.
• [55]Pellegrini AD, Kato K, Blatchford P, Baines E: A short-term longitudinal study of children’s playground games across the first year of school: implications for social competence and adjustment to school. Am Educ Res J 2002, 39:991-1015.
• [56]Blatchford P, Baines E, Pellegrini A: The social context of school playground games: sex and ethnic differences, and changes over time after entry to junior school. Br J Dev Psychol 2003, 21:481-505.
• [57]Pellegrini AD, Bohn CM: The role of recess in children’s cognitive performance and school adjustment. Educ Res 2005, 34:13-19.
• [58]Sallis JF, Saelens BE: Assessment of physical activity by self-report: status, limitations, and future directions. Res Q Exerc Sport 2000, 71:1-14.
• [59]Shephard RJ: Limits to the measurement of habitual physical activity by questionnaires. Br J Sports Med 2003, 37:197-206.