Physical, intrapersonal and interpersonal benefits of playground interventions in primary education
Abstract
The increase in sedentary and child obesity rates worries internationally. Data from Spain reveal an alarming increase in the prevalence of childhood and adolescent obesity, which reaches 15.9% in children aged 6 to 9 years. Compulsory schooling has the potential to alleviate this pandemic and to promote active habits among all schoolchildren, with a relatively low effort and cost. This requires the implementation of intervention programs and effective strategies. This study reviews the research evidence that has analyzed the impact of interventions on recess time applied in primary schools not only at a physical level (physical activity) but also at the intrapersonal (e.g., motivation, behavior, individual attitudes, etc.) and interpersonal level (e.g., social relationship). It is concluded that multi-component programs (several intervention strategies) and those that serve different strata of influencing factors are more effective and complete than uni-component interventions (only one strategy). Finally, practical implications are suggested for principals and teachers.
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1. The Publication Service of the University of Murcia (the publisher) has the Publication Rights (Copyright) to the published papers and works, and favors and permits the reusing of the same under the license indicated in point 2.
© Servicio de Publicaciones, Universidad de Murcia, 2013
2. The papers and works are to be published in the digital edition of the Journal under the license Creative Commons Reconocimiento-No Comercial-Sin Obra Derivada 3.0 España (legal text). The copying, using, spreading, transmitting and publicly displaying of the papers, works or publication are permitted as long as: i) the authors and original sources (Journal, publisher and URL of the publication) are quoted; ii) it is not used for commercial benefit; iii) the existence and specifications of this users license are mentioned.
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