Motivating playgrounds: understanding how school playgrounds support autonomy, competence, and relatedness of tweens

Thea Toft Amholt; Birgitte Westerskov Dalgas; Jenny Veitch; Nikos Ntoumanis; Jeanette Fich Jespersen; Jasper Schipperijn; Charlotte Pawlowski

doi:10.1080/17482631.2022.2096085

Motivating playgrounds: understanding how school playgrounds support autonomy, competence, and relatedness of tweens

Thea Toft Amholt^*, Birgitte Westerskov Dalgas, Jenny Veitch, Nikos Ntoumanis, Jeanette Fich Jespersen, Jasper Schipperijn, Charlotte Pawlowski

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Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

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Abstract

PURPOSE: Physical activity (PA) is an important factor contributing to general health. PA declines rapidly during tween years (9-12 years) when children's social world changes. School playgrounds can contribute substantially to children's PA, but little is known about how to motivate tweens to use school playgrounds. Using the three basic psychological needs (autonomy, competence, and relatedness) proposed by the Self-Determination Theory, this qualitative study aimed to investigate how school playgrounds can support tweens' needs.

METHODS: Tweens (n = 56) participated in focus group go-along interviews in their school playground.

RESULTS: We found that tweens needed a variety of play possibilities (autonomy) that challenged their skills (competence) as well as areas to retract and be with friends (relatedness).

CONCLUSION: This research highlights the importance of incorporating tweens' perspectives in playground design to attract and retain them in play and PA in school playgrounds.

Originalsprog	Engelsk
Artikelnummer	2096085
Tidsskrift	International Journal of Qualitative Studies on Health and Well-Being
Vol/bind	17
Udgave nummer	1
Antal sider	13
ISSN	1748-2623
DOI	https://doi.org/10.1080/17482631.2022.2096085
Status	Udgivet - dec. 2022

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10.1080/17482631.2022.2096085Licens: CC BY

Open access versionForlagets udgivne version, 1,81 MBLicens: CC BY

1 Ph.d.-afhandling

Motivating Playgrounds
Amholt, T. T., 24. okt. 2022, Syddansk Universitet. Det Sundhedsvidenskabelige Fakultet. 217 s.
Publikation: Afhandling › Ph.d.-afhandling

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Motivating Playgrounds
Amholt, T. T. (Ph.d.-studerende) & Schipperijn, J. (Vejleder)
01/02/2020 → 01/02/2023
Projekter: Projekt › Ph.d-projekt

Citationsformater

Toft Amholt, T., Westerskov Dalgas, B., Veitch, J., Ntoumanis, N., Fich Jespersen, J., Schipperijn, J., & Pawlowski, C. (2022). Motivating playgrounds: understanding how school playgrounds support autonomy, competence, and relatedness of tweens. International Journal of Qualitative Studies on Health and Well-Being, 17(1), Artikel 2096085. https://doi.org/10.1080/17482631.2022.2096085

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abstract = "PURPOSE: Physical activity (PA) is an important factor contributing to general health. PA declines rapidly during tween years (9-12 years) when children's social world changes. School playgrounds can contribute substantially to children's PA, but little is known about how to motivate tweens to use school playgrounds. Using the three basic psychological needs (autonomy, competence, and relatedness) proposed by the Self-Determination Theory, this qualitative study aimed to investigate how school playgrounds can support tweens' needs.METHODS: Tweens (n = 56) participated in focus group go-along interviews in their school playground.RESULTS: We found that tweens needed a variety of play possibilities (autonomy) that challenged their skills (competence) as well as areas to retract and be with friends (relatedness).CONCLUSION: This research highlights the importance of incorporating tweens' perspectives in playground design to attract and retain them in play and PA in school playgrounds.",

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Toft Amholt, T, Westerskov Dalgas, B, Veitch, J, Ntoumanis, N, Fich Jespersen, J, Schipperijn, J & Pawlowski, C 2022, 'Motivating playgrounds: understanding how school playgrounds support autonomy, competence, and relatedness of tweens', International Journal of Qualitative Studies on Health and Well-Being, bind 17, nr. 1, 2096085. https://doi.org/10.1080/17482631.2022.2096085

Motivating playgrounds: understanding how school playgrounds support autonomy, competence, and relatedness of tweens. / Toft Amholt, Thea; Westerskov Dalgas, Birgitte; Veitch, Jenny et al.
I: International Journal of Qualitative Studies on Health and Well-Being, Bind 17, Nr. 1, 2096085, 12.2022.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

TY - JOUR

T1 - Motivating playgrounds

T2 - understanding how school playgrounds support autonomy, competence, and relatedness of tweens

AU - Toft Amholt, Thea

AU - Westerskov Dalgas, Birgitte

AU - Veitch, Jenny

AU - Ntoumanis, Nikos

AU - Fich Jespersen, Jeanette

AU - Schipperijn, Jasper

AU - Pawlowski, Charlotte

PY - 2022/12

Y1 - 2022/12

N2 - PURPOSE: Physical activity (PA) is an important factor contributing to general health. PA declines rapidly during tween years (9-12 years) when children's social world changes. School playgrounds can contribute substantially to children's PA, but little is known about how to motivate tweens to use school playgrounds. Using the three basic psychological needs (autonomy, competence, and relatedness) proposed by the Self-Determination Theory, this qualitative study aimed to investigate how school playgrounds can support tweens' needs.METHODS: Tweens (n = 56) participated in focus group go-along interviews in their school playground.RESULTS: We found that tweens needed a variety of play possibilities (autonomy) that challenged their skills (competence) as well as areas to retract and be with friends (relatedness).CONCLUSION: This research highlights the importance of incorporating tweens' perspectives in playground design to attract and retain them in play and PA in school playgrounds.

AB - PURPOSE: Physical activity (PA) is an important factor contributing to general health. PA declines rapidly during tween years (9-12 years) when children's social world changes. School playgrounds can contribute substantially to children's PA, but little is known about how to motivate tweens to use school playgrounds. Using the three basic psychological needs (autonomy, competence, and relatedness) proposed by the Self-Determination Theory, this qualitative study aimed to investigate how school playgrounds can support tweens' needs.METHODS: Tweens (n = 56) participated in focus group go-along interviews in their school playground.RESULTS: We found that tweens needed a variety of play possibilities (autonomy) that challenged their skills (competence) as well as areas to retract and be with friends (relatedness).CONCLUSION: This research highlights the importance of incorporating tweens' perspectives in playground design to attract and retain them in play and PA in school playgrounds.

KW - Adolescent

KW - Child

KW - Exercise

KW - Humans

KW - Personal Autonomy

KW - Polysorbates

KW - Schools

U2 - 10.1080/17482631.2022.2096085

DO - 10.1080/17482631.2022.2096085

M3 - Journal article

C2 - 35786205

SN - 1748-2623

VL - 17

JO - International Journal of Qualitative Studies on Health and Well-Being

JF - International Journal of Qualitative Studies on Health and Well-Being

IS - 1

M1 - 2096085

ER -

Motivating playgrounds: understanding how school playgrounds support autonomy, competence, and relatedness of tweens

Abstract

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