Activating schoolyards: seen from the girls’ viewpoint

Purpose: Girls are less active in the schoolyard than boys – also after schoolyard renovations. Therefore, knowledge on girls’ perspectives on the ideal schoolyard to promote their physical activity is scarce and asked for. Drawing on a qualitative dataset the aim of this study was to investigate girls’ perceptions of factors influencing schoolyard use during recess. The socio-ecological model was used as a framework to systematically study the factors perceived by girls. Methods: From five Danish schools 50 girls were interviewed primarily one-on-one using a photo-elicited approach. Twenty-eight girls were from Grade 4 (age 10-11) and 22 girls were from Grade 6 (age 12-13). Data were analysed using pen profiles, which were constructed from verbatim transcripts. Results: Across layers in the socio-ecological model 20 and 21 factors were identified by Grade 4 and Grade 6 girls, respectively. Key factors identified were large group play and mobile phone policy mentioned by at least half of both age groups; active play facilities and greenery, mentioned by at least half of the Grade 4 girls and; weather, social facilities, and outdoor policy mentioned by at least half of the Grade 6 girls. Conclusions: Since multiple factors were important and interrelated across layers in the socio-ecological model the possibilities for a wider range of girls to use the schoolyard during recess, could be provided by improving the physical facilities and implement policies as well as socialising actions. To identify girls’ preferences more in-depth their views and the cultural gender and age context should be considered prior intervention.

The study was supported by the Danish foundation Realdania and the Danish foundation for Culture and Sport Facilities.