Children’s voices in the schoolyard: a qualitative study of factors influencing children's physical activity behavior during recess

Research on recess physical activity has predominantly focused on quantitative measures constructed by adults. To really understand the factors affecting recess physical activity it is crucial to observe and listen to children. The aim of this study was to gain knowledge on children’s perceptions of factors influencing their physical activity behaviour during recess.
Data were collected in two studies using a combination of participatory approaches: participant observation, go-along interview and photovoice. The studies were conducted among 10-13 year-old children in 17 Danish schools and five New Zealand schools.
Twelve factors were identified: bodily self-esteem and ability, gender, gendered school culture, peer influence, conflicts and exclusion, space experiences, lack of play facilities, outdoor play policy, use of electronic devices, recess duration, organised activities, and weather. These factors were located within different layers of the socio-ecological model, but were interdependent. The findings speak for implementing a combination of actions addressing factors from different layers in the socio-ecological model to increase recess physical activity. For example, by designing schoolyards with smaller secluded spaces, combined with regulating the use of electronic devices during recess, or organising teacher-controlled recess activities.