Cargando…

Observations of playground play during elementary school recess

OBJECTIVE: The purpose of the current study was to examine reliability and validity evidence for an observational measure of playground play during recess. Observational data of what children played at recess were collected at 236 recess sessions across 26 urban elementary schools. An inductive cont...

Descripción completa

Detalles Bibliográficos
Autores principales: Massey, William V., Ku, Byungmo, Stellino, Megan B.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6199697/
https://www.ncbi.nlm.nih.gov/pubmed/30352612
http://dx.doi.org/10.1186/s13104-018-3861-0
_version_ 1783365178911358976
author Massey, William V.
Ku, Byungmo
Stellino, Megan B.
author_facet Massey, William V.
Ku, Byungmo
Stellino, Megan B.
author_sort Massey, William V.
collection PubMed
description OBJECTIVE: The purpose of the current study was to examine reliability and validity evidence for an observational measure of playground play during recess. Observational data of what children played at recess were collected at 236 recess sessions across 26 urban elementary schools. An inductive content analysis of children’s type of play and activity engagement during recess was conducted to categorize activities. Inter-rater reliability of observations was assessed at 49 points that spanned 22 unique recess periods at four different schools. Reliability data were collected during the winter and spring seasons. A multivariate analysis of variance was conducted to examine differences in play and activity patterns between genders, and between schools implementing recess interventions (e.g., structured play environment) and schools with no recess intervention. RESULTS: Results of the content analysis yielded eight playground play and activity categories, all with high levels of inter-rater reliability (ICCs > .90). Significant differences in children’s play and activity patterns emerged between genders and across recess intervention conditions. Engagement in ‘sports and organized activities’ and ‘non-engagement in play’ contributed most to the separation between boys and girls, while ‘non-engagement in play’ contributed most to the separation between recess intervention and non-intervention schools.
format Online
Article
Text
id pubmed-6199697
institution National Center for Biotechnology Information
language English
publishDate 2018
publisher BioMed Central
record_format MEDLINE/PubMed
spelling pubmed-61996972018-10-31 Observations of playground play during elementary school recess Massey, William V. Ku, Byungmo Stellino, Megan B. BMC Res Notes Research Note OBJECTIVE: The purpose of the current study was to examine reliability and validity evidence for an observational measure of playground play during recess. Observational data of what children played at recess were collected at 236 recess sessions across 26 urban elementary schools. An inductive content analysis of children’s type of play and activity engagement during recess was conducted to categorize activities. Inter-rater reliability of observations was assessed at 49 points that spanned 22 unique recess periods at four different schools. Reliability data were collected during the winter and spring seasons. A multivariate analysis of variance was conducted to examine differences in play and activity patterns between genders, and between schools implementing recess interventions (e.g., structured play environment) and schools with no recess intervention. RESULTS: Results of the content analysis yielded eight playground play and activity categories, all with high levels of inter-rater reliability (ICCs > .90). Significant differences in children’s play and activity patterns emerged between genders and across recess intervention conditions. Engagement in ‘sports and organized activities’ and ‘non-engagement in play’ contributed most to the separation between boys and girls, while ‘non-engagement in play’ contributed most to the separation between recess intervention and non-intervention schools. BioMed Central 2018-10-23 /pmc/articles/PMC6199697/ /pubmed/30352612 http://dx.doi.org/10.1186/s13104-018-3861-0 Text en © The Author(s) 2018 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
spellingShingle Research Note
Massey, William V.
Ku, Byungmo
Stellino, Megan B.
Observations of playground play during elementary school recess
title Observations of playground play during elementary school recess
title_full Observations of playground play during elementary school recess
title_fullStr Observations of playground play during elementary school recess
title_full_unstemmed Observations of playground play during elementary school recess
title_short Observations of playground play during elementary school recess
title_sort observations of playground play during elementary school recess
topic Research Note
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6199697/
https://www.ncbi.nlm.nih.gov/pubmed/30352612
http://dx.doi.org/10.1186/s13104-018-3861-0
work_keys_str_mv AT masseywilliamv observationsofplaygroundplayduringelementaryschoolrecess
AT kubyungmo observationsofplaygroundplayduringelementaryschoolrecess
AT stellinomeganb observationsofplaygroundplayduringelementaryschoolrecess