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

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 s...

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Autores principales: Toft Amholt, Thea, Westerskov Dalgas, Birgitte, Veitch, Jenny, Ntoumanis, Nikos, Fich Jespersen, Jeanette, Schipperijn, Jasper, Pawlowski, Charlotte
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Taylor & Francis 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9255119/
https://www.ncbi.nlm.nih.gov/pubmed/35786205
http://dx.doi.org/10.1080/17482631.2022.2096085
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author Toft Amholt, Thea
Westerskov Dalgas, Birgitte
Veitch, Jenny
Ntoumanis, Nikos
Fich Jespersen, Jeanette
Schipperijn, Jasper
Pawlowski, Charlotte
author_facet Toft Amholt, Thea
Westerskov Dalgas, Birgitte
Veitch, Jenny
Ntoumanis, Nikos
Fich Jespersen, Jeanette
Schipperijn, Jasper
Pawlowski, Charlotte
author_sort Toft Amholt, Thea
collection PubMed
description 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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spelling pubmed-92551192022-07-06 Motivating playgrounds: understanding how school playgrounds support autonomy, competence, and relatedness of tweens Toft Amholt, Thea Westerskov Dalgas, Birgitte Veitch, Jenny Ntoumanis, Nikos Fich Jespersen, Jeanette Schipperijn, Jasper Pawlowski, Charlotte Int J Qual Stud Health Well-being Article 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. Taylor & Francis 2022-07-03 /pmc/articles/PMC9255119/ /pubmed/35786205 http://dx.doi.org/10.1080/17482631.2022.2096085 Text en © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. https://creativecommons.org/licenses/by/4.0/This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Article
Toft Amholt, Thea
Westerskov Dalgas, Birgitte
Veitch, Jenny
Ntoumanis, Nikos
Fich Jespersen, Jeanette
Schipperijn, Jasper
Pawlowski, Charlotte
Motivating playgrounds: understanding how school playgrounds support autonomy, competence, and relatedness of tweens
title Motivating playgrounds: understanding how school playgrounds support autonomy, competence, and relatedness of tweens
title_full Motivating playgrounds: understanding how school playgrounds support autonomy, competence, and relatedness of tweens
title_fullStr Motivating playgrounds: understanding how school playgrounds support autonomy, competence, and relatedness of tweens
title_full_unstemmed Motivating playgrounds: understanding how school playgrounds support autonomy, competence, and relatedness of tweens
title_short Motivating playgrounds: understanding how school playgrounds support autonomy, competence, and relatedness of tweens
title_sort motivating playgrounds: understanding how school playgrounds support autonomy, competence, and relatedness of tweens
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9255119/
https://www.ncbi.nlm.nih.gov/pubmed/35786205
http://dx.doi.org/10.1080/17482631.2022.2096085
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