ArticleBMC public health2016
Space, body, time and relationship experiences of recess physical activity: a qualitative case study among the least physical active schoolchildren.
Article in BMC public health, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed.
- Recess as a Setting for Child Development: A Randomized Controlled Trial on Physical Activity, Motor Skills and Social-Emotional Functioning.The Journal of school health · 2026Trial
- Factors influencing adolescents' participation in school recess activities in urban and rural schools: A qualitative study.Journal of exercise science and fitness · 2026Article
- Promoting unstructured recess activity in urban high school: a case study of combined spatial planning and behavioural guidance strategies.BMC public health · 2025Article
- Playing Alone: Recess Physical Activity and Social Interactions of Children with and Without Obesity and Severe Obesity.Childhood obesity (Print) · 2025Article
- The impact of physically active learning during the school day on children's physical activity levels, time on task and learning behaviours and academic outcomes.Health education research · 2021Article
- 'Social screens' and 'the mainstream': longitudinal competitors of non-organized physical activity in the transition from childhood to adolescence.The international journal of behavioral nutrition and physical activity · 2020Article
- Factors associated with in-school physical activity among urban children with asthma.The Journal of asthma : official journal of the Association for the Care of Asthma · 2018Article
- Children's physical activity during a segmented school week: results from a quasi-experimental education outside the classroom intervention.The international journal of behavioral nutrition and physical activity · 2017Article
- Are children participating in a quasi-experimental education outside the classroom intervention more physically active?BMC public health · 2017Article
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Authors and funding
5 authors.
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Abstract
backgroundIncreasing recess physical activity has been the aim of several interventions, as this setting can provide numerous physical activity opportunities. However, it is unclear if these interventions are equally effective for all children, or if they only appeal to children who are already physically active. This study was conducted to explore the least physically active children's "lived experiences" within four existential lifeworlds linked to physical activity during recess: space, body, time, and relations.
methodsThe study builds on ethnographic fieldwork in a public school in Denmark using a combination of participatory photo interviews and participant observation. Thirty-seven grade five children (11-12 years old) were grouped in quartiles based on their objectively measured daily physical activity levels. Eight children in the lowest activity quartile (six girls) were selected to participate in the study. To avoid stigmatising and to make generalisations more reliable we further recruited eight children from the two highest activity quartiles (four girls) to participate.
resultsAn analysis of the least physically active children's "lived experiences" of space, body, time and relations revealed several key factors influencing their recess physical activity: perceived classroom safety, indoor cosiness, lack of attractive outdoor facilities, bodily dissatisfaction, bodily complaints, tiredness, feeling bored, and peer influence.
conclusionWe found that the four existential lifeworlds provided an in-depth understanding of the least physically active children's "lived experiences" of recess physical activity. Our findings imply that specific intervention strategies might be needed to increase the least physically active children's physical activity level. For example, rethinking the classroom as a space for physical activity, designing schoolyards with smaller secluded spaces and varied facilities, improving children's self-esteem and body image, e.g., during physical education, and creating teacher organised play activities during recess.
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