Abstract

Background: Levels of inactivity amongst children are increasing, having a profound impact on health. Prior research suggests that this issue of inactivity is becoming more prominent from the early years of childhood (5 years and under). School playtime is highlighted as a prime opportunity for foundation stage children (3-5 years) to engage in active free-play. Painted playground markings are a proposed stimulus to engage children in physically active,
social and creative play (Stratton and Mullan, 2005; Ridgers et al., 2007).
Objective: The aim of this research is to identify if the installation of painted playground markings has an impact on the physical activity levels of Foundation Stage children during playtime. Identifying if the intervention encourages inactive children to engage in higher intensities of physical activity and any effect on play behaviours.
Method: A comparison of 2 schools with painted playground markings to 2 schools with no markings. The physical activity and play behaviours of 77 foundation stage children (M = 55 months ± 7 months, N = 39 male) from 4 schools was assessed through the implementation of a multi-method research design. Actigraph accelerometers, the observation tool System for Observing Children's Activity and Relationships during Play (SOCARP) and semistructured
Interviews with school staff were all utilised.
Results: No significance (p˃0.05) for markings affecting the levels of the participant physical activity. Interviewees stated that markings had a limited impact. Participants engaged in small groups, locomotor activity and little or no social interactions with their peers. Participants spent 38% (mean) of playtime in moderate-vigorous activity.
Discussion: No significance (p˃0.05) between schools and the amount of time spent in physical activity intensities. Participants perceived to be too young to know how to interact with and play on the markings. Interviewees stated gendered perceptions of play dynamics. There is an evident need for associated playground training to maximise the use of markings for this age group.
Conclusion: Scope to combine markings with guidance from supervisors/young leaders (post the associated training), equipment and playground structures to create an optimum playground environment to encourage the active play of foundation children.