Activity Levels in the Playground in Structured and Unstructured Play
Stephen Quinn, Karol McQuade, Eoghan Gribbin & Eamonn Crilly (Ulster GAA Schools Coaches)
Kevin McGuigan (Ulster GAA, Sport Scientist)
Session Outline
• Presentation of project aims & objectives, background,
methods and results;
– Kevin McGuigan (Ulster GAA, Sport Scientist);
• Presentation of Structured Games Suitable for Use During
Primary School Break Times;
– Stephen Quinn & Karol McQuade (Ulster GAA, Schools Coaches);
• Use of Playground Markings to Combine Physical Activity
with Curricular Skills Development;
– Eoghan Gribbin & Eamonn Crilly (Ulster GAA, Schools Coaches);
• Conclusions, Recommendations & Challenges for our Schools
Aims & Objectives
• To establish whether planned and structured games &
Ultimate
Objective
activities can increase
activity
levels of primary school
children during break times.
To demonstrate how we can
increase
the activity
levels
• To demonstrate
how playground
markings
mayofbe used to
reinforce
curricularschool
skills while
working physically
primary
children
through
better utilisation of free time and
facilities available in the primary
school setting.
Some Previous Research
• A childhood obesity epidemic has developed in Britain
leading to increased awareness of low physical activity levels
among pre-school children (Brown et al 2006);
• Physical activity is an integral component of a healthy
lifestyle and can also confer other favourable attributes such
as increased social integration and sporting excellence
(Stratton et al, 2006);
• Active children have the ability to concentrate much better
(Eta Pippig 2011);
• Decrease bullying and playground confrontations (Bissell at
al 2004).
Some Previous Research
Professor Marie Murphy
(University of Ulster)
Head of School of Sport Studies &
Co-Director of the Sport &
Exercise Science Research
Institute
• Marie highlights the dangers
associated with not exercising
and the benefits of exercising
Some Previous Research
• Foundation and KS1 children spend
25% of their school day in the
playground (Stratton and Mullan
2005);
• 66.7% of a child’s daily
recommended physical activity can
be achieved in the playground;
• When children engage in playful
activity they are utilising the right
cerebral part of the brain and this
increases the efficiency of the brain
and may help to raise intelligence.
(Panksepp,2003).
Professor Marie Murphy
highlights the potential benefits
of break time activities on
academic performance.
Ulster GAA Study - Methods
• 8 Children were selected at random from the P3 / P4 class
and fitted with a GPS monitor (Catapult Minimax 5x);
• Session 1: All children were allowed to follow standard break
time routine, including play activities;
• Session 2: The same children were fitted with GPS monitors
once again, but were organised into a series of games and
activities during their break time;
• Activity levels from both sessions were compared, with
particular attention paid to distance covered, impact load
and accelerations / decelerations.
Some Specifics
• A total of 98 children were measured as part of this study;
• They were from 11 different primary schools across Antrim,
Armagh and Down;
• Pupils were selected entirely at random by a party who had
no previous knowledge of the class and individual break
time habits;
– Kevin McGuigan (Sport Scientist)
• All classes were mixed and thus there were 4 boys and 4 girls
chosen at random for each trial;
Results - Distance
Distance Comparison (m)
1000
Increase of
767
800
600
400
600
27%
Control Session
Test Session
200
0
Covering greater distance will translate to many health benefits for
children including aerobic fitness, muscular strength and muscular
endurance. Covering more distance will also help with energy balance
and can help to prevent the onset of obesity.
Results - Distance
Distance Covered
1200.0
1000.0
800.0
600.0
400.0
Control
Test
200.0
0.0
Results - Load
Load Comparision
250.00
200.00
150.00
100.00
Increase
of
193.41
137.55
41%
Control Session
Test Session
50.00
0.00
Increased player load indicates more physical demands on the body, in
particular the joints, through accelerations / decelerations and
changes in direction. This can strengthen bones and joints for more
physical challenges that children will face in future
Results - Load
Player Load
300.0
250.0
200.0
150.0
100.0
Control
Test
50.0
0.0
Results – Other Notables
350.0
250.0
312.6
209.5
300.0
200.0
250.0
200.0
150.0
174.4
Control
150.0
Test
115.3
100.0
Test
100.0
50.0
50.0
0.0
0.0
Jog Distance (m)
Control
Time Jogging (s)
•Increase of 137m jogging (79% increase);
•An increase of 90 seconds jogging (81% increase).
Results – Other Notables
250.0
100.0
222.8
200.0
150.0
87.5
80.0
138.6
60.0
52.5
Control
100.0
Test
Control
40.0
50.0
20.0
0.0
0.0
Distance at 1/2 Pace (m)
Test
Time at 1/2 Pace (s)
•Increase of 84m at ½ Pace (60% increase);
•An increase of 35 seconds at ½ Pace (66% increase).
Results – Other Notables
90.0
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
35.0
79.1
32.1
30.0
25.0
41.7
Control
Test
20.0
17.8
15.0
Test
10.0
5.0
0.0
Number of Jogging Efforts
Control
Number of Efforts at 1/2 Pace
•Increase of 31 jogging efforts (89% increase);
•An increase of 14 efforts at ½ Pace (80% increase).
The Playground Problem
Professor Marie
Murphy shares her
knowledge and
opinions on the known
issues associated with
break time activity
levels;
Have We Found The
Solution?
Session One - Observations
• Level of child activity varied greatly – ranging from 1279m to
as little as 165m;
• Some children were actively taking part in games and
moving about regularly;
• Other children spent the majority of break time standing
stationary, reluctant to get involved in physical activity;
• Very few, if any children made use of playground markings.
Session Two
• Gaelic Start stations were set up in advance of the children
coming out for break time;
• Children were organised into pairs or small groups and each
group was directed to a station;
• They stayed and played at this station for 2 minutes, before
moving to a different station;
• The number of stations set up was determined by the
number of children in the class.
Session 2 activities
• Gaelic Start Stations;
– Hoop ball bounce;
– Round the towers;
– Grand national etc;
• Games for older classes;
– Keep the Kettle Boiling;
– Rotate the Defender;
– Over the River etc;
• Classroom Assistants or P7 pupils
can be trained up as referee’s /
organisers of stations
With Thanks to St.Patrick’s Primary School,
Crossmaglen!
Using Playground Markings
Some Reasons
• To develop cross
curricular links;
• Have children working
in partnership;
• Develop the buddy
system.
What is ‘The Buddy System’?
• Primary 7 children are trained in setting up and organising a
range of activities;
• Primary 7 children set up these activities 5 minutes before
break time begins;
• Primary 7 children lead the activities ensuring all children are
enjoying and participating in the games;
• School benefits because children are working together,
developing their PDMU, skill base, learning and understanding
of turn taking and game participation;
Case Study
• We take a look at the benefits for a school in introducing the
buddy system.
Playground Games
• What Can I Play
– Chasing Games, Street Games, Skipping Games, Clapping Games,
Target Games, Court Games, Field Games, Non Invasion Games,
Part Invasion Games, Full Invasion Games, Making up your own
game using Playground Markings.
• How Do I make the game easier and harder?
– Using the STEP principle, change;
• Space;
• Task;
• Equipment
• Personnel
Break Time Activities
• Ideal games for playing at break time in the playground
The Benefits
Children
• Less likely to become
overweight;
• Develop stronger
cardiovascular system;
• Develop stronger bones
and muscles;
• Develops self-esteem and
confidence;
• Develop basic skill set
Schools
• Exercise increases blood
flow and oxygen to the
brain;
• Improved concentration
levels in classroom;
• Decreased incidence of
bullying that can start in
the school playground;
• Improved mentoring skills
of P7 pupils through the
buddy system.
The Challenges
• Tandy Haughey et. al (2008), identified that there were 3
overarching factors that should be addressed:
1. Zoning of play ground to ensure space is made available for
all games;
2. Equipment is made available for children to play with;
3. Training for those teacher and classroom assistance that are
involved in breakt ime supervision.
Ulster GAA Study - Conclusions
•
The introduction of planned and structured games &
activities can increase activity levels of primary school
children during break times;
•
These activities can be effectively planned through
utilisation of equipment and facilities already widely
available in schools, in particular, the use of playground
markings;
•
The organisation of these activities can be aided and
facilitated through use of the buddy system.
Questions?