The Feasibility and Impact of a Painted Designs Intervention on School Children’s Physical Activity

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dc.contributor.authorWong, Janet B.
dc.contributor.authorMcCallum, Kyle S.
dc.contributor.authorFrehlich, Levi
dc.contributor.authorBridel, William
dc.contributor.authorMcDonough, Meghan H.
dc.contributor.authorMcCormack, Gavin R.
dc.contributor.authorFox, Kris
dc.contributor.authorBrunton, Laura
dc.contributor.authorYardley, Leah
dc.contributor.authorEmery, Carolyn A.
dc.contributor.authorHagel, Brent
dc.date.accessioned2023-02-06T18:26:06Z
dc.date.available2023-02-06T18:26:06Z
dc.date.issued2022-06-16
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Leisure/Loisir on 16 Jun 2022, available at: http://www.tandfonline.com/doi/full/10.1080/14927713.2022.2085156.en_US
dc.description.abstractInterventions such as painted designs on school tarmacs may increase children’s physical activity during school hours. This mixed-methods study examined the influence of a painted designs (e.g., traditional games, random circles) intervention on the physical activity experiences of elementary school children. Systematic observations and accelerometer data were collected to evaluate the type and quantity of student physical activity. Interviews were used to explore teacher and student experiences. Observed physical activity was not significantly different between intervention and control schools (t(43) = 0.22, p = 0.83), and children at the intervention schools undertook less physical activity (steps, moderate, vigorous, and combined moderate-to-vigorous activity) as compared with the control school (t = 2.71- 4.35, p < 0.05). Teachers and students commented that the painted designs were confusing but held potential for inclusiveness, physical activity, and learning. Additional resources and instruction may assist in better use of painted designs for physical activity and academic learning.en_US
dc.identifier.citationWong, J. B., McCallum, K. S., Frehlich, L., Bridel, W., McDonough, M. H., McCormack, G. R., Fox, K., Brunton, L., Yardley, L., Emery, C. A., & Hagel, B. (2022). The Feasibility and Impact of a Painted Designs Intervention on School Children’s Physical Activity. Leisure/Loisir, 0(0), 1–27. https://doi.org/10.1080/14927713.2022.2085156en_US
dc.identifier.doi10.1080/14927713.2022.2085156en_US
dc.identifier.urihttp://hdl.handle.net/1880/115814
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/40710
dc.language.isoengen_US
dc.publisherTaylor and Francis Groupen_US
dc.publisher.facultyCumming School of Medicineen_US
dc.publisher.facultyKinesiologyen_US
dc.publisher.hasversionacceptedVersionen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.institutionWaseda Universityen_US
dc.publisher.institutionWestern Universityen_US
dc.publisher.policyhttps://authorservices.taylorandfrancis.com/research-impact/sharing-versions-of-journal-articles/en_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectpainted designsen_US
dc.subjectphysical activityen_US
dc.subjectschool childrenen_US
dc.subjectmixed methodsen_US
dc.titleThe Feasibility and Impact of a Painted Designs Intervention on School Children’s Physical Activityen_US
dc.typejournal articleen_US
ucalgary.item.requestcopytrueen_US
ucalgary.scholar.levelGraduateen_US
ucalgary.scholar.levelFacultyen_US
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