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?