Author(s): IMAI, N., KIDOKORO, T., Institution: NIPPON SPORT SCIENCE UNIVERSITY, Country: JAPAN, Abstract-ID: 815

1. Background
Although school recess has a potential to increase outdoor play among school-aged children,
most of previous studies in this research area investigated outdoor paly using subjective methods (e.g., questionnaire). Therefore, this study examined factors associated with children’s outdoor play during recess in elementary schools using a mixed methods approach.

2. Methods
2.1. Study design
This study was conducted using mixed methods approach (explanatory sequential design). The participants were 2200 primary school children from five public elementary school in Japan. Quantitative data were collected in September 2023 and qualitative data in November 2023.

2.2. Measures
Quantitative data were collected using the System for Observing Childrens Play. The items collected were sex, grade, content of outdoor play, percentage of children out in the school yard during recess, and intensity of physical activity. Qualitative data were collected through semi-structured interviews with five school nurses at the same elementary school.

3. Results
3.1. Quantitative results
Our findings revealed that compared to boys (20.8%), a much smaller percentage of girls (5.9%) were outside during recess. Compared by school, elementary schools with the least number of children and the smallest schoolyard area had the highest percentage of both boys and girls (44.3% and 9.8%, respectively) in the school yard during recess. Contrarily, elementary schools with the shortest recess had the lowest percentage of children playing outside during recess (boys: 16.8%, girls: 5.8%).

3.2. Qualitative results
Three themes emerged from interviews with five school nurse teachers at the five elementary schools. 1) Gender differences were observed in the way students spent their recess. In other words, girls were more likely to chat with teachers and other children, and hence were less likely to engage in outdoor play during recess. 2) Elementary schools with child-centered events and habitual activities showed a higher percentage of children playing outside, regardless of differences in the environment. For instance, in one school, every Thursday, lunchtime was eliminated from cleaning time to allow time to freely go outside and play. 3) Elementary schools where teachers played outdoors with children had a higher likelihood that children played more frequently in the school yard compared to schools where teachers were involved in activities such as contacting parents, looking at diaries etc., during recess.

4. Considerations
The results of this study indicate that the length of recess, school initiatives, and teacher involvement may influence children’s outdoor play during recess. Efforts should be made to organize school events and to relieve teachers busy schedules.