The aim of this pilot study was to examine the effect of structured and unstructured recess intervention based on spatial analysis technology on physical activity (PA) levels among children attending a small-sized elementary school. A small-sized elementary school (4.82 m2 per child) was used as a pilot with 1162 students from grades 3 to 6. The effect of the intervention was assessed by a self-controlled experiment. Structured and unstructured recess intervention is the change of activity type and the addition of game markings based on spatial analysis. Duration and number of PA behaviors were measured with accelerometer and direction observation respectively. During structured recess, post-tests demonstrated a significant increase in the duration of moderate to vigorous physical activity (MVPA) for both boys and girls (p < 0.05), as well as significant improvement in vigorous physical activity (VPA) for them (p < 0.05). Significant increases (p < 0.05) in the duration of VPA were shown among boys during unstructured recess; The number of students observed in the added markings spaces increased from 182 to 344; Significant increases (p < 0.05) in the proportion of MVPA were shown in the added markings spaces of the gate and playground. Activity type change to Tabata exercise improved PA during the structured recess of all students. Adding game markings based on spatial analysis technology increased participation number in PA during unstructured recess. This low-cost pilot intervention is expected to be used in the program of recess activities in small-sized elementary schools.
Yan et al. (Wed,) studied this question.