Joanna L Barton

Physical activity levels of children living in different built environments

OBJECTIVE To review the available literature assessing differences in physical activity levels of children living in different built environments classified according to land use within developed countries. METHODS A systematic review of published literature up to March 2009. Online searches of five databases yielded 18 studies which met inclusion criteria. Studies provided data on n=129446, 5-18 years old (n=117544 from the United States). RESULTS From 13 assessments of differences in physical activity between rural and urban children one showed that rural children were significantly more active than urban children. In studies where the built environment was sub-divided further, suburban and small town children showed the highest levels of physical activity, followed by rural, then urban children. Differences in types of physical activity undertaken were evident, showing that rural children spent more time outdoors, involved in unstructured play compared with urban children. These findings were mainly restricted to children <13 years old. CONCLUSIONS The literature does not show major differences in the physical activity levels between children from rural or urban areas. Where studied, the suburban built environment appears most conducive to promoting physical activity. Further research should use at least a trilateral division of the built environment and should also account for socioeconomic status, racial factors and seasonal effects.

The health benefits of walking in greenspaces of high natural and heritage value

Lifestyles are increasingly characterised by sedentary behaviour, obesity problems, stress, mental ill-health and disconnection from nature. However, contact with nature has been shown to improve psychological health by reducing stress, enhancing mood and replenishing mental fatigue. In addition to providing a range of environmental services, greenspaces provide opportunities and incentives for ‘green exercise’ such as walking, cycling or horse riding. Visitor numbers indicate that many people already benefit from spending time in greenspaces, but little is known about the immediate impact of an acute exposure on their health and wellbeing. This study focuses on evaluating changes in self-esteem and mood after walking in four different National Trust sites of natural and heritage value in the East of England. The standardised measures of both self-esteem and mood were administered immediately pre- and post-activity. Self-esteem scores for visitors leaving the sites were significantly higher than those just arriving and overall mood also significantly improved. Feelings of anger, depression, tension and confusion all significantly reduced and vigour increased. Thus, the environment plays an important role in facilitating physical activities and helping to address sedentary behaviours. Walking, in particular, can serve many purposes including exercise, recreation, travel, companionship, relaxation and restoration. However, walking in greenspaces may offer a more sustainable option, as the primary reward is enhanced emotional wellbeing through both exposure to nature and participation in exercise.

A comparison of four typical green exercise environments and prediction of psychological health outcomes

Aims: ‘Green exercise’ (GE) is physical activity while simultaneously being exposed to nature. GE comprises three physical components: the individual, the exercise and the environment, and one processes component encompassing a range of psychological and physiological processes. Previous research has consistently shown affective benefits of GE compared to equivalent non-GE. Investigating the possibility of optimum GE environments may help maximise health benefits. The aim of this study was to compare affective outcomes of GE participation between four different typical GE environments (beach, grasslands, riverside, heritage), and further examine influences of several physical component–related variables and one processes component–related variable, on these outcomes. Method: Participants (N = 331) completed questionnaires before and after a 5km run, at one of four parkrun event locations. Results: Self-esteem (Δ = 1.61, 95% confidence interval (CI) = (1.30, 1.93)), stress (Δ = −2.36, 95% CI = (−3.01, −1.71)) and mood (Δ = −5.25, 95% CI = (−7.45, −3.05)) all significantly improved from pre- to post-run (p < .05). Improvements in these measures were not significantly different between environments. Several component-related variables significantly predicted these improvements, accounting for 9% of self-esteem improvement, 1.6% of perceived stress improvement, and 9.5% of mood improvement. Conclusion: GE offers accessible provision for improving acute psychological wellbeing. Although nature-based exercise environments can facilitate affective outcomes, the overall type of nature may be less critical. Other characteristics of the individual, exercise and environment can significantly influence attainment of psychological GE benefits. However, the results support a greater importance of the processes component in attaining previously reported affective outcomes.

A randomised control trial of physical activity in a perceived environment on self-esteem and mood in UK adolescents

This study assessed whether exercising whilst viewing natural or built scenes affected self-esteem (SE) and mood in adolescents. Twenty-five adolescents participated in three exercise tests on consecutive days. A graded exercise test established the work rate equivalent to 50% heart rate reserve for use in subsequent constant load tests (CLTs). Participants undertook two 15-min CLTs in random order viewing scenes of either natural or built environments. Participants completed Rosenberg’s SE scale and the adolescent profile of mood states questionnaire pre- and post-exercise. There was a significant main effect for SE (F(1) = 6.10; P < 0.05) and mood (F(6) = 5.29; P < 0.001) due to exercise, but no effect of viewing different environmental scenes (P > 0.05). Short bouts of moderate physical activity can have a positive impact on SE and mood in adolescents. Future research should incorporate field studies to examine the psychological effects of contact with real environments.

Influences of Green Outdoors versus Indoors Environmental Settings on Psychological and Social Outcomes of Controlled Exercise

This study addressed a methodological gap by comparing psychological and social outcomes of exercise in green outdoors versus built indoors settings, whilst rigorously controlling exercise mode and intensity. The hypotheses were that greater improvements or more desirable values for directed attention, mood, perceived exertion, social interaction time, intention for future exercise behaviour and enjoyment would be associated with outdoors compared to indoors exercise. Following a baseline session, paired participants completed two conditions of 15 min of cycling on an ergometer placed outside in a natural environment and inside in a laboratory setting in a randomized, counter-balanced order. At pre- and post-exercise, directed attention was measured with the digit span backwards task, and mood was assessed with the Profile of Mood States. During the exercise session, visual and verbal interactions were recorded by means of experimenter observations. After each exercise session, participants provided self-reports of their enjoyment of the exercise, perceived exertion and intention for future exercise in the same environment. Social interaction time was significantly greater during outdoors exercise versus indoors; on average, participants engaged in three minutes more social interaction during exercise outdoors compared to indoors. Social interaction time significantly predicted intention for future exercise in the outdoors condition, but did not in the indoor condition. There was a significant time by condition interaction for directed attention. Scores worsened in the indoors condition, but improved in the outdoors condition. There was no statistically-significant time by condition interaction for mood and no significant difference between conditions for either perceived exertion or intention. Taken together, these findings show that exercise in a natural environment may promote directed attention and social interactions, which may positively influence future exercise intentions.

A Repeated Measures Experiment of School Playing Environment to Increase Physical Activity and Enhance Self-Esteem in UK School Children

School playtime provides daily opportunities for children to be active outdoors, but only makes small contributions to physical activity (PA) requirements. Natural environments facilitate unstructured PA and children report a preference for play in nature. Thus, play on the school field might encourage children to be more active during playtime. The primary aim of this study was to examine the impact of the school playing environment on childrens PA. Descriptive data and fitness were assessed in 25 children aged 8–9 years from a single primary school. Over two consecutive weeks participants were allocated to either play on the school field or playground during playtime. The order of play in the two areas was randomised and counterbalanced. Moderate to vigorous PA (MVPA) was assessed during playtime on the last two days of each week using accelerometers. There was a significant interaction of environment and sex on MVPA during morning play (F(1,22) = 6.27; P<0.05; np 2 = 0.222), but not during lunch (P>0.05; np 2 = 0.060) or all of playtime combined (P>0.05; np 2 = 0.140). During morning play boys were significantly more active than girls on the playground (t(23) = 1.32; P<0.01; n2 = 0.291), but not on the field (P>0.05; n2 = 0.071). For lunch (F(1,22) = 24,11; P<0.001; np 2 = 0.523) and all of playtime combined (F(1,22) = 33.67; P<0.001; np 2 = 0.616) there was a significant effect of environment. There was also a significant main effect of sex during lunch (F(1,22) = 11.56; P<0.01; np 2 = 0.344) and all of playtime combined (F(1,22) = 12.37; P<0.01; np 2 = 0.371). MVPA was higher on the field and boys were more active than girls. Play on the field leads to increases in MVPA, particularly in girls. The promising trend for the effect of the natural environment on MVPA indicates that interventions aimed at increasing MVPA should use the natural environment and that schools should encourage greater use of their natural areas to increase PA.

The effect of playground- and nature-based playtime interventions on physical activity and self-esteem in UK school children.

School playtime provides opportunities for children to engage in physical activity (PA). Playground playtime interventions designed to increase PA have produced differing results. However, nature can also promote PA, through the provision of large open spaces for activity. The purpose of this study is to determine which playtime interventions are most effective at increasing moderate-to-vigorous physical activity (MVPA) and if this varies by school location. Fifty-two children from an urban and rural school participated in a playground sports (PS) and nature-based orienteering intervention during playtime for one week. MVPA was assessed the day before and on the final day of the interventions using accelerometers. Intervention type (p < 0.05) and school location (p < 0.001) significantly influenced MVPA; with PS increasing MVPA more than nature-based orienteering. Urban children seemed to respond to the interventions more positively; however, differences in baseline MVPA might influence these changes. There was a positive correlation for fitness and MVPA during PS (r = 0.32; p < 0.05), but not nature-based orienteering (p > 0.05). The provision of PS influences PA the most; however, a variety of interventions are required to engage less fit children in PA.

The Wilderness Expedition An Effective Life Course Intervention to Improve Young People’s Well-Being and Connectedness to Nature

It is well understood that wilderness expeditions improve well-being; however, there is little supporting quantitative data. The aim of this study was to measure the impact of wilderness expeditions on self-esteem (SE) and connectedness to nature (CN) and assess whether benefits varied according to participant and expedition characteristics. SE and CN were assessed pre– and post–wilderness expeditions in 130 adolescents using Rosenberg’s SE scale and the state CN scale. Two-way ANOVA revealed significant increases in SE and CN (p < .001) as a result of single expeditions. There was also an interaction effect of expedition and gender on SE (p < .05). Males had a higher SE at the start but female SE increased most. Linear regression revealed that living environment, gender, and the length and location of the expedition did not contribute to changes in SE and CN. Regular contact with natural environments will improve adolescent well-being, with the largest improvements in females.

Interactions between physical activity and the environment to improve adolescent self–esteem: a randomised controlled trial

Natural environments promote physical activity (PA) and are psychologically restorative. In adults, performing PA in nature provides additive benefits for self-esteem (SE). Studies in adolescents indicate no such effect. However, they have not examined the effect of interaction with natural environments. The aim of this study was to analyse the effects of exercising in natural and built environments on adolescent PA and SE. Sixty adolescents participated in a natural and built orienteering course in a randomised order. PA was assessed throughout whilst SE was assessed pre- and post-intervention. There was a significant effect for PA due to environment (P 0.05). Natural environments should be used as a tool for engaging adolescents in PA.

Contrasting physical activity patterns in children and adolescents living in differing environments in the UK

Aims: There is evidence for lower physical activity (PA) in rural adults; it is important to evaluate how the environment influences the PA of children and adolescents. Methods: We compared the PA of 6485 English 10—15.9 year olds according to two systems for classifying the immediate environment. System one compared urban and rural areas. System two compared urban, town and fringe, and rural areas. Analyses were carried out separately for children (<13 years) and adolescents (>13 years). Results: Rural children were more active than those from urban areas (OR 1.38, 95% CI 1.15—1.66) as were adolescents (OR 1.30, 95% CI 1.11—1.51). Using trilateral division, children were more active if they lived in town and fringe (OR 1.32, 95% CI 1.03—1.67) or rural (OR 1.45, 95% CI 1.14—1.84) areas compared with urban areas. Adolescents from town and fringe areas were more active than urban dwellers (OR 1.50, 95% CI 1.24—1.81). Rural adolescents’ PA did not differ from urban dwellers’. Conclusions: Rural environments support PA in children but not that of adolescents. Town and fringe areas with mixed elements of rural and urban land use appear to facilitate and sustain PA in both children and adolescents.