نقش ویژگی‌های کالبدی حیاط مدرسه در افزایش فعالیت بدنی کودکان، بررسی دیدگاه دانش‌آموزان 8 تا 12 ساله‌ی شهر تهران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای معماری، دانشکده معماری و شهرسازی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران (نویسنده مسئول).

2 استاد گروه معماری، دانشکده معماری و شهرسازی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران.

10.22034/aaud.2023.286409.2477

چکیده

کودک در طی روز بخش زیادی از وقت خود را در فضاهای داخلی مدرسه گذرانده و به فعالیت‌های غیر فیزیکی مشغول است؛ بنابراین سهم زیادی از فعالیت‌های بدنی و بازی‌های جسمی وی در حیاط مدرسه اتفاق می‌افتد. اگر حیاط بستر مناسبی برای شکل‌گیری فعالیت‌‌های‌ بدنی فراهم نکند، سهم بازی و تحرک جسمی کودکان کاهش می‌یابد؛ که این کمبود فعالیت جسمی مضراتی برای سلامت کودکان به همراه خواهد داشت. هدف این پژوهش بررسی تأثیر ویژگی‌های کالبدی حیاط مدرسه بر فعالیت فیزیکی کودکان است. این پژوهش از نوع کمی- کیفی است که با استفاده از پرسش‌نامه به سنجش دیدگاه کودکان در مورد ویژگی‌های حیاط مدرسه پرداخته است. جامعه آماری مورد بررسی، کودکان ۸ تا 12 ساله‌ی شهر تهران بوده‌اند. نمونه‌گیری به ‌صورت خوشه‌ای چندمرحله‌ای انجام ‌شده است و در حوزه‌های انتخاب‌شده تعداد ۱۲۰ کودک به صورت داوطلبانه در نظرسنجی شرکت نموده‌اند. برای گردآوری داده‌ها در گروه سنی کودکان از پرسش‌نامه محقق‌ساخته ویژه‌ی کودک استفاده ‌شده است. پس از جمع‌آوری داده‌ها، اهمیت هر کدام از معیارها با استفاده از آزمون تی تعیین و سپس مؤلفه‌ها رتبه‌بندی شدند. در رتبه‌بندی ریزعامل‌های محیطی مؤثر بر فعالیت فیزیکی، معیار «نور» با بیش‌ترین مقدار میانگین نسبت به سایر معیارها در اولویت قرار دارد. پس ‌از آن به ترتیب معیارهای خوانایی، ایمنی کف‌سازی، تنوع شکل و ایمنی زمین‌بازی بر میزان فعالیت فیزیکی کودکان در حیاط مدرسه تأثیرگذارند. فضاهای جمعی در رتبه‌های بعدی قرار گرفته و فعالیت گروهی آخرین رتبه را به خود اختصاص داده است. پس از تعیین نقش و اهمیت محیط بر فعالیت کودکان، بر اساس تحلیل عاملی، سه عامل استخراج شد. این عوامل محیطی که بر فعالیت بدنی تأثیر می‌گذارد عبارت‌اند از: "جذابیت محیط"، "اجتماع‌پذیری محیط" و "بازی‌سازی محیط". توجه به هر یک از این عوامل در فرایند طراحی فضاهای باز در مدارس می‌تواند فعالیت و سلامت کودکان را بهبود بخشد.

کلیدواژه‌ها


عنوان مقاله [English]

The Role of Physical Features of the Schoolyard in Increasing Children’s Physical Activity, Viewpoints of 8–12-year-old Students in Tehran City, Iran

نویسندگان [English]

  • Zinat Aminifar 1
  • Hamidreza Azemati 2
1 Ph.D. Candidate of Architecture, Faculty of Architecture and Urban Planning, Shahid Rajaee Teacher Training University, Tehran, Iran (Corresponding Author).
2 Professor of Architecture, Faculty of Architecture and Urban Planning, Shahid Rajaee Teacher Training University, Tehran, Iran.
چکیده [English]

Children spend long hours in the school’s interior space and do various physical activities; therefore, a considerable part of physical activities and playing is done in the schoolyard. Children's play and physical activities will decrease if the schoolyard does not provide a suitable space for physical activities. Such a decline in physical activity is harmful to children's health. The extant study aims to investigate the effect of the schoolyard's physical features on children's physical activity. This is a quantitative-qualitative study that assesses children's viewpoints about schoolyard features by using a questionnaire. The studied statistical society comprised 8-12-year-old children in Tehran City, Iran. Sampling was done through multistage cluster sampling, and 120 children from selected areas participated in the survey voluntarily. The data of the considered age group of children were collected through a children-specific researcher-made questionnaire. After the data were gathered, the importance of each criterion was determined based on the t-test, and then the components were ranked. According to the results of ranking environmental subfactors affecting physical activity, "light" was the most prior criterion with the highest mean value rather than other criteria. This criterion was followed by legibility, flooring safety, shape diversity, and playground safety with the highest effect on children's physical activity in the schoolyard. Collective space obtained the next rank and group activity was at the last rank. Three factors were derived using factor analysis after determining the role and importance of the environment in children's activities. The environmental and spatial factors affecting physical activity included "attractiveness," "sociability," and "playability" of the environment. One can improve the children's activity and health by considering of mentioned factors in the design process of outdoors in schools.

کلیدواژه‌ها [English]

  • Schoolyard
  • Physical Activity
  • Child
  • Elementary School
  • Playing
Ahmadpour Samani, Nasrin, and Alireza Farsi Mohammadipour. 2018. “Identification of Valuable Natural Factors by the VPS Method from Children’s Points of View, to Provide a Framework for Organizing the School Yard Space.” Technology of Education Journal 13(1): 1-14. https://doi.org/10.22061/jte.2018.3212.1816. [in Persian]
Akoumianaki-Ioannidou, Anastasia, Angeliki Triandafillou Paraskevopoulou, and Viki Tachou. 2016. “School Grounds as a Resource of Green Space to Increase Child-Plant Contact.” Urban Forestry & Urban Greening 20: 86–375. https://doi.org/10.1016/j.ufug.2016.10.009. 
Anthamatten, Peter, Lois Brink, Sarah Lampe, Emily Greenwood, Beverly Kingston, and Claudio Nigg. 2011. “An Assessment of Schoolyard Renovation Strategies to Encourage Children’s Physical Activity.” The International Journal of Behavioral Nutrition and Physical Activity 8(April): 27. https://doi.org/10.1186/1479-5868-8-27.
Azlina, Wan, and Zulkiflee A. S. 2012. “A Pilot Study: The Impact of Outdoor Play Spaces on Kindergarten Children.” Procedia - Social and Behavioral Sciences 38: 275–83. https://doi.org/10.1016/j.sbspro.2012.03.349.
Azemati, Hamidreza, and Hasan Feridonzadeh. 2012. “Journal of Environmental Science and Technology.” Structural Equation Modeling of Children Satisfaction in Residential Open Spaces 15(4): 107-17. https://jest.srbiau.ac.ir/article_2600.html. [in Persian]
Azemati, Hamidreza, Saeed Norouzian Maleki, and Narjes Khan Vali. 2015. “Recognition of Effective Variables on Physical Safety in Elementary School.” Technology of Education Journal 10(1): 1-10. https://doi.org/10.22061/tej.2015.434. [in Persian]
Bentsen, Peter, Lærke Mygind, Peter Elsborg, Glen Nielsen, and Erik Mygind. 2022. “Education Outside the Classroom as Upstream School Health Promotion: ‘adding-in’ Physical Activity into Children’s Everyday Life and Settings.” Scandinavian Journal of Public Health 50(3): 303–11. https://doi.org/10.1177/1403494821993715.
Bikomeye, Jean C., Joanna Balza, and Kirsten M. Beyer. 2021. “The Impact of Schoolyard Greening on Children’s Physical Activity and Socioemotional Health: A Systematic Review of Experimental Studies.” International Journal of Environmental Research and Public Health 18(2): 535. https://doi.org/10.3390/ijerph18020535.
Boonzajer Flaes, Saskia A. M., Mai J. M. Chinapaw, Chantal M. Koolhaas, Willem van Mechelen, and Evert A. L. M. Verhagen. 2016. “More Children More Active: Tailored Playgrounds Positively Affect Physical Activity Levels amongst Youth.” Journal of Science and Medicine in Sport 19(3): 250–254. https://doi.org/10.1016/j.jsams.2015.03.001.
Bouchard, Claude, Steven N. Blair, and William L. Haskell. 2012. Why Study Physical Activity and Health. 2rd editio. Human Kinetics.
Butcher, Janice, and Warren Eaton. 1989. “Gross and Fine Motor Proficiency in Preschoolers Relationships with Free Play Behavior and Activity Level.” Journal of Human Movement Studies 16: 27–36.
Carver, Alison, Anna Timperio, and David Crawford. 2008. “Playing It Safe: The Influence of Neighbourhood Safety on Children’s Physical Activity. A Review.” Health & Place 14(2): 217–227. https://doi.org/10.1016/j.healthplace.2007.06.004.
Delidou, Eleni, Ourania Matsouka, and Christos Nikolaidis. 2015. “Influence of School Playground Size and Equipment on the Physical Activity of Students during Recess.” European Physical Education Review 22(2): 215–224. https://doi.org/10.1177/1356336X15598790.
Demirci, Nevzat, A. Osman Engin, and Ahmet Özmen. 2012. “The Influence of Physical Activity Level on the Children’s Learning Ability of Disabled Children Having Difficulties in Learning.” Procedia - Social and Behavioral Sciences 69: 1572–1578. https://doi.org/10.1016/j.sbspro.2012.12.100.
Ebrahimi, Hamid Reza, Navid Saeidi Rezvani, and Arezoo Maani Manjili. 2012. Investigating the Development of Design Principles of Playground Areas for Children by Focusing on Age Group (5-12) (Case Study: Rasht). Bagh-e Nazar 8(19):  31-42. https://www.magiran.com/paper/976819 [in Persian]
Ebrahimzadeh, Fatemeh,  Fatemeh Mehdizadeh saradj, Saeed Norouzian-Maleki, and Saeed Piri. 2021. “Mapping of Co-Occurrence of Scientific Products in the Field of Children’s Physical Activity in the Open Space of Primary Schools.” Journal of Motor Behavior 13(46): 201-30. https://doi.org/10.22089/mbj.2022.11834.2006. [in Persian]
Faizi, Mohsen, and Sina Razzaghi Asl. 2009. “Review the Approaches of Landscape Architecture to Schoolyards.” Armanshahr, Journal of Architecture, Urban Design & Urban Planning 2(2): 59-66. http://www.armanshahrjournal.com/article_32162.html. [in Persian]
Floyd, Myron F., Jason N. Bocarro, William R. Smith, Perver K. Baran, Robin C. Moore, Nilda G. Cosco, Michael B. Edwards, Luis J. Suau, and Kunsheng Fang. 2011. “Park-Based Physical Activity Among Children and Adolescents.” American Journal of Preventive Medicine 41(3): 258–265. https://doi.org/10.1016/j.amepre.2011.04.013.
Hakimian, Pantea. 2015. “Health-cantered urban spaces: physical features affecting obesity.” Armanshahr, Journal of Architecture, Urban Design & Urban Planning 8(15): 215-224.  http://www.armanshahrjournal.com/article_34131.html. [in Persian]
Hamer, Mark, Daniel Aggio, Georgina Knock, Courtney Kipps, Aparna Shankar, and Lee Smith. 2017. “Effect of Major School Playground Reconstruction on Physical Activity and Sedentary Behaviour: Camden Active Spaces.” BMC Public Health 17(1): 552. https://doi.org/10.1186/s12889-017-4483-5.
Holt, N. L., J. C. Spence, Z. L. Sehn, and N. Cutumisu. 2008. “Neighborhood and Developmental Differences in Children’s Perceptions of Opportunities for Play and Physical Activity.” Health & Place 14(1): 2–14. https://doi.org/10.1016/j.healthplace.2007.03.002.
Jerrett, Michael, Estela Almanza, Molly Davies, Jennifer Wolch, Genevieve Dunton, Donna Spruitj-Metz, and Mary Ann Pentz. 2013. “Smart Growth Community Design and Physical Activity in Children.” American Journal of Preventive Medicine 45(4): 386–392. https://doi.org/10.1016/j.amepre.2013.05.010.
Khalilikhah, Sara, Homa Irani Behbahani, Shadi Azizi, and Hashem Hashemnejad Shirazi. 2022. “Gation of Design Components of Creative Vitality in Tehran Primary Schools Using r Factor Analysis.” Armanshahr, Journal of Architecture, Urban Design & Urban Planning 15(39): 75-87. https://doi.org/10.22034/AAUD.2021.254054.2340. [in Persian]
Kjønniksen, Lise, Nora Wiium, and Ingunn Fjørtoft. 2022. “Affordances of School Ground Environments for Physical Activity: A Case Study on 10- and 12-Year-Old Children in a Norwegian Primary School.” Frontiers in Public Health 10: 773323. https://doi.org/10.3389/fpubh.2022.773323.
Kline, R. B. 2011. Principles and Practice of Structural Equation Modeling. 3rd editio. NY: Guilford Press.
Lupu, Daciana, Mariana Norel, and Andreea Ramona Laurenţiu. 2013. “What the Preschool Children Prefer: Computer, TV or Dynamic, Outdoor Activities?!” Procedia - Social and Behavioral Sciences 82: 7–11. https://doi.org/10.1016/j.sbspro.2013.06.217.
Malek, Niloofar. 2012. “Research on Schoolyard Design in Elementary School.” Shaheed Beheshti University. [in Persian]
Mardumi, Karim, and Sima Ebrahimi. 2013. “Playability, a Design Strategy for Learning Spaces.” Architecture and Urban Planning of Iran (5): 109-20. https://doi.org/10.30475/isau.2015.61984. [in Persian]
Melekoglu, Tuba. 2015. “The Effects of Sports Participation in Strength Parameters in Primary School Students.” Procedia - Social and Behavioral Sciences 186: 1013–1018. https://doi.org/10.1016/j.sbspro.2015.04.124.
Mozaffar, Farhang, Fatemeh Mahdizadeh Seraj, and Seyedeh Somayeh Mirmoradi. 2009. “Recognition of the Role of Nature in Educational Spaces.” Journal of Technology of Education 4(1): 37-46. https://doi.org/10.22061/tej.2009.1334. [in Persian]
Oloumi, Shima, Mohammadjavad Mahdavinejad, and Alireza Namvarrad. 2012. “Evaluation of Outdoor Environment from the Viewpoint of Children.” Procedia - Social and Behavioral Sciences 35: 431–439. https://doi.org/10.1016/j.sbspro.2012.02.108.
Pearce, Matthew, Angie S. Page, Tom P. Griffin, and Ashley R. Cooper. 2014. “Who Children Spend Time with after School: Associations with Objectively Recorded Indoor and Outdoor Physical Activity.” The International Journal of Behavioral Nutrition and Physical Activity 11(1): 45. https://doi.org/10.1186/1479-5868-11-45.
Pellegrini, A. D., and P. K. Smith. 1998. “Physical Activity Play: The Nature and Function of a Neglected Aspect of Playing.” Child Development 69(3): 577–598.
Roemmich, James N., Joley E. Beeler, and LuAnn Johnson. 2014. “A Microenvironment Approach to Reducing Sedentary Time and Increasing Physical Activity of Children and Adults at a Playground.” Preventive Medicine 62: 108–112. https://doi.org/10.1016/j.ypmed.2014.01.018.
Rukavishnikova, Elena E. 2016. “Specific Psychological Characteristics of Interpersonal Relationships in Preschool Children.” Procedia - Social and Behavioral Sciences 233: 118-122. https://doi.org/10.1016/j.sbspro.2016.10.159.
Sandercock, Gavin, Caroline Angus, and Joanna Barton. 2010. “Physical Activity Levels of Children Living in Different Built Environments.” Preventive Medicine 50(4): 193-198. https://doi.org/10.1016/j.ypmed.2010.01.005.
Seneh, Afsaneh, Zahra Salman, and Moharram Aghazadeh. 2008. “Effect of Physical Activities and Play on the Growth of Mental Abilities of Preschool Boys.” Journal of Educational Innovations 7(26): 87-106. http://www.magiran.com/p589484. [in Persian]
Shafaee, Minoo, Abdolhamid Noghrehkar, Farhang Mozaffar, and Bahram Saleh Sedghpoor. 2009. “Designing Kindergarten Setting Based on the Relationship between Creativity Characters and Some Architectural Ideas.” Journal of Educational Innovations 8(32): 39-59. https://www.magiran.com/paper/792630. [in Persian]
Shayan, Hamidreza, and Marzieh Khoramifard. 2013. “Functional Indices in Exterior Spaces of Educational Environments with the Approach of Developing Social Schools.” Naqshejahan-Basic Studies and New Technologies of Architecture and Planning 3(2): 7-12. https://www.magiran.com/paper/1382280. [in Persian]
Smith, Melody, Suzanne Mavoa, Erika Ikeda, Kamyar Hasanzadeh, Jinfeng Zhao, Tiina E Rinne, Niamh Donnellan, Marketta Kyttä, and Jianqiang Cui. 2022. “Associations between Children’s Physical Activity and Neighborhood Environments Using GIS: A Secondary Analysis from a Systematic Scoping Review.” International Journal of Environmental Research and Public Health 19(3). https://doi.org/10.3390/ijerph19031033.
Tabaian, Marziah. 2021. “Study in the Necessity of Desired Outdoor Design and Green Environment of Educational Space to Improve Students’ Perception and Improve Quality of Educational Environment (Case Study: Female High Schools in Isfahan).” Iran’s Architecture and Urban Planning 12(1): 127-39. https://doi.org/10.30475/isau.2020.214757.1339. [in Persian]
Ward, Jonathan S., J. Scott Duncan, Aaron Jarden, and Tom Stewart. 2016. “The Impact of Children’s Exposure to Greenspace on Physical Activity, Cognitive Development, Emotional Wellbeing, and Ability to Appraise Risk.” Health & Place 40: 44–50. https://doi.org/10.1016/j.healthplace.2016.04.015.
Žaltauskė, Vilma, and Aušra Petrauskienė. 2016. “Associations between Built Environment and Physical Activity of 7-8-Year-Old Children. Cross-Sectional Results from the Lithuanian COSI Study.” Medicina (Kaunas, Lithuania) 52(6): 366–371. https://doi.org/10.1016/j.medici.2016.11.002.