Schoolyard-Redesign Strategies and Outcomes in Children and Adolescents: A Systematic Review

Le résumé fourni par la source

The purpose of this systematic review was to review the effects of schoolyard-redesign interventions on any outcome in children and adolescents (3–18 years). Databases (PubMed, Scopus, EBSCOHost) were searched. Screening was completed by two researchers, resulting in 61 included papers (overall sample = 43,328). This study is registered at https://osf.io/pgnrj/ . Participants were primarily elementary-school age ( n = 51). Twenty-one studies focused on low-socioeconomic-status schools, but only two focused on children with specific conditions like autism. Half of the studies were randomized or nonrandomized controlled trials ( n = 31). Physical activity ( n = 43), schoolyard/location use ( n = 20), and social ( n = 17) outcomes were most common. Common intervention approaches included new equipment ( n = 32), painted markings ( n = 21), and/or nature ( n = 18). Only seven studies reported no statistically significant outcomes. Schoolyard redesign can positively influence children and adolescents, although more high-quality, controlled studies with long-term follow-up are needed.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.