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Articles

The relationship between school ground design and intensity of physical activity

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Pages 261-276 | Published online: 04 Aug 2009

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Michael Graham, Matthew Wright, Liane B. Azevedo, Tom Macpherson, Dan Jones & Alison Innerd. (2021) The school playground environment as a driver of primary school children’s physical activity behaviour: A direct observation case study. Journal of Sports Sciences 39:20, pages 2266-2278.
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Angela Kreutz, Anna Timperio & Jenny Veitch. (2021) Participatory school ground design: play behaviour and student and teacher views of a school ground post-construction. Landscape Research 46:6, pages 860-877.
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Stephanie E. Coen, Christine A. Mitchell, Suzanne Tillmann & Jason A. Gilliland. (2019) ‘I like the “outernet” stuff:’ girls’ perspectives on physical activity and their environments. Qualitative Research in Sport, Exercise and Health 11:5, pages 599-617.
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Kimberly Ann Clevenger, Gaurav Sinha & Cheryl A. Howe. (2019) Comparison of Methods for Analyzing Global Positioning System and Accelerometer Data during School Recess. Measurement in Physical Education and Exercise Science 23:1, pages 58-68.
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Brendon Hyndman & Linda Mahony. (2018) Developing creativity through outdoor physical activities: a qualitative exploration of contrasting school equipment provisions. Journal of Adventure Education and Outdoor Learning 18:3, pages 242-256.
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Kym Simoncini, Sue Elliott, Victoria Carr, Elisapesi Manson, Lalen Simeon & Joros Sawi. (2018) Children’s right to play in Papua New Guinea: insights from children in years 3–8. International Journal of Play 7:2, pages 146-160.
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Antje Luchs & Monika Fikus. (2018) Differently designed playgrounds and preschooler’s physical activity play. Early Child Development and Care 188:3, pages 281-295.
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Linda Mahony, Brendon Hyndman, Georgina Nutton, Sue Smith & Aue Te Ava. (2017) Monkey bars, noodles and hay bales: a comparative analysis of social interaction in two school ground contexts. International Journal of Play 6:2, pages 166-176.
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Patrick Dillon, Päivi Vesala & Calkin Suero Montero. (2015) Young people's engagement with their school grounds expressed through colour, symbol and lexical associations: a Finnish–British comparative study. Children's Geographies 13:5, pages 518-536.
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Nicholas L. Holt, Homan Lee, Carolyn A. Millar & John C. Spence. (2015) ‘Eyes on where children play’: a retrospective study of active free play. Children's Geographies 13:1, pages 73-88.
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Monica Green. (2014) Transformational design literacies: children as active place-makers. Children's Geographies 12:2, pages 189-204.
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Heather Prince, Linda Allin, Ellen Beate Hansen Sandseter & Eva Ärlemalm-Hagsér. (2013) Outdoor play and learning in early childhood from different cultural perspectives. Journal of Adventure Education and Outdoor Learning 13:3, pages 183-188.
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Janet Dyment & Timothy S. O'Connell. (2013) The impact of playground design on play choices and behaviors of pre-school children. Children's Geographies 11:3, pages 263-280.
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Samira Ramezani & Ismail Said. (2013) Children's nomination of friendly places in an urban neighbourhood in Shiraz, Iran. Children's Geographies 11:1, pages 7-27.
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Peter Barrett & Yufan Zhang. (2012) Teachers’ views on the designs of their primary schools. Intelligent Buildings International 4:2, pages 89-110.
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Peter Barrett, Yufan Zhang & Lucinda Barrett. (2011) A child's eye view of primary school built environments. Intelligent Buildings International 3:2, pages 107-123.
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AdamJ. Lucas & JanetE. Dyment. (2010) Where do children choose to play on the school ground? The influence of green design. Education 3-13 38:2, pages 177-189.
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