Date

2017-12-11

Author

Güneri Söğüt, Gizem Deniz
Söğüt, Mustafa

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The breadth of research on the development of interventions that reduce sedentary behavior and improve levels of physical activity in children is rapidly expanding. A remarkably wide plethora of these works dwell on the role of school environments in nurturing and supporting healthy behaviors as complimentary or alternative to endeavors that prioritize constructing knowledge base through health education, curricula implementation and audio-visual materials. Among these studies, those that dwell on the potentialities of multipurpose school spaces are considerably limited in number in comparison to those which study classrooms and school yards. This research aimed to highlight the potentialities of school corridors as the most versatile multi-purpose indoor spaces heavily used by students that may encourage and house physical activities at differing degrees, especially in conditions which limit the use of outdoor spaces (i.e. extreme weather, air pollution, limited break time, etc.). Methods: In order to conduct a systematic review and manifest a comparative and critical analysis of the current research on implementations and best practices for the design and/or renovation of school corridors that promote active play and physical activity electronic databases were quested to identify research that (1) investigated school corridors as multipurpose spaces (2) explored the children’s perception of major school spaces (3) dwelled on environmental factors that encourage sedentary behavior (4) school-based policies and physical-social-environmental factors related to physical activity and (5) street play culture. Findings were synthesized using thematic analysis and a further comparative and critical analysis was conducted through logical argumentation. Results: The research findings revealed major potentials and challenges regarding the utilization of corridor spaces as indoor active play streets. Based upon these findings and the comparative and critical analysis design recommendations and responses to major challenges were propounded. Conclusions: The findings and the further elaborations revealed that the students’ and teachers’ perception of corridor spaces as navigational routes rather than spaces in themselves may be altered through very basic interventions and design principles which strongly encourage change in both school policies and the active use of multipurpose spaces as such.

URI

https://hdl.handle.net/11511/87229

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Unverified, Conference / Seminar