Exploring the Impact of School-Based Physical and Perceived Environments on Students’ Physical Activity During Recess: A Case Study of Four Schools in Xi’an, China

Abstract

In the context of high academic pressure and inadequate physical activity (PA) among adolescents, it is important to study how the physical environment and students’ perceptions affect their physical activity during school recess. An empirical study was conducted in four secondary schools in Xi’an to gather data on students’ physical activity using DJI Mini Drone recordings and self-reported questionnaires. Three physical activity indices—concentration, type richness and intensity—were visualized and quantified for intercomparison. This study found that physical environmental factors such as the building shape complexity and green space proportion significantly affected the PA concentration and intensity indices, whereas the campus area per student, the average distance to PA facilities and the number of PA facilities indicated a strong correlation with the PA richness index at the school level. Additionally, perceived environmental factors like space safety, facilities enjoyment and visual accessibility exerted influence on the PA intensity and frequency at the individual level. The study’s results confirmed previous findings from a social–ecological perspective and provide a comprehensive assessment framework that includes the spatial organization/spatial quality of the school and the perceived variables of safety, comfort, aesthetics, accessibility and functionality. By incorporating spatial, perceptual and behavioral aspects, this approach provides an efficient and integrated analytical methodology to promote adolescents’ health in school.

Keywords

• school-based
• physical environment
• perceived environment
• recess physical activity
• correlation studies