17.6.2: Physical Activity Outside of School

Learning Objectives

1. Explain the benefits of unstructured play and natural environments for physical and mental health in middle childhood.
2. Identify how family routines and neighborhood environments influence children’s physical activity levels.
3. Describe common barriers to physical activity outside of school.

While schools provide structured opportunities for physical activity, much of a child's daily movement occurs outside the classroom. Afternoons, weekends, and school breaks offer valuable time for children to engage in unstructured play, family-based activity, and community recreation—each of which plays a critical role in meeting the recommended 60 minutes of moderate-to-vigorous physical activity per day (U.S. Department of Health and Human Services [USDHHS], 2018).

Unstructured play—such as riding bikes, climbing trees, or playing tag—offers more than just physical benefits. It also promotes creativity and independence. One common form of physical play in middle childhood is rough-and-tumble play, which includes playful fighting, wrestling, and chasing. Although it may appear aggressive, this type of play supports social competence and physical coordination when children engage in consensual and respectful interactions (Pellegrini & Smith, 1998).

Playground and Natural Spaces

Community playgrounds are another vital resource for promoting physical activity. These shared spaces enable children to engage in activities such as climbing, jumping, swinging, and running—activities that help develop strength, balance, and cardiovascular endurance. Access to quality playgrounds is also linked to more frequent and sustained physical activity in children (Veitch et al., 2006). However, not all neighborhoods have safe or accessible playgrounds, and disparities in park quality can affect children’s opportunities for active play.

Spending time in natural environments—such as forests, nature trails, creeks, or open green spaces—can provide rich opportunities for both physical activity and mental well-being. Nature-based activities, such as hiking or exploring wooded areas, not only meet physical needs but also enhance mood, reduce stress, and support attention restoration in children (Gill, 2014). Regular interaction with nature has been associated with higher physical activity levels and a greater variety of movement forms compared to indoor or built environments (Gray, 2011).

Figure \(\PageIndex{1}\). Natural playground. Image by Ron King is licensed CC BY-SA 3.0.

Family Lifestyles

Family and community involvement can also strongly influence a child’s activity levels. Children whose families prioritize active lifestyles are more likely to participate in physical activities themselves. Walking or biking to school, going on hikes, playing at local parks, and attending community fitness events can promote healthy habits and strengthen family bonds (Beets et al., 2010). Access to sidewalks, bike paths, and safe neighborhood play areas is associated with greater physical activity levels among children, highlighting the importance of infrastructure and environmental supports (Davison & Lawson, 2006).

Challenges of Incorporating Physical Activity

Barriers to participation outside of school can include cost, transportation issues, inadequate supervision, or concerns about neighborhood safety. These barriers tend to disproportionately affect children from low-income households, contributing to disparities in physical activity levels among this population. Programs like after-school recreation centers or low-cost community sports leagues can help bridge this gap, but access remains inconsistent across communities.

Screen time and sedentary behaviors often compete with physical activity in children's free time. The American Academy of Pediatrics recommends limiting recreational screen time to no more than 1–2 hours per day for school-aged children (American Academy of Pediatrics [AAP], 2016). However, surveys consistently show that many children exceed this amount, contributing to reduced physical activity and potential health concerns.

References, Contributors and Attributions

American Academy of Pediatrics. (2016). Media and young minds. Pediatrics, 138(5), e20162591. https://doi.org/10.1542/peds.2016-2591

Beets, M. W., Cardinal, B. J., & Alderman, B. L. (2010). Parental social support and the physical activity–related behaviors of youth: A review. Health Education & Behavior, 37(5), 621–644. https://doi.org/10.1177/1090198110363884

Davison, K. K., & Lawson, C. T. (2006). Do attributes in the physical environment influence children's physical activity? A review of the literature. International Journal of Behavioral Nutrition and Physical Activity, 3, 19. https://doi.org/10.1186/1479-5868-3-19

Gill, T. (2014). The benefits of children's engagement with nature: A systematic literature review. Children & Nature Network. https://www.childrenandnature.org

Gray, P. (2011). The decline of play and the rise of psychopathology in children and adolescents. American Journal of Play, 3(4), 443–463.

Pellegrini, A. D., & Smith, P. K. (1998). Physical activity play: The nature and function of a neglected aspect of play. Child Development, 69(3), 577–598. https://doi.org/10.2307/1132187

U.S. Department of Health and Human Services. (2018). Physical activity guidelines for Americans (2nd ed.). https://health.gov/sites/default/fil...nd_edition.pdf

Veitch, J., Bagley, S., Ball, K., & Salmon, J. (2006). Where do children usually play? A qualitative study of parents’ perceptions of influences on children’s active free-play. Health & Place, 12(4), 383–393. https://doi.org/10.1016/j.healthplace.2005.02.009