Playgrounds and physical activity: What works for both boys and girls?

October 3, 2025

Introduction and aim

Daily physical activity (PA) can benefit children and adolescents by supporting both physical health and well-being. The World Health Organisation (WHO) recommends at least 60 minutes of moderate-to-vigorous PA (MVPA) daily for children and adolescents, but only a small proportion worldwide meet this guideline.

Educational settings (schools and childcare centres) play a central role in promoting daily PA, with recess offering a key opportunity. Several studies have examined how playground environments influence activity, but few have addressed gender differences in these effects.

In their systematic review, Manuel Avila-Garcia and colleagues (2025) explored how the playground environment (size, surface type, markings, and access to equipment) across different educational stages (early childhood, primary, and secondary) influence physical activity opportunities for both boys and girls.

This brief summarizes key insights to guide school leaders, educators, and playground designers create playground environments that support physical activity for all children. It also offers guidance for researchers on reducing gender differences in, for instance, school-based PA, and identifying gaps in the research literature.

Insights from the playground studies

The review included 16 studies across three continents (Europe, United States, and Oceania), and examined four aspects of playground environments: size, surface type, markings, and access to equipment.

Few studies examined early childhood education, while most (12) focused on primary education. One study included both early childhood and primary, and two spanned primary and secondary education.

Early Childhood Education (ages 3-5)

Only one study explored playground features in this age group, linking playground markings and access to game equipment with physical activity during recess. No gender differences were observed in this study.

At this stage, children typically prefer free and spontaneous play (i.e. exploratory and symbolic play), suggesting the need for open and aesthetically engaging playgrounds.

Primary Education (ages 5-11)

In this age group findings were more diverse. One study associated larger playgrounds with more PA in girls, while others found no gender differences.

Surface type, markings and access to equipment showed effects on PA levels.

Multisport courts and equipment use were linked to higher PA in boys, reflecting male dominance in these activities, which may discourage girls.

Group size also mattered: large groups prompted vigorous activity (MVPA) in boys, while medium or small groups supported PA through activities like walking or skipping rope.

Girls were more active on swings, and natural/green areas were associated with higher PA in both genders, especially benefitting girls who are often less active in designated sport areas.

Secondary Education (ages 12-16)

Only two studies examined this stage, both indicating that boys were more active than girls across surfaces and equipment use.

However, evidence remains limited, and further research is needed.

Recommendations from the authors

Early childhood education (ages 3-5):
- Playgrounds should offer open, flexible spaces that encourage free and spontaneous play, supporting PA in both boys and girls.
Primary education (ages 5-11):
- Competitive play areas and sport equipment often favour boys’ activity. To better support girls, schools should provide green/natural areas and diverse equipment (like swings and climbing structures) which are linked to higher PA in this age group.
Secondary education (ages 12-16):
- To sustain PA levels in adolescents, schools may benefit from creating social areas, adapted play spaces, and accessible ball-game areas, with particular attention to strategies that can help increase girls’ participation.