Physical Activity and Sport Facility Mapping in Latvian Region Inclusive and Non-Inclusive School-Yards

Abstract

Problem Statement. School-yard is a place, where to develop physically, mentally and socially, spend recess time, have PE classes, do sports, relax and socialize. However, the landscape and facilities of school-yards usually lack a lot of affordances for the above-mentioned aims. Approach. The goal of the study is to explore the situation in different regions of the Republic of Latvia, considering both inclusive and non-inclusive schoolyards. Methods. The research combines qualitative and quantitative methods. It is based on validated schoolyard facility registration form, worked out on the basis of Gibson’s theory of affordances for landscape design to be physically active and do sports. Schoolyards and facilities were described and identified through orthophoto maps, taking Google maps as source. Mapping results were processed by illustrator tool Molbert. The schoolyard registration form was divided into three parts, which on condition were named large, medium and small facilities. Facility scale reliability was the basis for further descriptive and conclusive statistical analysis about the distribution of facilities in order to find the most widespread and scarcely met ones. The quality of school-yards could be increased by raising the awareness about increasing the variety of school-yard facilities of all sizes, not disregarding pupils with special needs. Subjects. The registration form about the facilities on a voluntary basis in Year 2023 was filled in by 30 Year 1 students of a Latvian HEI, coming from different regions of Lavia. Results. A wide variety of sports activities are available in the capital city of Riga and Zemgale, where school sports fields have been modernized. These fields have both basketball courts and soccer fields, as well as bmx tracks and fields for various sports activities. There are soccer fields in the school-yards of Kurzeme, Vidzeme and Latgale schools, but the areas are small and await improvement. School-yard inclusiveness checking showed that only 20 % of them have affordances for pupils with special needs. Discussion and conclusions. Pupils can practice in the school-yards sports they love most – the ball games, but there is a room for improvement to increase schoolyard variety, especially as to fitness and other facilities. Especially scarce are affordances for pupilos with special needs.