Pupils’ physical activity in school-gardens: a within-subjects study in Danish schools
Abstract
Background: Pupils’ physical activity (PA) is declining within the school setting, contributing to increased sedentary behavior and related health risks. There is a need for sustainable approaches integrating PA into teaching and learning rather than relying solely on structured exercise such as physical education (PE). School garden activities may offer such an approach, but the evidence is limited. This study therefore investigated whether pupils’ PA increases on days with school garden activities compared to regular school days and days including PE.
Methods: PA types were measured with accelerometers for seven consecutive days in 782 pupils (aged 10-11) participating in a school garden program. A within-subject-design was employed to investigate differences of time spent in different PA types on school days with and without school garden activities. Statistical significance was p < 0.05.
Results: Pupils spent less time sitting (≈49-57 minutes) and more time standing (≈36 minutes) and moving (≈8-11 minutes) on days with school gardens compared to regular school days with and without PE. Walking time slightly increased (≈5 minutes) on school garden days compared to regular school days. No compensatory association on PA outside school time was found when comparing afternoon time on school garden days with afternoon time after other school days. Whole weekdays with school garden were associated with increased standing, moving and walking (≈49 minutes combined) and reduced sitting (≈50 minutes) compared to other weekdays.
Conclusions: School garden activities reduced sitting time and increased movement without a specific PA focus, indicating a promising, integrated approach to promote PA in schools. School gardens may serve as a complementary public health strategy to reduce sedentary behaviour by embedding movement in teaching and supporting healthy, active living and a varied, active school day. However, further research is needed as evidence remains limited.
Key messages: • School garden days reduced sitting and increased standing, movement, and walking among pupils compared to regular school days.
• School gardens offer a promising, integrated approach to promote physical activity in schools, but effects are modest and more research is needed.
Related
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BibTeX
@article{stage2026pupils,
title = {{Pupils’ physical activity in school-gardens: a within-subjects study in Danish schools}},
author = {A Stage and G Nielsen and M Vermund and P Bentsen and P Elsborg and M Bølling},
journal = {The European Journal of Public Health},
year = {2026},
month = oct,
doi = {10.1093/eurpub/ckag169.1696},
url = {https://doi.org/10.1093/eurpub/ckag169.1696},
note = {CC BY-NC 4.0},
}
RIS
TY - JOUR
TI - Pupils’ physical activity in school-gardens: a within-subjects study in Danish schools
AU - A Stage
AU - G Nielsen
AU - M Vermund
AU - P Bentsen
AU - P Elsborg
AU - M Bølling
PY - 2026
DA - 2026/10/01
JO - The European Journal of Public Health
DO - 10.1093/eurpub/ckag169.1696
UR - https://doi.org/10.1093/eurpub/ckag169.1696
AB - Background: Pupils’ physical activity (PA) is declining within the school setting, contributing to increased sedentary behavior and related health risks. There is a need for sustainable approaches integrating PA into teaching and learning rather than relying solely on structured exercise such as physical education (PE). School garden activities may offer such an approach, but the evidence is limited. This study therefore investigated whether pupils’ PA increases on days with school garden activities compared to regular school days and days including PE. Methods: PA types were measured with accelerometers for seven consecutive days in 782 pupils (aged 10-11) participating in a school garden program. A within-subject-design was employed to investigate differences of time spent in different PA types on school days with and without school garden activities. Statistical significance was p < 0.05. Results: Pupils spent less time sitting (≈49-57 minutes) and more time standing (≈36 minutes) and moving (≈8-11 minutes) on days with school gardens compared to regular school days with and without PE. Walking time slightly increased (≈5 minutes) on school garden days compared to regular school days. No compensatory association on PA outside school time was found when comparing afternoon time on school garden days with afternoon time after other school days. Whole weekdays with school garden were associated with increased standing, moving and walking (≈49 minutes combined) and reduced sitting (≈50 minutes) compared to other weekdays. Conclusions: School garden activities reduced sitting time and increased movement without a specific PA focus, indicating a promising, integrated approach to promote PA in schools. School gardens may serve as a complementary public health strategy to reduce sedentary behaviour by embedding movement in teaching and supporting healthy, active living and a varied, active school day. However, further research is needed as evidence remains limited. Key messages: • School garden days reduced sitting and increased standing, movement, and walking among pupils compared to regular school days. • School gardens offer a promising, integrated approach to promote physical activity in schools, but effects are modest and more research is needed.
SN - 1101-1262
SN - 1464-360X
ER -