Epsilon Archive for Student Projects

Abstract

This master thesis explores the possibility of using the theory of Perceived sensory dimensions (PSDs) as an analysing tool in the design process when designing schoolyards to achieve a schoolyard that encourage use and physical activity for pupils in secondary school.
The number of children and young people who reach the recommended level of physical activity each day decreases with age, while the amount of daily sedentary time increases with age. School has been mentioned as one of three arenas where the community can do an effort, as this is where children and young people spend most of their time during the day.
Pupils at two different secondary schools in Snåsa municipality in Norway answered a survey based on the PSDs, their use of the schoolyard and what they appreciate in and about their schoolyards. The pupils were observed for one day to get an understanding of what activities the pupils participate in during recess, the activity level associated with the activity and which PSD the pupils’ activities during recess. The teachers and employees working with the pupils in the secondary schools were also invited to participate in a survey to get a more holistic impression and understanding of how the pupils at each school use their schoolyard year-round.
The findings from the PSD analysis, surveys and observations are presented to give an understanding of today’s situation of each schoolyard (how the pupils use their schoolyard and the activity level), and these findings are used in the design process of creating a conceptual design proposal for both schools. Using the PSDs as a tool in the design process, the perceived presence is compared to the value rated by the pupils. In the design proposals, the presence is attempted balanced towards the rated value to create a schoolyard that encourages use and physical activity.
The study shows that the PSDs gave a lot of information on various relevant topics, but the PSDs was a bit challenging for the young target group due to the abstraction level of the dimensions. In a study focusing on physical activity, the PSDs did not contribute efficiently. If the PSDs were to cover physical activity, it is necessary to further develop the theory as a tool for schoolyard design. The PSD theory was a useful tool to get insight on both the perceived presence and value of the different dimensions in the schoolyards, and was helpful in the design process trying to balance the presence to the values.