(1) Many children in schoolyards are excluded from social interactions with peers on a daily basis. For these excluded children, schoolyard environments often contain features that hinder, rather than facilitate, their participation. These features may include lack of appropriate play equipment, overcrowded areas, or insufficient supervision. These can generate negative situations, especially for children with special needs-such as attention deficit or autism-which includes 10% of children worldwide. All children need to be able to participate in their social environment in order to engage in social learning and development. For children living with a condition that limits access to social learning, barriers to schoolyard participation can further inhibit this. Given that much physical development also occurs as a result of schoolyard play, excluded children may also be at risk for reduced physical development. (2) However, empirically examining schoolyard environments in order to understand existing obstacles to participation requires huge amounts of detailed, precise information about play behaviour, movement, and social interactions of children in a given environment from different layers around the child (physical, social, and cultural). Recruiting this information has typically been exceedingly difficult and too expensive. In this preliminary study, we present a novel sensor data-driven approach for gathering information on social interactions and apply it, in light of schoolyard affordances and individual effectivities, to examine to what extent the schoolyard environment affects children's movements and social behaviours. We collected and analysed sensor data from 150 children (aged 5-15 years) at two primary special education schools in the Netherlands using a global positioning system tracker, proximity tags, and Multi-Motion Receivers to measure locations, face-to-face interactions, and activities. Results show strong potential for this data-driven approach to examine the triad of physical, social, and cultural affordances in schoolyards. (3) First, we found strong potential in using our sensor data-driven approach for collecting data from individuals and their interactions with the schoolyard environment. Second, using this approach, we identified and discussed three schoolyard affordances (physical, social, and cultural) in our sample data. Third, we discussed factors that significantly impact children's movement and social behaviours in schoolyards: schoolyard capacity, social use of space, and individual differences. Better knowledge on the impact of these factors could help identify limitations in existing schoolyard designs and inform school officials, policymakers, supervisory authorities, and designers about current problems and practical solutions. This data-driven approach could play a crucial role in collecting information that will help identify factors involved in children's effective movements and social behaviour.
Keywords: affordances; children; schoolyard design; social behaviour.