Stand(ing)still?! Exploring Motion Affordances in Learning Environments as a Lever for Better Motor Skills in Youngsters.

Designing learning environments is challenging due to the dichotomy of the slow pace in which the discipline of architecture and the built environment evolve, and the fast-changing society in which youngsters are educated. However, the challenge posed by youngsters' exacerbated sedentary life style (i.e. due to usage of digital devices and the passive covid-period) urges us to reflect upon the role that the environment can play in their physical fitness and wellbeing, more specifically by looking at how the environment affords youngsters to be in motion. We hypothesize that reimagining schools in order to boost a physically active life could translate into better motor skills. A first question to be answered therein is: how do youngsters 'read' and pick up various types of motion affordances in the environment? This current blind spot is our focal point. In this paper we report on the findings of an experiment in which 14 pupils (aged 8-14) visited a university campus. They were asked in three different scenarios to perform motor activities in a specific room driven by what that room had to offer spatially (ranging from its structural elements to interior equipment/detailing). The exercise was repeated in three typical university spaces: cafeteria, auditorium and agora. The youngsters were recorded on film; using the Test of Gross Motor Development-3, their movements were analyzed on (1) uniqueness of motor activities performed, (2) type of motor activities, (3) notion of competence. Preliminary results showcase that youngsters are creative in their movement behavior and use different spatial elements present, but mainly perform locomotor actions. They display little stability/balance, and object control actions. This explorative study hints at a deeper attention to the two latter aspects of motor skills, as these are also crucial in the transitioning process from basic to specific motor skills, occurring at that age.