Recently, there has been a burgeoning fascination with the influence of urban green spaces (UGS) on physical activity (PA) and health. This interest has been accompanied by a mounting body of evidence that establishes a connection between UGS and residents’ PA levels. Numerous studies have been conducted to investigate the significance of UGS and have generally agreed on their connection with health. However, there is still considerable variation in viewpoints regarding the intermediate factors contributing to this association. The primary objective of this study was to investigate the potential correlation between different qualitative factors of UGS and PA. The study involved the collection of data from four parks located in Edinburgh. Four trained observers utilised the Environmental Assessment of Public Recreational Spaces (EARPS Mini) tool to code various environmental characteristics. Additionally, the Method for Observing Physical Activity and Wellbeing (MOHAWk) observation tool was employed to code instances of on-site incivility and the characteristics and behaviours of residents engaging in UGS activities. The results of this study show that the facilities and environment, area and socioeconomic status (SES) of UGS positively affect the type of PA and the level of PA, as well as influence residents’ attentiveness to the environment and their interactions with each other. Demographics such as gender and age group are also significantly related to the level and type of PA. Significant differences in the level and type of PA, and race only differed significantly in the choice of activity type. These results suggest that the quality of the UGS environment affects the level, type, and status of PA among residents and that resident characteristics also have an impact. Future research suggests increasing data collection related to PA frequency and PA duration and considering longitudinal observations over time for refinement.

Research indicates a strong correlation between sociodemographic factors and success in learning to read. This study examines the sociodemographic characteristics of 1131 preschool and 1st-grade children in Portuguese public schools and explores the relationship between these characteristics and key competencies for reading acquisition. The collection included a sociodemographic questionnaire and pre-reading skills, such as letter-sound knowledge. To assess the relationship between the sociodemographic variables and the letter-sound knowledge, inter-subjects (parametric and non-parametric) difference tests were conducted, as well as correlation analyses. To understand whether letter-sound knowledge is predicted by sociodemographic variables, a multiple linear regression analysis was performed using the Enter method. The results suggest that the mother’s education is the variable that most strongly contributes to success in reading acquisition. Socioeconomic status and the type of school also play a role in reading achievement. Identifying the sociodemographic factors that most strongly correlate with reading acquisition success is crucial for a more accurate identification of at-risk children and to provide targeted support/inclusion in reading skills promotion projects.