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van Rooijen M, De Martelaer K, Lensvelt-Mulders G, van der Poel L, Cotterink M. "It Is Scary, but Then I Just Do It Anyway": Children's Experiences and Concerns about Risk and Challenge during Loose Parts Play. Int J Environ Res Public Health 2023; 20:7032. [PMID: 37998263 PMCID: PMC10671218 DOI: 10.3390/ijerph20227032] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/07/2023] [Revised: 09/26/2023] [Accepted: 11/01/2023] [Indexed: 11/25/2023]
Abstract
Children's risky play opportunities depend on supervising adults' attitudes and the play environment. The possibilities to engage in risk-taking outdoor play for children have seriously decreased over the last few decades, due to safety concerns and adults' preoccupation with protection. In response to this shift, research has increasingly focused on influencing factors on professional attitudes toward risk-taking in children's play. However, children's perspective on risky play is underrepresented in the recent literature. This study generates awareness of children's risky play preferences and interests to help professional caretakers hone their facilitating role. We explored children's notions of risk and challenge in play during a loose parts intervention stimulating risky play and facilitated by after-school childcare practitioners. A thematic analysis examined observations, informal conversations, and roundtable talks with children about their risky play experiences. Children describe their risk-taking in play as experimental and daring. The findings report on children's general views on risky play, their play experiences with loose parts, their real-life risky play experiences, and their opinions on the role of practitioners. By relating the results to risky play research and self-determination theory, this study offers insight into children's innate needs. Taking risks on their own terms gives children a sense of self-confidence and mastery, and forces them into new relationships with other children and guiding adults. Consequently, children fulfill the three universal needs of self-determination theory: autonomy, competence, and relatedness.
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Affiliation(s)
- Martin van Rooijen
- Department of Education, University of Humanistic Studies, 3512 HD Utrecht, The Netherlands
| | - Kristine De Martelaer
- Department of Movement & Sport Sciences, Vrije Universiteit Brussel, 1050 Brussel, Belgium;
| | - Gerty Lensvelt-Mulders
- Department of Research Methodology and Theory of Sciences, University of Humanistic Studies, 3512 HD Utrecht, The Netherlands;
| | - Lisette van der Poel
- Research Group Youth, University of Applied Sciences, 3584 CH Utrecht, The Netherlands;
| | - Mieke Cotterink
- Consumer Safety Institute, 1062 XD Amsterdam, The Netherlands;
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Naish C, McCormack GR, Blackstaffe A, Frehlich L, Doyle-Baker PK. An Observational Study on Play and Physical Activity Associated with a Recreational Facility-Led Park-Based "Loose Parts" Play Intervention during the COVID-19 Pandemic. Children (Basel) 2023; 10:1049. [PMID: 37371280 DOI: 10.3390/children10061049] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Revised: 06/06/2023] [Accepted: 06/08/2023] [Indexed: 06/29/2023]
Abstract
Play is a human right, yet opportunities for unstructured play are declining. The COVID-19 pandemic further reduced children's play opportunities. We conducted an observational study of a novel community-based intervention (play hubs) that facilitated unstructured play by offering loose parts in parks (Calgary, Canada) during the pandemic. Our descriptive study included systematic observation using the System for Observing Children's Activity and Relationships During Play (SOCARP) and Tool for Observing Play Outdoors (TOPO) to capture physical activity, play, and social and environment interactions among children participating in the play hubs for 10-weeks in 2021 (n = 160) and 2022 (n = 147). Play hub attendance was low. Most children observed were aged 5 to 12 years (2021: 93% and 2022 98%), with boys and girls represented (2021: 58% male/42% female and 2022: 52% male/48% female). Standing, sitting, and moderate activity were common activities. Physical, exploratory, and expressive play were common, while digital, bio, and rule-based play were less common. Children typically played alone or in small groups and engaged with loose parts or played in the open spaces. The play hubs encouraged unstructured play and promoted positive social interactions among children, despite the challenges of implementing a community-based intervention under pandemic public health restrictions.
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Affiliation(s)
- Calli Naish
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, AB T2N 4N1, Canada
- Department of Communication, Media and Film, Faculty of Arts, University of Calgary, Calgary, AB T2N 1N4, Canada
| | - Gavin R McCormack
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, AB T2N 4N1, Canada
- Faculty of Kinesiology, University of Calgary, Calgary, AB T2N 1N4, Canada
- Faculty of Sport Sciences, Waseda University, Tokorozawa 359-1192, Japan
- School of Planning, Architecture, and Landscape, University of Calgary, Calgary, AB T2N 1N4, Canada
| | - Anita Blackstaffe
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, AB T2N 4N1, Canada
| | - Levi Frehlich
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, AB T2N 4N1, Canada
| | - Patricia K Doyle-Baker
- Faculty of Kinesiology, University of Calgary, Calgary, AB T2N 1N4, Canada
- School of Planning, Architecture, and Landscape, University of Calgary, Calgary, AB T2N 1N4, Canada
- Alberta Children's Hospital Research Institute, University of Calgary, Calgary, AB T2N 4N1, Canada
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Webb GK, Rhea DJ. Development of the Movement Pattern Observation Tool (MPOT)-An Observational Tool to Measure Limb Movements during Elementary School Recess. Int J Environ Res Public Health 2023; 20:ijerph20085589. [PMID: 37107871 PMCID: PMC10138896 DOI: 10.3390/ijerph20085589] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/11/2023] [Revised: 04/13/2023] [Accepted: 04/17/2023] [Indexed: 05/10/2023]
Abstract
BACKGROUND The US Center for Disease Control estimates that only 24% of American elementary-aged children participate in the recommended 60 min of daily physical activity. As activity levels decline, elementary schools should consider increasing movement opportunities. Activity-driven school days, where children can move their limbs freely, may increase memory retention performance, behavioral impulse control, as well as bone density, and muscle strength. Unstructured, outdoor play (recess) may provide an opportunity for the brain, bone, and muscle-stimulating limb movements to be utilized. To date, no research has focused on whether the modern child actively uses limb movements during recess, nor to what degree. The purpose of this study was to develop a reliable assessment tool (Movement Pattern Observation Tool, MPOT) to observe and record limb movements (unilateral, bilateral, and contralateral movements) of elementary children during recess, defined in this study as unstructured, outdoor play. METHODS Three observers used the MPOT to complete thirty-five observations at one elementary school during kindergarten through fifth-grade recess breaks. RESULTS Interrater reliability approached excellent, being that excellent is above 0.90. The ICC of the master observer and observer 3 value was 0.898 (95% CI 0.757-0.957), and the ICC of the master observer and observer 2 was 0.885 (95% CI 0.599-0.967), p < 0.03. CONCLUSION Inter-rater reliability was achieved through a three-phase process. This reliable recess observation tool will contribute to the body of research linking recess to physical and cognitive health.
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Lee RLT, Lane SJ, Tang ACY, Leung C, Louie LHT, Browne G, Chan SWC. Effects of an Unstructured Free Play and Mindfulness Intervention on Wellbeing in Kindergarten Students. Int J Environ Res Public Health 2020; 17:E5382. [PMID: 32722634 DOI: 10.3390/ijerph17155382] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/01/2020] [Revised: 07/22/2020] [Accepted: 07/24/2020] [Indexed: 11/16/2022]
Abstract
Play is known as the core occupation of young children as it lays a foundation for their early development and physical, emotional and social wellbeing. Literature suggests that unstructured free play and mindfulness interventions may independently promote wellbeing among preschoolers. However, there is no clear evidence of their combination in supporting wellness in early learning environments. We conducted a quasi-experimental study with 42 children aged four to six years, attending two kindergartens in Hong Kong. The intervention included unstructured play with non-directional loose parts (play materials), conducted outdoors for one hour daily followed by a mindfulness intervention for 10 min per day indoors. The intervention lasted for five consecutive days. We examined happiness and aspects of playfulness before and after the intervention, finding a significant increase in all areas. Given greater freedom in play choice, children showed more disruptive behaviors during unstructured play than the control group engaging in recess as usual. We conclude that unstructured play in addition to mindfulness intervention is effective in promoting students’ happiness and playfulness, both of which may help maintain mental health and wellbeing amid stressors such as transition and separation. The increased disruptive behavior requires additional investigation.
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Lee RLT, Lane S, Brown G, Leung C, Kwok SWH, Chan SWC. Systematic review of the impact of unstructured play interventions to improve young children's physical, social, and emotional wellbeing. Nurs Health Sci 2020; 22:184-196. [PMID: 32358875 DOI: 10.1111/nhs.12732] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2019] [Revised: 04/24/2020] [Accepted: 04/28/2020] [Indexed: 12/20/2022]
Abstract
This review aimed to examine the effectiveness of unstructured play interventions on young children's physical, emotional and social wellbeing in various community settings. Eligibility criteria of articles included (1) studies which included young children aged three to seven years; (2) intervention studies which involved unstructured, free or loose parts play; (3) experimental or randomized controlled trial designs, with or without random allocation to groups; and (4) target variables of the study should include measurable physical, social or psychological constructs as modifiable outcomes. Electronic searches were conducted from June 2018 to March 2019 in ERIC, MEDLINE, PubMed, ProQuest, Sage Publications, Web of Science, Scopus, and Sociological Abstracts. Data were extracted from the included studies independently by using a pilot form. The study outcome measures of unstructured play in the eight selected articles were categorized into three aspects of children's physical health, social skills and emotional wellbeing. All studies reported positive impacts on children's physical activity level, social engagement and emotional wellbeing. We conclude that our review with identified impacts would assist future research directions and policy implementation in this promising field..
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Affiliation(s)
- Regina Lai Tong Lee
- Faculty of Health and Medicine, School of Nursing and Midwifery, The University of Newcastle, Callaghan, New South Wales, Australia
| | - Shelly Lane
- College of Health and Human Sciences, Colorado State University, Fort Collins, Colorado, USA
| | - Graeme Brown
- Faculty of Health and Medicine, School of Nursing and Midwifery, The University of Newcastle, Callaghan, New South Wales, Australia
| | - Cynthia Leung
- Department of Social Sciences, The Hong Kong Polytechnic University, Kowloon, Hong Kong
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Lambert A, Vlaar J, Herrington S, Brussoni M. What Is the Relationship between the Neighbourhood Built Environment and Time Spent in Outdoor Play? A Systematic Review. Int J Environ Res Public Health 2019; 16:ijerph16203840. [PMID: 31614536 PMCID: PMC6843675 DOI: 10.3390/ijerph16203840] [Citation(s) in RCA: 41] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/30/2019] [Revised: 10/01/2019] [Accepted: 10/02/2019] [Indexed: 12/17/2022]
Abstract
Outdoor play has been associated with children’s and adolescents’ healthy development and physical activity. Attributes of the neighbourhood built environment can influence play behaviours. This systematic review examined the relationship between attributes of the neighbourhood built environment and the time children and adolescents (0–18 years) spend in self-directed outdoor play. We identified and evaluated 18 relevant papers using the Mixed Methods Appraisal Tool and developed a narrative synthesis of study results. We found moderate evidence that lower traffic volumes (ages 6–11), yard access (ages 3–10), and increased neighbourhood greenness (ages 2–15) were positively associated with time spent in outdoor play, as well as limited evidence that specific traffic-calming street features such as fewer intersections, low traffic speeds, neighbourhood disorder, and low residential density were positively associated with time spent in outdoor play. To our knowledge, this is the first systematic review on this topic. The limited number of “good quality” studies identified highlights the need for additional research on the topic.
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Affiliation(s)
| | - Janae Vlaar
- Human Early Learning Partnership, University of British Columbia, Suite 440, 2206 East Mall, Vancouver, BC V6T 1Z3, Canada.
| | - Susan Herrington
- School of Architecture and Landscape Architecture, University of British Columbia, 379-2357 Main Mall, Vancouver, BC V6T 1Z4, Canada.
| | - Mariana Brussoni
- Department of Pediatrics, School of Population and Public Health, University of British Columbia, British Columbia Children's Hospital Research Institute, British Columbia Injury Research & Prevention Unit, F511-4480 Oak Street, Vancouver, BC V6H 3V4, Canada.
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Houser NE, Roach L, Stone MR, Turner J, Kirk SFL. Let the Children Play: Scoping Review on the Implementation and Use of Loose Parts for Promoting Physical Activity Participation. AIMS Public Health 2016; 3:781-799. [PMID: 29546195 PMCID: PMC5690405 DOI: 10.3934/publichealth.2016.4.781] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2016] [Accepted: 09/21/2016] [Indexed: 11/18/2022] Open
Abstract
Active play has become a critical focus in terms of physical activity participation in young children. Unstructured or child-led play offers children the opportunity to interact with the environment in a range of different ways. Unstructured materials, often called loose parts, encourage child-led play, and therefore may also promote physical activity. The purpose of this scoping review was to determine what is currently known about how loose parts may influence physical activity participation. Following a systematic literature search, a total of 16 articles were retrieved, reviewed and categorized according to: (1) types of loose parts; (2) types of play; and (3) types of thinking. We found that there are currently a range of loose parts being used to support play, but the way in which they are implemented varies and there is a lack of clarity around how they might support the development of active outdoor play and physical literacy skills.
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Affiliation(s)
- Natalie E Houser
- School of Health and Human Performance, Dalhousie University, 6230 South Street, Halifax, NS B3H 4R2, Canada
| | - Lindsay Roach
- School of Health and Human Performance, Dalhousie University, 6230 South Street, Halifax, NS B3H 4R2, Canada
| | - Michelle R Stone
- School of Health and Human Performance, Dalhousie University, 6230 South Street, Halifax, NS B3H 4R2, Canada
| | - Joan Turner
- Department of Child and Youth Study, Mount Saint Vincent University, 166 Bedford Highway, Halifax, NS B3M 2J6, Canada
| | - Sara F L Kirk
- School of Health and Human Performance, Dalhousie University, 6230 South Street, Halifax, NS B3H 4R2, Canada.,Healthy Populations Institute, Dalhousie University, PO Box 15000, Halifax, B3H 4R2 and IWK Health Centre, University Avenue, Halifax, NS, Canada
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