Outdoor Play Research Articles

Gamemasters of the Playground

In this work, we explore how programmable playground artefacts can affect social dynamics and power structures in an outdoor play setting. A set of re-programmable artefacts and a graphical programming interface were designed and developed for the study. Twenty children were invited to co-design and explore the interactivity of the re-programmable devices. They tested how they could play with them, and were asked about how they would re-design and repurpose the artefacts and the scripting interface for their way of playing. Through a thematic analysis of the observations and group interviews, it could be seen that an implicit social role emerged, centered around the use of the programming device. This role took on a guiding and supporting role, rather than a leading role. By deliberately designing for this ‘gamemaster’ role, this understanding may be useful in future design of technology for public and outdoor play.

A Case Study of Outdoor Play Space Design in Chinese Communities Based on Embodied Cognition Theory

A Case Study of Outdoor Play Space Design in Chinese Communities Based on Embodied Cognition Theory

Streets ahead: Neighborhood safety and active outdoor play in early childhood using a nationally representative sample of 5-year-olds.

Using data from a nationally representative sample of 5-year-olds in the Growing Up in Ireland study (N = 9001, 51% male), this research investigated the role of factors in the neighborhood environment on levels of active outdoor play in young children. Primary caregivers (98% mothers; 81% Irish) responded to questions regarding their child's levels of active outdoor play (e.g., chasing) and their perceptions of their neighborhood (e.g., social cohesion and antisocial behavior). Hierarchical regression analyses indicated that levels of active outdoor play were associated with parental perceptions of neighborhood safety and traffic levels, even after other factors were controlled for (i.e., family income). The results are discussed from a bioecological systems perspective. Implications for policy makers and parents are considered.

바깥놀이에서 나타난 유아의 심미적 경험과 교사의 놀이지원에 관한 사례연구

Objectives The purpose of this study is to analyze children's aesthetic experiences in outdoor play, explore teachers' play support measures to promote them, and explore changes in children's aesthetic experiences. Methods Child-directed play in outdoor were observed through 30 observations over a total of 6 weeks targeting 4 early childhood teachers and 54 children in each class. The collected data, including field records, recordings, play logs, journals, interviews, and photos, went through a qualitative research analysis stage to derive themes and concepts of aesthetic experience. In addition, the teachers' support for enhancing the aesthetic experience that appeared in the play flow was analyzed. Results First, changes in children's aesthetic experiences during outdoor play occurred in terms of aesthetic experience from an intellectual aspect, an aesthetic experience from an emotional aspect, and a practical aspect. Second, teachers' play support shown to enhance children's aesthetic experience in outdoor play includes media support to use classroom media in outdoor play, environmental support to use space and props in new ways, and help to promote thinking to create creative play. It was found to be accident support and psychological support that helps people feel a sense of consideration and coexistence. Conclusions In child-led outdoor play, children's aesthetic experiences appeared in various aspects, and children's play was expanded and deepened according to the teachers' aesthetic support. This suggests that a teacher's close observation and appropriate support to enhance children's aesthetic experience can lead to active change, and this study can be an appropriate example for the development of aesthetics in everyday child-centered play.

Analysis of preschool children’s outdoor play behaviours

AbstractThis research aimed to observe preschoolers' outdoor play behaviours, gather their opinions about the outdoors and examine their drawings related to outdoor activities. Methodology: Using a mixed methods approach, children aged 60 to 69 months were studied over a 4-week period in a preschool setting. Observation, interviews, and drawing tasks were used as data sources, ensuring triangulation. The children's outdoor play behaviours were video-recorded, and their opinions were taken through one-on-one interviews. The children were asked to draw pictures of the materials they wanted to see in the playground. This study explored how the outdoor environment impacts children's play behaviour. Research Findings: Using content analysis and frequency distribution, we found that the most frequently played in the schoolyard was functional play, and they most often played alone and solitarily. Physical conditions, such as the schoolyard grounds, material diversity, and material types within the play environment, affected children's outdoor play behaviours. The schoolyard setting led children to consider alternative play types and toys. The children stated that they mostly preferred to play in the park area and playhouse within the schoolyard. The children also stated that they wanted to see fixed park components, sports, dramatic play, arts, entertainment, and natural areas. In addition, the observed play behaviours and children's views regarding the schoolyard supported one another. Practice and Policy: These results support the theory that the environment impacts behaviour and show that outdoor spaces tailored to children's wishes and needs are an effective way to encourage quality play behaviours.

Impact of Outdoor Play Structures on Moderate to Vigorous Physical Activity in Children during Recess: A Comparative Study.

It is believed that outdoor play structures lead to more physical activity for kids during school recess. However, the intensity of this activity remains unknown. This study explored whether access to outdoor play structures during recess interferes with children's physical activity levels. Forty-one children (8-10 years old) accessed play structures during the afternoon recess but not in the morning for one entire week. To control for temperature differences, the same number of participants from another school who did not access playground structures were invited to participate. Moderate to Vigorous Physical Activity (MVPA) was determined using heart rate reserve. Heart rate was recorded using the Fitbit Inspire 2 (San Francisco, CA, USA) for at least three full school days. Wilcoxon signed-rank and Mann-Whitney U tests analyzed within- and between-group differences. The findings show no difference in MVPA when accessing or not accessing outdoor play structures, both within groups [(n = 37) median (25th-75th) 16 min (7-30) vs. 14 min (5-22)] and between groups [(n = 22) 16 min (7-26)]. The weekly MVPA for all participants (n = 59) [172 min (117-282)] was the strongest variable associated with MVPA during recess [t(df) = 5.40 (38), 95% CI 0.04-0.09, p < 0.001]. accessibility to outdoor play structures does not increase MVPA during recess in children aged 8 to 10. Therefore, schools may need various options for children to play during recess, allowing them to accumulate MVPA.

"Can I Play Too?" A Qualitative Study of Outdoor Play and Participation Among Autistic Preschoolers.

Outdoor play in homes, schools, and communities provides children with unique opportunities to explore their worlds, develop fundamental life skills, and experience belonging. However, few studies have explored outdoor free play among autistic preschoolers in natural settings from a neurodivergent-informed perspective. To explore the play preferences, opportunities, and challenges in outdoor play for autistic preschoolers. In this qualitative study, the authors used a multimethod approach to data collection using visual, verbal, and projective techniques and thematic analysis to identify and describe outdoor play occupation as expressed by autistic preschoolers. Home, community, and preschool environments in a city in Ireland. Seven autistic children and their parents, from seven diverse preschool settings in Ireland. Two overarching themes were identified: (1) outdoor play preferences and meaning and (2) the physical and social environments of outdoor play. The findings suggest that autistic preschoolers demonstrate distinctive play styles and preferences when playing freely outdoors, with physical and social barriers to outdoor play existing in community and educational contexts. The findings suggest that autistic preschoolers' outdoor play styles and preferences require support from adult advocates. Although the importance of relationships and social play cannot be overlooked, infrastructural accommodations for parents and schools are required if we are to create supportive and inclusive outdoor play environments and opportunities for freedom of expression for autistic children. Plain-Language Summary: This study explored the distinctive outdoor play preferences, opportunities, and challenges for autistic preschoolers. The findings show that autistic preschoolers face physical and social barriers to outdoor play and that they need parents, schools, and communities to create supportive and inclusive play environments and opportunities for freedom of expression.

The Effects of Unstructured Outdoor Play on Child Development

The Effects of Unstructured Outdoor Play on Child Development

‘Free play is important for children's motor development, but how we can supervise it?’ A Phenomenological Study At Early childhood Education

This study aims to determine the perception and implementation of the relationship between outdoor free-play activities to support students' motor development and teacher involvement during early childhood play. A phenomenological study with the participation of 12 early childhood education teachers who have different backgrounds in the history of teaching experience, age, and gender. The data were obtained through the results of structured interviews conducted for five consecutive days with each teacher. All data was processed using NVivo 11 for Windows which provides a structure for conducting qualitative investigations to uncover this phenomenon. A total of three themes were produced, namely (i) Perception of the importance of free-play for motor development; (ii) Involvement of teachers during free-play activities; and (iii) Time to do free-play activities. However, these findings reveal that not all teachers accompany and supervise every activity carried out by children in outdoor play and do not know how the overall picture of motor development is and the availability of fields and playgrounds is limited. Implications for education policymakers, teachers and families about outdoor free-play. Policy support, policymakers in Indonesia, especially the Ministry of Early Childhood Education to create a conducive environment for outdoor activities, especially when planning school standards and program competencies to support holistic early childhood development. Keyword : Free-play outdoor activities, Motor development, early childhood education, Phenomenological Study.

Parental perspectives of early adolescent neighbourhood outdoor play and physical activity: barriers and facilitators

Introduction: Outdoor neighbourhood play supports physiological and psychological health among early adolescents (EA), typically aged 10-14. Existing research is often grounded in socioecological theory emphasising the interconnectedness of individuals and their environments. It has also typically focused on parental perspectives of facilitators and barriers of neighbourhood play in younger children. Aims: This study aimed to ascertain facilitators and barriers of outdoor neighbourhood play as perceived by EA parents. Methods: A purposive sample (n=11) of parents engaged in individual semi-structured interviews online via Microsoft Teams. Transcripts underwent reflexive inductive thematic analysis, identifying six themes aligned with the research question within a socioecological framework. Results: Most parents (n=10) demonstrated an awareness and appreciation of the advantages of outdoor neighbourhood play. They identified barriers and facilitators to outdoor neighbourhood play across intrapersonal, interpersonal, community and policy levels. Safety concerns emerged as a barrier to outdoor play. However, technology mediated reported concerns and was perceived as a facilitator to outdoor play when combined with age-appropriate community clubs and improved built environment facilities. Conclusion: Parents acknowledged the advantages of outdoor neighbourhood play. Parents may restrict their EA’s participation due to safety concerns. The study highlighted a deficiency in age-appropriate facilities supporting safe outdoor neighbourhood play. Future research should focus on developing appropriate facilities and improving social cohesion to mitigate perceived safety concerns of parents. Such attempts may benefit from using technology to assuage parental safety concerns further and enhance overall safety of neighbourhood outdoor play experiences for EA.

Using the Theory of Affordances to Understand Environment-Play Transactions: Environmental Taxonomy of Outdoor Play Space Features-A Scoping Review.

The transactions between the physical environment and children's play have not been well studied. The theory of affordances provides a way to better understand how environmental characteristics offer opportunities for play occupation. To investigate the relationship between environmental characteristics of outdoor play spaces and children's outdoor play and to develop an environmental taxonomy to support the analysis of play affordances in community play spaces. Peer-reviewed literature (1974-2023) was sourced from a previously published scoping review (Morgenthaler, Schulze, etal., 2023). The Academic Search Complete, Avery Index to Architectural Periodicals, CINAHL, MEDLINE, PsycINFO, Scopus, and Web of Science databases were searched using the keywords and synonyms of playground, environmental qualities, and children with and without disabilities. A secondary analysis of the previously published scoping review was conducted. Included studies were those that provided descriptions of physical environment-play activity transactions. A qualitative content analysis of 45 articles was conducted and used to form an environmental taxonomy. This taxonomy consisted of 14 space and object categories defined by their functional qualities and linked to play affordances. An array of 284 play occupations were identified in different forms. Play affordances of spaces and object categories and their functional environmental qualities were subsequently identified. This study provides evidence to support the understanding of how the physical environment shapes children's outdoor play occupations. Plain-Language Summary: The study authors developed the Environmental Taxonomy of Outdoor Play Space Features as a tool that occupational therapists can use to better understand and describe how the physical environment shapes opportunities for play. The tool could also be useful to justify environmental intervention in schools and public playgrounds to create spaces that support more play for a diversity of children.

The interaction between social determinants of health, health behaviors, and child's intellectual developmental diagnosis.

Social determinants of health (SDOH) may impact caregivers' ability to implement evidence-based health practices at home during early childhood, especially in families with children with intellectual and developmental disabilities (IDD). Therefore, we examined the influence of SDOH and children's diagnosis (typically developing [TD], Down syndrome [DS], autism) on caregiver's self-report of meeting evidence-based health practices. Caregivers (n=172) of children ages 2-6 years (TD: n=93, DS: n=40, autism: n=39) completed an online survey on SDOH and health practices related to child nutrition (CN), physical activity (PA), outdoor play (OP), and screen time (ST). A total SDOH score was computed by assigning 1 point for each favorable SDOH metric (range 0-13). Linear regressions were used to examine associations between SDOH and CN, PA, OP, ST health practices and the moderating effect of IDD diagnosis. Most caregivers were non-Hispanic White (84.3%), female (76.7%), 18-35 years old (55.2%), and married (89.5%). The DS group had the lowest SDOH score (mean = 8.4±1.0) compared to autism (mean = 10.1±1.0) and TD (mean = 11.0±0.9). No family scored 100% in evidence-based practices for any health practice. SDOH score was significantly associated with evidence-based practices met score for CN (b = 1.94, 95% CI = 0.84, 3.04; p = 0.001) and PA (b = 4.86, 95% CI = 2.92, 6.79; p <0.0001). Moderation analysis showed no association in the DS and autism groups between SDOH score and CN percent total score, or between SDOH score and CN, PA, and OP for percent evidence-based practices met. SDOH score was also not associated with OP percent total score for the DS group. This study highlights the differential influence of SDOH on caregivers' implementing health practices in families with children of different IDD diagnoses. Future research is needed to understand impacts of SDOH on non-typically developing children.

Examining associations between physical activity context and children meeting daily physical activity guidelines: the role of outdoor play, sports, and other organized activities.

Less than one-quarter of US children meet physical activity (PA) guidelines. Understanding the context in which PA occurs and how these contexts may play a role in meeting PA guidelines is an essential step toward developing effective behavioral interventions. The purpose of this study was to examine associations between PA context (sports participation, participation in other organized physical activities, active travel to school, and outdoor play) and the number of days children met PA guidelines in a representative sample of children living in Texas. We analyzed cross-sectional data from a statewide sample of fourth-grade children in Texas who completed the 2019-2020 Texas School Physical Activity and Nutrition (Texas SPAN) survey. The Texas SPAN survey was designed to monitor the statewide prevalence of overweight/obesity among school children and assess habitual self-reported obesity-related behaviors, including diet and PA. Weighted Poisson regression models were employed to examine the associations between PA contexts (sports participation, participation in other organized physical activities, active travel to school, and outdoor play) and the number of days children met PA guidelines, adjusting for sex, race/ethnicity, overweight/obesity, urban-rural status, and economic disadvantage. A total of 16.7% of fourth-grade children met physical activity guidelines every day during the week (mean age = 9.4 ± 0.6 years; female = 48.7, 51.8% Hispanic, mean days meeting PA guideline = 3.6 ± 2.3 days). One in ten (11.2%) children did not meet daily PA guidelines on any day of the week, and 72.1% met them between 1 and 6 days. Participating in sports (b = 0.22, 95%CI:0.14, 0.30), any other organized physical activities (b=0.13, 95%CI:0.017, 0.19), and playing outdoors 1-3 days (b = 0.25, 95%CI:0.04, 0.46) and 4-7 days in the past week (b = 0.77, 95%CI:0.57, 0.97) was significantly and positively associated with the number of days children met PA guidelines. Participating in sports, participating in other organized physical activities, and playing outdoors may beneficially influence the number of days children meet PA guidelines. PA programs should consider these contextual factors and investigate how to promote organized activities and outdoor play effectively and appropriately among children.

Benefits of Time Spent Outdoors in Early Childhood Education: A Systematic Review

Several studies have provided evidence that time spent in nature (i.e., in natural environments or the outdoors) plays a beneficial role in child development by positively influencing children’s cognitive processes and states (Bowler et al., 2010; Bratman et al., 2012; 2014; Cameron-Faulkner et al., 2018; Kaplan, 1995; Mitchell et al.). However, to date, no study has looked systematically at the overall literature addressing the benefits nature plays in early childhood education, primarily through outdoor learning or time spent outside in natural environments. The purpose of the current study is to provide a systematic review of the empirical literature evaluating outcomes linked to children spending time outdoors through outdoor play, forests, gardens, or school playgrounds. A systematic search of PsycINFO was conducted to identify critical studies linking the outdoors with outcomes during early childhood. Inclusion criteria were as follows: research studies conducted with children enrolled in early childhood education programs (age 2-5-year-olds) related to nature base experiences in the United States and peer-reviewed articles written in English. This search yielded 12 empirical studies. Codes were developed to examine a) what outcomes have been measured for children spending time outdoors in their early childhood education settings and b) what approaches were used to measure these outcomes. The two most measured outcomes included in studies were children’s behavior (N = 3; 25%) and educational or learning outcomes (N = 3; 25%). Most activities were child-led (N= 6, 50%) while children engaged in free-play (N = 5, 29%) and physical activities (N= 5, 29%). The most common method utilized was a quasi-experimental design (N=5, 29%), followed by secondary research designs (N=2, 16%). A few studies used rigorous methods to examine the links between children spending time outdoors and their specific beneficial outcomes. Implications for future research in this area are discussed.

Nature Games: Traditional Indigenous Games and Environmental Stewardship in Oceania

Traditional games are often situated in counter distinction to modern sport forms and are not well understood in Western society or scholarship. However, from these games, we have the opportunity to learn much about local play and physical culture. This article focuses on traditional Indigenous games in Oceania and how they can be used as a lens for the development of environmental stewardship or ecological sensibilities. The aims of this study are twofold: (1) to lay a foundation for future research in this area and (2) to situate traditional games within the broader sport ecology conversation. By deconstructing the embodied nature of traditional games and overviewing the histories of environmentalism in Oceania, a more grounded claim can be made for the relevance of traditional games within sport and leisure studies scholarship, including sport history, sport sociology, sport anthropology, and sport ecology. The nature games of Oceania yield diverse insights into Indigenous epistemologies, ecological sensibilities, and how outdoor play can be understood as a form of climate action.

Spreading Love in Fitra Qaseh Refuge Home Malaysia: A Community Service Activity

Fitra Qaseh Orphanage is a shelter for children who have been abandoned by their parents due to social problems within the family. Fitra Qaseh Orphanage which is known as the Fitra Qaseh Refuge Home is located in Johor Bahru City, Malaysia. Fitra Qaseh currently currently accommodates 53 children ranging from 1 month to 17 years old. The problem that faced by Fitra Qaseh is the development of facilities for the residents' outdoor play and activities. Fitra Qaseh outdoor activities, providing motivation for residents of Fitra Qaseh shelter homes in the form of in the form of education, religious knowledge, protection and affection, Providing assistance to fulfil the daily needs of residents both food and fulfil the daily needs of residents both food and clothing for daily needs residents of the Fitra Qaseh protection house. For this reason, Ibrahim Sultan Polytechnic (PIS) and Politeknik Negeri Padang (PNP) collaborate in the context of international community service International. The aim of this collaborative community Service activity is to address issues that arise at the orphanage. The community service is implemented using the applicative method, which directly solves the problems that exist in partners. The step of activity is survey, collecting data, plan resolve the problem and action. The result of this program are The results of this activity are that the facilities and infrastructure of the orphanage have been repaired, assistance has been provided and children have been motivated to keep learning to reach their goals.

Outdoor play: trends in access and provision

Outdoor play: trends in access and provision

Pupil Voices: Review of Factors Influencing Pupil Participation in Primary School Physical Activity

ABSTRACT Context Because the purpose of school-based physical activity (PA) interventions is to improve academic and/or health-related outcomes for children, their views must be considered for such programs to be successful. To inform the development of acceptable initiatives, a need exists to examine and synthesize pupil perspectives. Objective This review explores what is known about primary-aged pupils’ perspectives on school-based PA and qualitatively synthesizes the factors that influence pupil participation. Design This rapid qualitative review was conducted systematically and followed the Enhancing Transparency in Reporting the Synthesis of Qualitative Research (ENTREQ) guidelines. Eligibility Criteria Peer-reviewed articles published in the English language between January 2013 and April 2023 that reported qualitative data on primary school pupil participation in school-based PA were included. Study Selection Databases searched were Medline (Web of Science), ERIC (Education Collection-ProQuest), and EBSCO (Academic Search Complete, Education Source, ERIC, APA PsycArticles, APA PsycInfo, SportDiscus, CINAHL complete, Medline Full Text, Humanities Source Ultimate). Twenty-one articles that included qualitative evaluations of pupil participation in school-based PA from the pupil perspective were included. Main Outcome Measures The main outcome measured was pupil perceptions of factors that influence their participation in school-based PA. Results Ten themes emerged from the pupil data. The most prevalent was fun and enjoyment, followed by perceived health benefits, social interaction, and perceived academic benefits. Autonomy, appropriate level of challenge, perceived motor competence, school culture and environment, outdoor play, and influence of teachers were also identified. Conclusion To promote participation in PA, schools must support autonomy with developmentally appropriate equipment and space to facilitate physically active games. Positive and encouraging adults must maintain socially safe environments where pupils can be active with their friends. Physical education must be highly regarded, and pupils should have multiple opportunities to engage in PA throughout the school day.

Effectiveness of Physical Activities in Students’ Mental Health at Elementary Level

This study investigates the effectiveness of physical activities in improving the mental health of elementary students. Preliminary analysis reveals a significant positive correlation between participation in physical activities and various indicators of mental health, including self-esteem, emotional regulation, and social competence. Certain types of activities, such as team sports and outdoor play, appear particularly beneficial. The study underscores the importance of integrating physical activities into the school curriculum to support the overall well-being and academic success of elementary students. The research was exclusively of a quantitative type. The association between students' physical activity levels and their mental health at a particular moment in time was investigated using a correlation research methodology. The elementary school children enrolled in public schools in District Layyah made up the study's population. There were 37,820 kids in the target population overall, comprising students in Grades 6, 7, and 8. There were 37820 people in total, and 380 pupils were chosen at random to make up the sample. Indicators of mental health and levels of physical activity were measured using a survey questionnaire. Structured questionnaires were used to gather data from the chosen group of primary school pupils. Using the proper statistical techniques, such as inferential and descriptive statistics, the collected data was examined. The data were summarized using descriptive statistics including mean, standard deviation, and frequency distributions. Inferential statistics, such as correlation analysis, were used to investigate the connections between primary school kids' levels of physical exercise and their mental health outcomes. All statistical tests were conducted with a significance threshold of p &lt; 0.05. To make it easier to grasp and analyze the results, the data analysis results were presented as tables and figures. Based on the findings, the research questions were answered and conclusions were made. This study is important because it offers guidance on how parents, legislators, and educators can help their children engage in physical activity. Evidence-based guidelines, treatments, and policies aimed at improving mental and physical well-being can be informed by the results.

바깥놀이 평가 및 문제해결활동이 유아의 문제해결력과 사회적 유능감에 미치는 영향

바깥놀이 평가 및 문제해결활동이 유아의 문제해결력과 사회적 유능감에 미치는 영향