Playground Games Research Articles

Early childhood educators' beliefs on increasing fundamental motor skills by playing games in a physical education context: The contradictory belief

The development of fundamental motor skills (FMS) is crucial and should begin in early childhood. As of now, several early childhood educators in Indonesia, particularly in West Java, think that incorporating playground games into the classroom curriculum is the best course of action for raising children’s FMS. This study aimed to present statistics on FMS findings for early childhood who have incorporated physical activity into the curriculum and to demonstrate that these results are still in conflict with teachers’ beliefs. Ex post facto research was applied to one of the early childhood education pilot programs in West Java, Indonesia, including a total of 30 kids. This school’s long-standing intervention involves giving children 30 minutes of structured playtime and 30 minutes of unstructured playtime at the start of each learning period. The Test of Gross Motor Development-2 (TGMD-2) was used to measure FMS. The study’s findings showed that both boys’ and girls’ FMS in both locomotor and manipulating components of the movement were very lacking and inversely proportional to teachers’ belief who believe that this activity will improve children’s motor skills. It is recommended that physical education specialists accompany both structured and unstructured play programs conducted on school playgrounds so that the early childhood education curriculum's programs are properly validated to raise children's FMS following Developmentally Appropriate Practice (DAP).

Corona in the Schoolyard: Children's Game “Corona” as a Sociocultural Construct during the Covid-19 Pandemic

At the beginning of 2020 a children's game called “Corona” spontaneously appeared among the lower grade pupils of the primary school "Saint Sava" in Belgrade’s municipality of Vračar. Typologically it belongs to the games of chasing and the rules of the first detected variant resemble very much the playground game known as tag with the exception that the player who chases is called “Corona”.
 During April and May of 2021 a field research was conducted in order to collect information about the ways the game was played in the schoolyard during the months of February and March 2020 (on the 17th of March the schools in Serbia were closed due to the Covid-19 pandemic and were not opened until the beginning of the following school year on the 1st of September 2020) and during the school year 2020/2021. An analysis of the collected data showed that there are two basic groups of variants: the first one practiced during the school year 2019/2020 and the second one during the school year 2020/2021 (in which the role of Doctor appears). Both groups are described through the ideal types of their respective variants. The ideal type models of all variants have been observed in relation to the series of elements from the sociocultural context within which the game “Corona” originated, pointing towards a direct correlation between the game elements and its structure on the one hand, and, on the other, the changes that occurred in the micro and macro sociocultural environment of the interviewed children immediately before and after the proclamation of the pandemic of Covid-19. Some of the factors which were triggers in the inner dynamics of the process of shaping the variants of the game “Corona” as a sociocultural construct have been discussed: the internal ones (coming from the children's community itself ‒ those concerning their specific needs and their pre-existing idioculture) and the external ones, concerning a dense network of regulatory and informational factors imposing onto the children a new emerging pandemic reality. This new reality resulted in changes of daily routines, reactions to highly restrictive school regulations and exposure to fear- and confusion-inducing information which reached children through various information channels. The new schoolyard game called “Corona” gave the participants possibility to project their inner psychological tension and express it through a recreational activity (running) and through a frame of a complex communication achieved on a symbolic level.

The effect of dynamic playground games on social development and perceived physical competence in 8 to 12 years old students

The effect of dynamic playground games on social development and perceived physical competence in 8 to 12 years old students

The effectiveness of a high‐intensity interval games intervention in schoolchildren: A cluster‐randomized trial

The aim of this study was to assess the effectiveness of a high-intensity interval training (HIIT) intervention based on playground games (MOVI-daFit!) on improvements in adiposity, physical fitness, and cardiometabolic risk factors in schoolchildren. A cluster-randomized controlled trial (RCT) was performed that included 562schoolchildren (9-11years) from 10schools in Cuenca, Spain. The intervention consisted of four 60-min sessions per week in the school setting. Analyses were conducted on the intention-to-treat basis. Changes in physical fitness parameters (cardiorespiratory fitness: main outcome), body composition, blood pressure, and biochemical cardiometabolic risk parameters were analyzed using both mixed linear and logistic regression models, controlling for baseline covariates, Tanner stages, health dietary score index, body mass index, and cluster factor school. In boys, no significant differences in any outcome measure were noted except for the standing long jump test (10.13cm; 95% CI 2.94 to 17.32; p=0.006) between the intervention group (IG) and the control group (CG). Improvements in mean arterial pressure (-1.68mmHg; 95% CI -3.28 to -0.08; p=0.039), the triglyceride/HDL-c ratio (-0.36mg/dl; 95% CI -0.59 to -0.13; p=0.002), C-reactive protein (-0.23mg/L; 95% CI -0.43 to -0.03), VO2 max (1.44ml/kg/min; 95% CI 0.52 to 2.36, p=0.002), 20-m shuttle run test (3.64laps; 95% CI 0.51 to 6.78), and standing long jump test (7.04cm; 95% CI 1.21 to 12.87; p=0.018) were observed in girls in the IG compared with those in the CG. Body composition parameters did not change significantly in either boys or girls. Additionally, children with lower fitness levels obtained greater improvements than children with higher fitness levels. In conclusion, MOVI-daFit! may represent a good strategy for incorporating HIIT into playground games, although its implementation may need to be improved to extend the benefits to children and enhance its adherence.

Improved Motor Proficiency and Quality of Life in Youth With Prader-Willi Syndrome and Obesity 6 Months After Completing a Parent-Led, Game-Based Intervention.

To determine changes and potential differences in physical activity (PA), gross motor proficiency (MP), and health parameters after a 6-month follow-up (FU) period following participation in a parent-led PA intervention in youth with or without Prader-Willi syndrome (PWS). About 42 youth with PWS and 65 youth without PWS but with obesity (body fat percentage >95th percentile for age and sex), aged 8-16years, participated. The intervention included preplanned PA sessions containing playground and console-based video games scheduled 4 days per week for 24 weeks. Families received training and curriculum materials. PA (accelerometry), MP (Bruininks-Oseretsky Test of MP), and health-related quality of life were obtained before (PRE), after completing the intervention (POST), and at FU. There were no significant changes in PA at any time point. At FU and POST, participants showed higher bilateral coordination (PRE = 9.3 [0.4], POST = 11.7 [0.5], and FU = 11.1 [0.6]); speed and agility (PRE = 9.2 [0.4], POST = 10.8 [0.4], and FU = 11.5 [0.5]); and strength (PRE = 8.0 [0.3], POST = 9.2 [0.3], and FU = 9.2 [0.3]) than at PRE. At FU (80.3 [2.1]) and POST (79.8 [1.7]), youth without PWS showed higher health-related quality of life than PRE (75.0 [1.8]). The improvements in MP and health-related quality of life at FU suggest long-term durability of intervention outcomes.

Kickball for Students with an Amputation

Amputation is a removal of a limb by trauma, medical illness, or surgery. An amputation can affect mobility and dexterity. The main effect of a lower limb amputation is a reduction of that person’s mobility meaning that the will not be able to walk as they did pre-injury or surgery. In the majority of cases after sufficient care and rehabilitation, the injured person will be able to make use of a prosthetic limb. Kickball is a game that was invented in the United States in the early half of the twentieth century, containing elements of soccer and softball/baseball. It was originally used as a game to introduce school children to baseball in United States public schools that originally popularized it as a sport. This version of the classic playground game utilizes low-tech adapted equipment and modified rules. Suggested game variations are provided for different populations of student ability. The skills worked on within this activity are directly related to the National Association for Sport and Physical Education National Standards, the Perkins School for the Blind Adapted Physical Education Curriculum and components of the Expanded Core Curriculum.

Online Learning: An Overview

During the coronavirus pandemic, the lockdown of organisations, schools and universities has forced people to spend more time at home. For business necessity, occupational therapy, education and entertainment adults and children spend more of their waking hours using the Internet. Of longer-term significance we do not know what the job market will look like in future years; today we have little idea of primary and secondary learning needs. Much of what is currently taught may be irrelevant for future occupations. This review exemplifies what can be achieved in confinement with only a computer and connection to the Internet. Although the high cost of hardware and software for connection to the Internet may be offset by reduced transport and travel, there are other risks associated with increased hours spent looking at a screen. The many intellectual and social skills, such as team working, leadership, debating and problem-solving abilities, earlier acquired through school playground games, social working and other communal situations, may become underdeveloped. Inadequate attention to appropriate ergonomics can result in damage to or impairment of posture, sight and other physical and mental health characteristics. Traditionally, life has been divided into two main parts: a period of learning followed by a period of working. Soon the traditional model may become obsolete, and the only way for humans to stay in employment will be to continue learning or to re-school themselves repeatedly. Limitations of finances and time will increase the demand for low-cost or free Online Learning courses.

Computational Thinking育成を指向したPlaygroundゲームアプリケーション「Deliver Box」の開発

Computational Thinking育成を指向したPlaygroundゲームアプリケーション「Deliver Box」の開発

Impact Of Schoolyard Green Space And Hardscape Design On Play Behaviors Of Urban Children

Previous studies have shown that large-scale schoolyard greening projects increase physical activity (PA) participation. However, the relative impact of nature access and schoolyard design on free play behaviors is unknown. PURPOSE: To determine how green space and specific schoolyard design features impact individual and population-level PA and social behaviors during recess. METHODS: Recess behaviors were recorded with the validated SOPLAY and SOCARP observation tools for one week at four urban Title 1 elementary schools (N = 2051): 1) 1.5% green space, 10 zones; 2) 0% green space, 8 zones; 28% green space, 10 zones; 4) 50% green space, 8 zones. Data was analyzed with linear mixed models and Pearson correlation at a significance value of 0.05. RESULTS: Sedentary levels were higher for older students at locations with fewer play areas regardless of green space square footage (1st-3rd grade: 49.5±2.9%; 4th-6th grade: 59.7±3.1%) and lower for younger students in green compared to asphalt schoolyards (52.8±1.8 vs. 47.4±1.7%) (p<0.01). More students were engaged in moderate-to-vigorous physical activity (MVPA) while playing tag (71.2±4.1%) or gymnastics/climbing/jumping/dance (58.1±3.3%) in green space and on play structures compared to traditional playground games (e.g. handball, 4-square, tetherball) on asphalt (45.6±1.7%) (p<0.001). Students spent more time in small groups (10.8±0.7 vs. 9.3±0.4 min, p<0.05) and in vigorous PA in green space vs. hardscape (2.3±0.2 vs. 1.1±0.1 min, p<0.05). Small group activity was positively correlated with the frequency of prosocial interactions (r=.158, p<0.001). In asphalt schoolyards, students spent more time vigorous when more play options were available (2.1±0.2 vs. 1.3±0.1 min, p<0.05). Although active minutes were similar between sexes in areas with trees, logs, and woodchips (girls: 4.8±0.4; boys: 5.4±0.7 min, p>0.05), boys spent more time active in both hardscape (girls: 3.6±0.2 vs. 4.9±0.2 min) and green space (girls: 5.0±0.8; boys: 6.9±0.8 min) areas designed for sport (p<0.05). CONCLUSION: Schoolyards that increase access to nature, provide diverse sport and non-sport play options, and present motor skill challenges optimize MVPA participation and positive peer interactions for both sexes and all age-groups in urban low-income elementary schools.

The Design, Development, and Testing of Learning Supports for the Physics Playground Game

In honor of Jim Greer, we share our recent work—a design and development study of various learning supports embedded within the game Physics Playground. This 2-dimensional computer game is designed to help students learn Newtonian physics and uses stealth assessment to measure, in real-time, their physics understanding. The game operates according to Newtonian mechanics where students draw simple machines (e.g., ramps, levers, pendulums, and springboards), or adjust sliders to manipulate physics parameters to solve problems. Over the past three years, a team of experts in measurement, assessment, learning sciences, game design, and physics education has iteratively examined how to enhance students’ learning during gameplay. We incorporated supports for both physics understanding and game mechanics. Some of our designs showed promise while others did not and were discarded. Through three usability studies and a final learning study, we document the design, development, and testing of the final set of supports that involve modeling (Worked Examples, Physics Videos), modality (Animations, Formulas, Definitions, Hewitt Videos), and advice (Hints). We conclude with a discussion of the impact of incorporating learning supports, students’ perceptions of the learning supports, and the lessons learned through our iterative process. Jim shared our passion for supporting student learning and we hope that by sharing our journey we spur others on to continue the work he loved.

Exer-Learning: A New Genre Combines Learning, Exercise and Fun for Children

Abstract The increased burden of school work reduces outdoor exercise of school children, which lead to increased rate of obesity and other health problems. Engaging in both learning activities and physical exercise is essential for the development of children. In this paper, we present a new genre called Exer-Learning especially for children, which combines learning activities with physical exercises in the context of fun games. To exemplify such genre, we design a Playground Game, which integrates physical exercise as a key element in a language learning game. By naturally using location and body movement in the projection area as the way of interaction, the children can learn knowledge and do quizzes in the game. Therefore, they can not only learn knowledge, but also carry out certain physical activities. We conducted a controlled study to understand the optimal design tradeoffs of two elements (level of physical exercise and knowledge provided by the game) under this Exer-Learning genre. Four trade-offs conditions are distinguished and their effects on participants’ exercise benefit, learning efficacy, and fun of the game were examined. Based on the game and participants in this paper, results show that the benefits of exercise and learning are relatively high under the condition of high physical exercise and low knowledge. This trade-off condition leads to good learning effect, as well as good exercise benefit. However, high physical exercise conditions reduce participants’ fun in the learning. How to better combine physical exercise with the fun is a question to be solved in the future.

Executive Functions Can Be Improved in Preschoolers Through Systematic Playing in Educational Settings: Evidence From a Longitudinal Study.

This study aimed to test the impact of play on the development of executive functions (EFs) in preschoolers. Thirty-two games were designed to be collectively played in groups by 70 children, in their regular classes. The games were specifically designed to promote the development of the three components of EFs: inhibition (behavioral or cognitive), working memory, and cognitive flexibility. The games focused on each function were of three types: playground games, expression games, and classroom games. Sixty 45 min play sessions were held on consecutive days for 3 months, always in the first period. The sessions were guided by two members of the research team, assisted by the four teachers of the participating classes. The intervention was carried out in two highly socially vulnerable schools in the city of Santiago de Chile. Four classes were studied in total: two experimental groups and two controls. The classes were selected using a questionnaire on teacher-student interaction quality and an age homogeneity criterion. EFs were evaluated using the Hearts and Flowers task at three points: before the intervention (T1), immediately after the end of the intervention (T2), and 8 months after the end of the intervention (T3). The results show a significant difference in the growth of EFs by comparing the experimental and control groups (p = 0.04) between T1 and T3. They also reveal a strong correlation between EFs measures at T1 and mathematics performance at T3. These results are discussed within the context of the guidelines proposed by Diamond and Ling (2016) and Barnett (2011) regarding what an EFs promotion program needs to be considered effective and high quality. The program presented in this study meets most of the requisites mentioned by the authors, which proves that following these guidelines guarantees a high probability of success.

Pensamiento computacional desenchufado

La idea de pensamiento computacional desenchufado (Computational thinking unplugged) hace referencia a un conjunto de actividades que se elaboran para fomentar en los niños habilidades que pueden ser evocadas después, para favorecer el pensamiento computacional. Estas actividades están pensadas y diseñadas para ser incluidas en las primeras etapas de desarrollo cognitivo (educación infantil, primer tramo de la educación primaria, juegos en casa con los padres y los amigos, etc.). Las habilidades están pensadas para que puedan ser evocadas en otros ciclos y niveles educativos, en la educación secundaria, en la formación técnica, en la profesional o en la educación universitaria incluso. Las actividades se suelen hacer sin ordenadores y sin pantallas móviles, con fichas, cartulinas, juegos de sala de clase o juegos de patio, juguetes mecánicos, etc. En este trabajo se pone de relieve que hay una serie de datos, ideas y circunstancias que hacen posible ahora, y no antes, que se implemente el pensamiento computacional desenchufado. Por último, describimos actividades, iniciativas y experiencias que se están desarrollando ya, y hacemos unas propuestas de actividades y de sus guías para profesores y cuidadores de preescolar.

Redesigning Hopscotch

Redesign well-known playground games, such as hopscotch, to connect physical movement with mathematics play. Postscript items are designed as rich grab-and-go resources that any teacher can quickly incorporate into his or her classroom repertoire with little effort and maximum impact.

Author(iz)ing a Playground Game: “The Arguing Started Once the Rules Were Written Down”

Using data from a 4-year longitudinal ethnography, this study moves from a classroom to the playground to examine a multiage community engaged in a deeply revered playground game with a history stretching back nearly a decade. Mediated discourse analysis is leveraged to examine the game’s historical nexus of practice, rooted in embodied and oral modes of transmission, and to understand how the nexus was transformed with the introduction of written transmission in the form of the first official rulebook. Contentious negotiations on the playground and in the classroom emerged regarding questions of textual ownership, authorship, and authority. Findings suggest that written text did not supersede oral transmission but instead prompted more talk as well as more writing. Significantly, making space for these negotiations created opportunities for writing to be(come) significant to children as children as they passionately and critically negotiated how to sustain their own collective brand of literacy.

Running Man: The Korean Television Variety Program on the Transnational, Affective Run

Anyone who has visited Korea in recent years has likely found out, even before taking a step outside of Incheon Airport, that variety shows are very popular there. Rather than a one-on-one talk show format, these shows feature a pack of male performers standing in a semi-circle in a quasi-public space, such as a parking lot, a playground, a city park, or a large convention hall. They talk, giggle, and hit each other in a juvenile manner before dispersing to play silly playground games such as hide and seek, capture the flag, jump rope, wordplay, and pass the cellphone—games that…

Energy Expenditure in Playground Games in Primary School Children Measured by Accelerometer and Heart Rate Monitors.

The aim of this study was to examine the energy expenditure (EE) measured using indirect calorimetry (IC) during playground games and to assess the validity of heart rate (HR) and accelerometry counts as indirect indicators of EE in children´s physical activity games. 32 primary school children (9.9 ± 0.6 years old, 19.8 ± 4.9 kg · m-2 BMI and 37.6 ± 7.2 ml · kg-1 · min-1 VO2max). Indirect calorimetry (IC), accelerometry and HR data were simultaneously collected for each child during a 90 min session of 30 playground games. Thirty-eight sessions were recorded in 32 different children. Each game was recorded at least in three occasions in other three children. The intersubject coefficient of variation within a game was 27% for IC, 37% for accelerometry and 13% for HR. The overall mean EE in the games was 4.2 ± 1.4 kcals · min-1 per game, totaling to 375 ± 122 kcals/per 90 min/session. The correlation coefficient between indirect calorimetry and accelerometer counts was 0.48 (p = .026) for endurance games and 0.21 (p = .574) for strength games. The correlation coefficient between indirect calorimetry and HR was 0.71 (p = .032) for endurance games and 0.48 (p = .026) for strength games. Our data indicate that both accelerometer and HR monitors are useful devices for estimating EE during endurance games, but only HR monitors estimates are accurate for endurance games.

Strength, stiffness and sprinting: Factors associated with sprint performance in 9–13-year-old boys

Introduction: Unstructured physical activity, playground games and the sports that Australian boys participate are dominated by short sprints. With a high association between motor skill competency and higher levels of physical activity, an understanding of factors contributing to spring performance could be advantageous. Research in adults has shown lower limb concentric power and stiffness to correlate to sprint performance, with inconsistent findings regarding the influence of rate of force development (RFD) and peak force (PF) on sprinting. Predictors of sprint performance in pre-adolescent boys is lacking, therefore this study investigated the relationship between lower limb concentric power, lower limb stiffness, RFD, PF and sprint performance in boys.

Energy Cost of Free-Play Activities in 10- to 11-Year-Old Children.

This study sought to ascertain the energy expenditure (EE) associated with different sedentary and physically active free-play activities in primary school-aged children. Twenty-eight children (13 boys; 11.4 ± 0.3 years; 1.45 ± 0.09 m; 20.0 ± 4.7 kg∙m-2) from 1 primary school in Northwest England engaged in 6 activities representative of children's play for 10 minutes (drawing, watching a DVD, playground games and free-choice) and 5 minutes (self-paced walking and jogging), with 5 minutes rest between each activity. Gas exchange variables were measured throughout. Resting energy expenditure was measured during 15 minutes of supine rest. Child (Schofield-predicted) MET values for watching a DVD, self-paced jogging and playing reaction ball were significantly higher for girls (P < .05). Utilizing a field-based protocol to examine children's free-living behaviors, these data contribute to the scarcity of information concerning children's EE during play to update the Compendium of Energy Expenditures for Youth.

Automatic behavior analysis in tag games: from traditional spaces to interactive playgrounds

Tag is a popular children’s playground game. It revolves around taggers that chase and then tag runners, upon which their roles switch. There are many variations of the game that aim to keep children engaged by presenting them with challenges and different types of gameplay. We argue that the introduction of sensing and floor projection technology in the playground can aid in providing both variation and challenge. To this end, we need to understand players’ behavior in the playground and steer the interactions using projections accordingly. In this paper, we first analyze the behavior of taggers and runners in a traditional tag setting. We focus on behavioral cues that differ between the two roles. Based on these, we present a probabilistic role recognition model. We then move to an interactive setting and evaluate the model on tag sessions in an interactive tag playground. Our model achieves 77.96 % accuracy, which demonstrates the feasibility of our approach. We identify several avenues for improvement. Eventually, these should lead to a more thorough understanding of what happens in the playground, not only regarding player roles but also when the play breaks down, for example when players are bored or cheat.