What did schools experience from participating in a randomised controlled study (PLAY) that prioritised risk and challenge in active play for children while at school?

Farmer, Victoria; Fitzgerald, Ruth; Williams, Sheila; Mann, Jim; Schofield, Grant; McPhee, Julia; Taylor, Rachael W

doi:10.1080/14729679.2017.1286993

Cited by 20 publications

(89 citation statements)

References 33 publications

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“…This observation was raised by teachers as a possible mechanism through separate exit interviews undertaken with school staff. 41 Alternatively, it is possible that the children felt they could not approach the teachers about the pushing and shoving because it was part of the altered play environment. This possibility seems unlikely, however, because related qualitative work with these young children showed that children in intervention schools were often unaware the intervention even existed, and certainly could not describe how the playground had changed over time.…”

Section: Discussionmentioning

confidence: 99%

“…On the occasions bullying was mentioned, it was to emphasize that bullying and undesirable behaviors had declined since the intervention. 41 Finally, the measurement tool may be an issue; teachers found the PRAQ-R to be difficult to answer because they simply did not see bullying as a big issue in their schools. Teachers often felt the need to explain their "middle of the road" answers and were concerned that the middle answers (eg, occasional bullying) may indicate a problem at the school where there was none; however, they did so because they were reluctant to answer that there was never a problem.…”

Section: Discussionmentioning

confidence: 99%

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Change of School Playground Environment on Bullying: A Randomized Controlled Trial

Farmer¹,

Williams

Mann

et al. 2017

Pediatrics

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OBJECTIVE: To investigate whether increasing risk and challenge in primary school playgrounds influences interactions between children. METHODS:In a 2-year cluster-randomized controlled trial, 8 control schools were asked to not change their play environment, whereas 8 intervention schools increased opportunities for risk and challenge (eg, rough-and-tumble play), reduced rules, and added loose parts (eg, tires). Children (n = 840), parents (n = 635), and teachers (n = 90) completed bullying questionnaires at baseline, 1 (postintervention), and 2 (follow-up) years. RESULTS:Intervention children reported higher odds of being happy at school (at 2 years, odds ratio [OR]: 1.64; 95% confidence interval [CI]: 1.20-2.25) and playing with more children (at 1 year, OR: 1.66; 95% CI: 1.29-2.15) than control children. Although intervention children indicated they were pushed/shoved more (OR: 1.33; 95% CI: 1.03-1.71), they were less likely to tell a teacher (OR: 0.69; 95% CI: 0.52-0.92) at 2 years. No significant group differences were observed in parents reporting whether children had "ever" been bullied at school (1 year: P = .23; 2 years: P = .07). Intervention school teachers noticed more bullying in break time at 1 year (difference in scores: 0.20; 95% CI: 0.06-0.34; P = .009), with no corresponding increase in children reporting bullying to teachers (both time points, P ≥ .26).CONCLUSIONS: Few negative outcomes were reported by children or parents, except for greater pushing/shoving in intervention schools. Whether this indicates increased resilience as indicated by lower reporting of bullying to teachers may be an unanticipated benefit.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Change of School Playground Environment on Bullying: A Randomized Controlled Trial

Farmer¹,

Williams

Mann

et al. 2017

Pediatrics

Self Cite

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show abstract

“…Šie rezultatai atitinka V. L. Farmerio ir bendraautorių (2017) atlikto tyrimo, kuriame buvo siekiama išsiaiškinti fizinio žaidimo kaip "rizikingo" komponento, veikiančio vaikų pažintinę socialinę ir emocinę raidą, rezultatus. Kokybinio tipo apklausos buvo atliktos aštuoniose Naujosios Zelandijos mokyklose (Farmer et al, 2017). Atliktose apklausose buvo nustatyta, kad daugumoje mokyklų, kurios taikė aktyviuosius žaidimus per fizinio ugdymo pamokas, pastebimai pagerėjo mokinių elgesys ir bendradarbiavimas tarpusavyje, taip pat padidėjo fizinis aktyvumas.…”

Section: Tyrimo Rezultatų Aptarimas Ir Išvadosunclassified

Edukacinių ir įprastų fizinių veiklų poveikis pradinių klasių mokinių socializacijai

Daniulienė¹,

Dadelienė²

2021

Sporto Mokslas / Sport Science

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Edukacinių ir įprastų fizinių veiklų poveikis pradinių klasių mokinių socializacijaiIneta Daniulienė, prof. dr. (HP) Rūta Dadelienė Vilniaus universitetas SantraukaDarbo tikslas -nustatyti grupinių ir individualių fizinių veiklų poveikį pradinių klasių mokinių socializacijai. Tyrimo organizavimas ir metodai. Tyrime dalyvavo 48 pradinių klasių mokiniai -nuo 1 iki 4 klasės (7-10 m.). Tiriamieji buvo suskirstyti į dvi grupes: tiriamąją (n = 24) ir kontrolinę (n = 24). Tiriamajai grupei buvo taikomi edukaciniai fiziniai žaidimai ir pratimai, o kontrolinei grupei -įprastinės fizinės veiklos pratimai. Abiem grupėms užsiėmimai vyko po du kartus per savaitę po 45 min. Testavimas buvo vykdomas dviem etapais -prieš ir po intervencijos -vienoje Kauno miesto progimnazijų. Tyrime taikyti metodai: elgesiui, emocijų raiškai ir bendravimui su bendraamžiais nustatyti -Galių ir sunkumų klausimynas; įtampos lygiui veiklos metu įvertinti -"VERIM Lab Pro" biogrįžtamojo ryšio metodas; pasitenkinimas fizine veikla vertinamas pagal Fizinio aktyvumo malonumo skalę; fizinės veiklos raiška buvo vertinama "Mokyklinio amžiaus vaikų gyvensenos ir sveikatos tyrimu -HBSC" (metodologijos ištrauka apie fizinį aktyvumą laisvalaikio metu). Duomenų apdorojimui buvo naudojamas statistinės duomenų analizės paketas SPSS for Windows 23.0.Rezultatai. Tiriamojoje grupėje taikyti edukaciniai fiziniai žaidimai ir pratimai turėjo teigiamą poveikį mokinių elgesiui (p = 0,001), santykiams su bendraamžiais (p = 0,01), bendriems sunkumams (p = 0,001), sumažino hiperaktyvumą (p = 0,01). Sumažėjo mokinių patiriama įtampa veiklų metu tiriamojoje grupėje mažiausio (p = 0,021) ir didžiausio (p = 0,037) intensyvumo veiklose. Statistiškai reikšmingo poveikio mokinių patiriamai įtampai neturėjo kontrolinėje grupėje taikyti įprastinės fizinės veiklos pratimai. Tiriamojoje grupėje taikomi pratimai turėjo teigiamą poveikį mokinių pasitenkinimui fizine veikla (p = 0,001), padažnėjo fiziškai aktyvaus laisvalaikio leidimas (p = 0,001) ir pailgėjo trukmė (p = 0,004). Kontrolinėje grupėje nenustatytas reikšmingas poveikis pasitenkinimui taikoma veikla, tačiau statistiškai reikšmingai pakito fiziškai aktyvaus laisvalaikio dažnumas (p = 0,001) ir trukmė (p = 0,020).Išvados. Neformaliojo ugdymo metu taikyti edukaciniai fiziniai žaidimai ir pratimai labiau sumažino mokinių elgesio problemas, hiperaktyvumą ir bendrus sunkumus negu neformaliojo ugdymo metu taikytos įprastinės fizinės veiklos. Pradinių klasių mokiniams popamokinės veiklos metu taikytos edukacinės fizinės veiklos labiau sumažino patiriamą įtampą mažiausio intensyvumo veiklos metu, lyginant su popamokinėmis įprastinėmis fizinėmis veiklomis. Nustatytas didesnis poveikis mokinių pasitenkinimui fizine veikla ir fizinio aktyvumo padidėjimui po edukacinių fizinių žaidimų ir pratimų intervencijos, lyginant su įprastine fizine veikla.

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“…The notion of authority and children's play can be examined through a two year study that aimed to increase school children's physical activity levels through risky and imaginative play spaces (Farmer et al, 2017). Primary schools in New Zealand were provided with some initial start-up funds to make playground changes and were encouraged to relax playground !…”

Section: Loosening the Boltsmentioning

confidence: 99%

“…By prioritizing the children's ability to play freely over the need for rules and authority, the educators could see the increased play opportunities that became available to the children and thus, the new physical and social skills that could develop through their play. Some of the schools did report to Farmer et al (2017) that there were parental and educator concerns regarding safety but there were also many new families attracted to these schools due to the more relaxed approach to outdoor play.…”

Section: Loosening the Boltsmentioning

confidence: 99%

"You told me I couldn't play there": an autoethnographic exploration of children's outdoor play

Maguire¹

2021

Preprint

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Playing outdoors is an essential component of childhood yet that play is often bound by adult perceptions of safety, risk, and children’s capabilities. Research reflects the positive value that playing freely outdoors has in terms of children’s overall development. However, literature also highlights the impact of a societal focus on safety, which can limit young people’s access to the outdoors and the types of play that they seem to enjoy. The tension that can exist between pedagogical practices and trusting children to be safe plays out within the structure and format of this paper as the motifs of bounding and resistance that can exist in both research and play are unearthed. Drawing on autoethnographic and narrative approaches I explore, share, and reflect upon outdoor play experiences from my own childhood as a means to gain a deeper understanding of how children were and are positioned in society and communities.

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What did schools experience from participating in a randomised controlled study (PLAY) that prioritised risk and challenge in active play for children while at school?

Cited by 20 publications

References 33 publications

Change of School Playground Environment on Bullying: A Randomized Controlled Trial

Change of School Playground Environment on Bullying: A Randomized Controlled Trial

Edukacinių ir įprastų fizinių veiklų poveikis pradinių klasių mokinių socializacijai

"You told me I couldn't play there": an autoethnographic exploration of children's outdoor play

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