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?

Autor/inn/en	Farmer, Victoria L.; Fitzgerald, Ruth P.; Williams, Sheila M.; Mann, Jim I.; Schofield, Grant; McPhee, Julia C.; Taylor, Rachael W.
Titel	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?
Quelle	In: Journal of Adventure Education and Outdoor Learning, 17 (2017) 3, S.239-257 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1472-9679
DOI	10.1080/14729679.2017.1286993
Schlagwörter	Randomized Controlled Trials; Risk; Adventure Education; Play; Qualitative Research; Intervention; Playground Activities; School Involvement; School Surveys; Attitude Change; Educational Benefits; Performance Factors; Educational Opportunities; Community Involvement; Elementary Schools; Physical Activities; Semi Structured Interviews; Educational Experience; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Risiko; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Spiel; Qualitative Forschung; Schulmitwirkung; Attitudinal change; Einstellungsänderung; Bildungsertrag; Leistungsindikator; Bildungsangebot; Bildungschance; Elementary school; Grundschule; Volksschule; Bildungserfahrung; Ausland; Neuseeland
Abstract	"Risky" play is an important component of play, which positively affects the cognitive, social and emotional development of children. However, a growing culture of "risk aversion" may be limiting the degree of risk that children are allowed to encounter. We undertook qualitative interviews with eight schools to examine the acceptability of an intervention designed to increase risk and challenge in the school playground (e.g. more rough-and-tumble play and tree climbing). Schools were overwhelmingly positive about the approach and all enjoyed participating. Each school believed many benefits occurred from increasing risk and challenge within play, including better behaviour, improved cooperation between children and increases in physical activity. There were some challenges for schools, but these were generally research related, and all were viewed as acceptable. Indeed, schools found the process enlightening, and upon completion of the two-year intervention often viewed play in quite a different light. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01