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“All the fun stuff, the teachers say, ‘that’s dangerous!’” Hearing from children on safety and risk in active play in schools: a systematic review
BACKGROUND: Active play is vital for healthy child development, and schools are a valuable setting to promote this behaviour. Understanding the determinants of children’s physical activity behaviour during recess, particularly the role of risk-taking and the influence safety concerns have on active...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9233824/ https://www.ncbi.nlm.nih.gov/pubmed/35752813 http://dx.doi.org/10.1186/s12966-022-01305-0 |
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author | Jerebine, Alethea Fitton-Davies, Katie Lander, Natalie Eyre, Emma L. J. Duncan, Michael J. Barnett, Lisa M. |
author_facet | Jerebine, Alethea Fitton-Davies, Katie Lander, Natalie Eyre, Emma L. J. Duncan, Michael J. Barnett, Lisa M. |
author_sort | Jerebine, Alethea |
collection | PubMed |
description | BACKGROUND: Active play is vital for healthy child development, and schools are a valuable setting to promote this behaviour. Understanding the determinants of children’s physical activity behaviour during recess, particularly the role of risk-taking and the influence safety concerns have on active play, is required. This systematic review aimed to 1) synthesise qualitative research with children that explored their perceptions of safety and risk in active play during recess in elementary and/or middle school, and 2) develop a model from the findings to guide efforts in schools to optimise children’s active play opportunities during recess. METHODS: Six online databases were systematically searched for articles published between January 2000 and March 2021. Following PRISMA guidelines, records were screened against eligibility criteria using Covidence software, and data extraction and synthesis was conducted using customised forms in Excel and NVivo software. Framework synthesis methodology was employed, conceptually guided by Bronfenbrenner’s socio-ecological model and Gibson’s affordance theory. RESULTS: Of 9664 records, 31 studies met inclusion criteria, representing 1408 children across 140 schools from 11 countries. An emergent conceptual framework was developed encompassing 23 risk and safety themes and 10 risky play types that children desired in schools. Individual characteristics (age, gender, physical literacy) influenced children’s engagement with risk and how they kept themselves safe. Across outer SEM levels, factors interacted to constrain or afford children’s active play. Socio-cultural factors (supervision practices, rules, equipment restrictions) constrained active play, which children perceived were driven by adults’ concern with physical safety. These factors contributed to a cycle of risk-averse decision making and diminished play affordances, which could inadvertently exacerbate safety issues. A model for risk tolerance in children’s active play has been proposed. CONCLUSIONS: The findings show a disparity between the active play children want in schools and what they are able to do. Future work should balance the concerns of adults against the active play children want, involve children in decisions about playground policy, and foster a risk-tolerant culture in schools. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12966-022-01305-0. |
format | Online Article Text |
id | pubmed-9233824 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-92338242022-06-27 “All the fun stuff, the teachers say, ‘that’s dangerous!’” Hearing from children on safety and risk in active play in schools: a systematic review Jerebine, Alethea Fitton-Davies, Katie Lander, Natalie Eyre, Emma L. J. Duncan, Michael J. Barnett, Lisa M. Int J Behav Nutr Phys Act Review BACKGROUND: Active play is vital for healthy child development, and schools are a valuable setting to promote this behaviour. Understanding the determinants of children’s physical activity behaviour during recess, particularly the role of risk-taking and the influence safety concerns have on active play, is required. This systematic review aimed to 1) synthesise qualitative research with children that explored their perceptions of safety and risk in active play during recess in elementary and/or middle school, and 2) develop a model from the findings to guide efforts in schools to optimise children’s active play opportunities during recess. METHODS: Six online databases were systematically searched for articles published between January 2000 and March 2021. Following PRISMA guidelines, records were screened against eligibility criteria using Covidence software, and data extraction and synthesis was conducted using customised forms in Excel and NVivo software. Framework synthesis methodology was employed, conceptually guided by Bronfenbrenner’s socio-ecological model and Gibson’s affordance theory. RESULTS: Of 9664 records, 31 studies met inclusion criteria, representing 1408 children across 140 schools from 11 countries. An emergent conceptual framework was developed encompassing 23 risk and safety themes and 10 risky play types that children desired in schools. Individual characteristics (age, gender, physical literacy) influenced children’s engagement with risk and how they kept themselves safe. Across outer SEM levels, factors interacted to constrain or afford children’s active play. Socio-cultural factors (supervision practices, rules, equipment restrictions) constrained active play, which children perceived were driven by adults’ concern with physical safety. These factors contributed to a cycle of risk-averse decision making and diminished play affordances, which could inadvertently exacerbate safety issues. A model for risk tolerance in children’s active play has been proposed. CONCLUSIONS: The findings show a disparity between the active play children want in schools and what they are able to do. Future work should balance the concerns of adults against the active play children want, involve children in decisions about playground policy, and foster a risk-tolerant culture in schools. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12966-022-01305-0. BioMed Central 2022-06-25 /pmc/articles/PMC9233824/ /pubmed/35752813 http://dx.doi.org/10.1186/s12966-022-01305-0 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Review Jerebine, Alethea Fitton-Davies, Katie Lander, Natalie Eyre, Emma L. J. Duncan, Michael J. Barnett, Lisa M. “All the fun stuff, the teachers say, ‘that’s dangerous!’” Hearing from children on safety and risk in active play in schools: a systematic review |
title | “All the fun stuff, the teachers say, ‘that’s dangerous!’” Hearing from children on safety and risk in active play in schools: a systematic review |
title_full | “All the fun stuff, the teachers say, ‘that’s dangerous!’” Hearing from children on safety and risk in active play in schools: a systematic review |
title_fullStr | “All the fun stuff, the teachers say, ‘that’s dangerous!’” Hearing from children on safety and risk in active play in schools: a systematic review |
title_full_unstemmed | “All the fun stuff, the teachers say, ‘that’s dangerous!’” Hearing from children on safety and risk in active play in schools: a systematic review |
title_short | “All the fun stuff, the teachers say, ‘that’s dangerous!’” Hearing from children on safety and risk in active play in schools: a systematic review |
title_sort | “all the fun stuff, the teachers say, ‘that’s dangerous!’” hearing from children on safety and risk in active play in schools: a systematic review |
topic | Review |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9233824/ https://www.ncbi.nlm.nih.gov/pubmed/35752813 http://dx.doi.org/10.1186/s12966-022-01305-0 |
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