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Should Educators be 'Wrapping School Playgrounds in Cotton Wool' to Encourage Physical Activity? Exploring Primary and Secondary Students' Voices from the School Playground

Hyndman, Brendon and Telford, Amanda (2015). Should Educators be 'Wrapping School Playgrounds in Cotton Wool' to Encourage Physical Activity? Exploring Primary and Secondary Students' Voices from the School Playground. Australian Journal of Teacher Education,40(6 - Article No. 4):60-84.

Document type: Journal Article
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IRMA ID 84279116xPUB362
Title Should Educators be 'Wrapping School Playgrounds in Cotton Wool' to Encourage Physical Activity? Exploring Primary and Secondary Students' Voices from the School Playground
Author Hyndman, Brendon
Telford, Amanda
Journal Name Australian Journal of Teacher Education
Publication Date 2015
Volume Number 40
Issue Number 6 - Article No. 4
ISSN 1835-517X   (check CDU catalogue open catalogue search in new window)
Scopus ID 2-s2.0-84931061253
Start Page 60
End Page 84
Total Pages 25
Place of Publication Australia
Publisher Edith Cowan University
HERDC Category C1 - Journal Article (DIISR)
Abstract Physical activity in school playgrounds has changed considerably over recent decades to reflect a climate of ‘surplus safety’. A growing culture of surplus safety can be attributed to a desire of parents and teachers responsible for children to protect school students from danger. The aim of this research was to examine students’ perceptions of playground safety influences on physical activity during school breaks from the perspectives of the ‘users’ of school playgrounds. Data collection consisted of seven focus groups (4 primary school & 3 secondary school) conducted across four schools (2 primary & 2 secondary). During this study, the focus group discussions consisted of 54 children (32 primary & 22 secondary; 50% females; 50% males). Social-Ecological Model levels of school playground safety influence identified by both primary and secondary school students included intrapersonal safety influences (risk taking, preventing boredom, misbehaviour); interpersonal safety influences (teacher responsibilities, teacher support, peer support, teacher intimidation and bullying/territorial issues); physical environment safety influences (surfacing, protection from the weather, safe structures, protective equipment, playground space, hydration, school security and passive smoking protection) and policy/organisational safety influences (designated play areas, playground rules, further supervision, maintenance). This research addresses an important gap in the literature by providing useful information for teacher educators of the multiple safety influences on students’ participation in playground physical activity.
DOI http://dx.doi.org/10.14221/ajte.2015v40n6.4   (check subscription with CDU E-Gateway service for CDU Staff and Students  check subscription with CDU E-Gateway in new window)


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