Thesis aim: This thesis aims to analyse and critically evaluate the Children Activity Scanning Tool (CAST), which measures children’s physical activity (PA) engagement levels in school playgrounds and similar environments, focusing on CAST reliability and validity using data from four health promotion projects in the Northern Rivers (Move it Groove it (MIGI) project), Illawarra, Central Coast and Dubbo areas in NSW, Australia.The overall research question is whether physical activity engagement levels of large numbers of children can be validly and reliably measured in school playgrounds and similar environments using CAST.Methodology: CAST was used to scan school playgrounds and similar environments, in which unstructured rest, play and other physical activities take place. Scanning was undertaken by a team of trained observers who concurrently scanned a pre-defined area of the playground and recorded the number of children engaged in assigned physical activity intensity categories.Criterion validity was measured in three projects comparing the total number of children counted in separate physical activity categories to an independent count of the number of children in the playground using Pearson correlation coefficients. Data obtained during instrument development were used to determine criterion validity in two projects when compared to videotapes using Pearson correlation, Cronbach alphas and 95% CI around mean engagement levels.Data obtained during development and training, as well as project field data were used for reliability testing. Cronbach alpha, Pearson correlation, factor analysis and 95% CI around mean engagement levels were used to measure inter-rater reliability.Data from multi-level regression models obtained in three projects were used to calculate intra class correlation (ICC) and composite reliabilities of scan and break level physical activity engagement.Results: Criterion validity measures comparing sums of categories counts to independent counts of all children yielded Pearson correlation coefficients of 0.97, 0.81 and 0.96 in the Illawarra, Central Coast and Dubbo projects respectively. Criterion validity measures comparing field and video scores yielded Pearson correlation coefficients of 0.47, 0.52 and 0.56 respectively in the Move it Groove it (MIGI) project, and in the Illawarra study Cronbach alphas of 0.98 and 0.85, and a Pearson correlation of 0.93. There were no significant differences between the mean numbers of children who were engaged in a physical activity level when 95% CI were used except for one category in the MIGI study.Inter-rater reliability estimates in all projects were high or very high. There were no significant differences between the mean numbers of children engaged in a physical activity level when 95% CI were used. Almost 86% (12/14) of the standardised Cronbach alpha estimates were equal to or greater than 0.93. Principal component analysis values ranged from 76%-98%. ICCs obtained from field data yielded composite reliabilities of 0.77-0.94.Conclusion: It was concluded that CAST was a valid and reliable instrument to measure physical activity engagement levels of children in school playgrounds.Recommendations: The two or three categories versions CAST should be used as they produced the highest quality data when used to observe large groups in well-defined playgrounds. Further research is needed to validate other variables (eg equipment), validate a one observer CAST version, and test the feasibility of using children as observers.

Thesis (Ph.D.)--Antioch University New England, 2010. / Title from PDF t.p. (viewed July 22, 2010). "A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Environmental Studies at Antioch University New England (2010)."--from the title page. Advisor: Heidi Watts Includes bibliographical references (p. 218-226).

Thesis (Ph.D.)--Antioch University New England, 2010. / Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Environmental Studies of Antioch University New England, 2010. Includes bibliographical references.

Made available in DSpace on 2014-06-11T19:31:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-02-27Bitstream added on 2014-06-13T18:42:50Z : No. of bitstreams: 1 oliveira_ra_dr_mar.pdf: 673641 bytes, checksum: 73ef0456c52c57180a27ff2f733f4147 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este trabalho identifica a emissão de comportamentos de risco para acidentes infantis durante interações de crianças em playgrounds escolares e as características de risco dos brinquedos recreativos, bem como analisa as opiniões dos profissionais da educação infantil em relação a tais interações e aos possíveis acidentes que possam delas decorrer, em especial dos professores, mediante intervenção com cenas das interações. São participantes 52 escolares do Pré-I e Pré-II, 33 profissionais e 31 docentes de duas escolas municipais de educação infantil de uma cidade do interior do Estado de São Paulo. Utiliza filmagem, roteiros de investigação (questionários) pré-testados e cenas selecionadas das filmagens para intervenção breve com professores. Como resultados, identifica, por meio das filmagens, a emissão de diversos comportamentos de risco nos playgrounds, como o “uso inadequado dos brinquedos”, “imitação” (de brincadeiras perigosas), “competição por um brinquedo” e “desafio/competição entre si”, bem como diversas características de risco nos brinquedos, como permanência de brinquedo no sol acumulando energia solar e ausência de barreiras físicas ao redor dos equipamentos. As opiniões dos profissionais, obtidas por meio dos questionários, apontam: quedas e choques com brinquedos e/ou com outras crianças como os acidentes mais freqüentes, motivados pela falta de atenção/cuidado da criança; o trepa-trepa como brinquedo de maior risco, bem como as situações interativas entre crianças e brinquedos, sobretudo no balanço, e das crianças entre si, durante o correr; as orientações às crianças sobre o uso correto dos brinquedos como medidas preventivas já adotadas e que poderiam ser realizadas e as conversas informais/regras como os trabalhos sobre prevenção de acidentes já realizados com as crianças... / This work identifies the emission of risk behaviors for children injury during children interaction in school playgrounds and the risk characteristics of toy, as such analyses the preschoolar professionals´opinions (specially teachers´one) in relation to those interactions and to the possible accidents that can occur intervention, by intervention with interaction scenes. 52 preschoolar students, 33 professionals and 31 teachers of two city infant schools of a city of São Paulo state. It uses movie takes, pré-tested questionnaires, and selected taken scenes, for brief intervention with teachers.As results, it identifies, by movie takes, the emission of risk behaviors at playgrounds, like “inapropriated use of toys”, “imitation (of dangerous behaviors)”, “competition for a toy”, and challenges (self-competition), such as several risk characteristics of toys, like toys standying at sun getting Sun energy and lack of physical barriers around the toys. The professionals’ opinions, got by questionnaires, shows: falls and schocks with toys and/or other children are the most frequent accidents, cause lack of attention by children; the trepa-trepa as the most dangerous toy, as well interactive situations between children and toys, mainly at slalow, and among children, during running; the orientation to children about the correct use of toys, as already taken measure, and that could be done, and chats and rules as already adopted works of injury prevention. At intervention, teachers saw risk behavior for injury prevention scenes and justify as variables to the occurance of these behaviors to the lack of perception of risk/danger, and that children want to explore the possibilities that toys get. They point as consequences injuries and traumas and point as injury prevention and promotion of safety the teachers’ attitudes, such as orientation and diary chats ...(Complete abstract, click electronic access below)

The primary intent of this thesis is to demonstrate how the schoolyard, through physical diversification focusing on a three-fold paradigmatic framework, can become a significant educational environment able to support the physical, cognitive and developmental skills in children. Research is used as a tool to inform and support the designs. Discussed in the first two sections are the history and evolution of school grounds, play and the environment, the effects of place-identity on self-identity, as well as the power of place in pedagogy. The design framework is supported by precedent studies, intending to reflect the design principles, programs, ideas and values of the ecological, curriculum-based and narrative landscape design layers. The final master plan design is an amalgamation of these three layers, representing an educational setting that will foster a dynamic interchange between children and their milieu. / Applied Science, Faculty of / Architecture and Landscape Architecture (SALA), School of / Graduate

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This three-article dissertation explores the nuances of play within adventure playgrounds, guided by two pivotal questions: how does play manifest in settings with user-negotiated boundaries, and how do the creators of these playgrounds perceive play? Utilizing a mixed-methods approach across three articles, this study explores the interaction between the physical and conceptual boundaries of play spaces, the perceptions of playworkers, and the play behaviors and experiences of the generations of players. The research methodology combines sociolinguistic analysis, participatory observation, multimodal making, and interviews. The first article examines the linguistic landscape of adventure playgrounds to understand how language influences the play environment. The second investigates the players’ perspectives on play within these unique settings. The third article focuses on playworkers, analyzing their perceptions and practices in facilitating play. Findings reveal a complex ecosystem where space, perception, and play are intricately linked, highlighting the role of user and creator in shaping the boundaries and possibilities of play.

Thesis (MOccTher)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Play is widely acknowledged as a cornerstone of childhood development. Its significance stretches beyond developing cognitive abilities and school readiness to the development of social skills, emotional expression and well-being. The milieu, or environment, is recognized as highly influential with regards to occupational performance; the play environment is therefore also of great importance to child development. However, there is a lack of knowledge regarding the assessment of this play environment, especially in a developing country context. This study therefore focuses on the play environment at South African crèches, specifically with regards to assessing the environmental factors impacting children’s play, namely play space, play objects, play time and play mates (including caregivers). The National Guidelines of ECD Services in South Africa had already set standards relating to play space, play time and caregiver ratio’s at crèches. Criteria for play objects were established as part of this study through an extensive literature review. These criteria were then applied in a quantitative, cross-sectional descriptive survey at registered crèches in Macassar, a community in the Cape Flats outside Cape Town. The survey results indicated that crèches complied to play space and play time regulations, but that not all crèches complied with the regulations regarding caregiver-child ratio’s and play object adequacy. The crèches especially lacked in gross motor play objects. These findings emphasize the importance of establishing practical criteria and guidelines for all aspects of the play environment and enforcing those standards at day care crèches. The study also provides a useful framework for measuring the adequacy of the play environment at South African crèches. / AFRIKAANSE OPSOMMING: Spel is ‘n belangrike hoeksteen in kinderontwikkeling en het ‘n noemenswaardige impak op kognitiewe ontwikkeling, skoolgereedheid, die ontwikkeling van sosiale vaardighede, uitdrukking van emosies en algemene welstand. Die milieu, of omgewing, word wyd aangeslaan vir die invloed wat dit op arbeidsverrigting uitoefen en die spelomgewing is daarom belangrik. Daar is egter ‘n tekort in kennis aangaande die spel omgewing, veral in die konteks van ‘n ontwikkelende land soos Suid-Afrika. Hierdie studie bestudeer dus die spel omgewing in Suid-Afrikaanse dagsorgsentrums. Speel-spasie, speeltyd, speelgoed en speel-maats vorm saam die omgewingsfaktore wat op die spel omgewing impakteer en die studie fokus dus op hierdie vier faktore. Die Nasionale Riglyne vir Voorskoolse Kinder Ontwikkeling in Suid Afrika het reeds standaarde gestel ten opsigte van die vewagte fisiese spasie, speeltyd en die getal kinders tot versorgers (versorger-kind verhouding) by Suid Afrikaanse dagsorg sentrums. Kriteria wat meet of daar voldoende speelgoed beskikbaar is vir kinders se optimale ontwikkeling is na aanleiding van ‘n literatuurstudie ontwikkel. Hierdie kriteria, tesame met die kriteria wat deur die Nasionale Riglyne gestel is, is gebruik om die spelomgewing by dagsorg-sentrums in die Macassar gemeenskap op die Kaapse Vlaktes net buite Kaapstad te meet d.m.v ‘n beskrywende opname. Volgens die sensus resultate voldoen die dagsorgsentrums wel aan kriteria ten opsigte van fisiese spasie en beplande speeltyd, maar ontbreek hulle ten opsigte van die versorger-kind verhouding. Die resultate dui ook aan dat al die dagsorg-sentrums nie voldoende speelgoed gehad het om die volle spektrum van kinderontwikkeling te dek nie. Hulle het veral ontbreek in speelgoed vir grof-motoriese spel. Die studie beklemtoon die belang van praktiese en spesifieke riglyne en standaarde sowel as die implementering van hierdie standaarde. Die studie verskaf ook ‘n raamwerk wat gebruik kan word in die assesering van die spel omgewing in ‘n ontwikkelende konteks, sowel as om toekomstige intervensies te lei.

Fifty-one subjects each performed two trials which consisted of traversing a horizontal ladder. Film records were made of each trial using a high-speed camera. Absolute and relative temporal and kinematic parameters were obtained from the film records. The conclusions were that there was no age related interaction or differences in preferred rung spacing or contact/airborne times. A Chi-Square analysis did show a preference for a specific gait pattern for the six year old age group.