Whilst it is realised that children's attitudes are established in the early years there has been a dearth of studies into the socio-cultural factors affecting young children's perceptions of physical activity. It has been recognised that there is an urgent need for investigators to try and develop insights into how these children interpret the messages they receive from significant others. Grounded theory has become accepted as a valuable approach to gathering and interpreting qualitative data. It encourages the researcher to make sense of the social world by providing a framework which allows theories to emerge from data collected in contrast to traditional research methodologies where the emphasis is on testing set hypotheses. This study reviews the status of the grounded theory literature and assesses the potential use of this approach in developing substantive and formal theories accounting for behavioural phenomena amongst young children. There exist two almost contrasting approaches to using grounded theory, the Glaserian and Straussian, both of which are complex and difficult to understand; if however the researcher is to make an informed choice about which approach is most suitable it is necessary to evaluate and consequently choose one of these two approaches. Fifty four children, seven to nine years of age, were studied over a four year period, using interview and observational data collection techniques to establish their activity choices and attitudes towards physical activity. Peers were found to have a strong influence, particularly in the later years spent in primary school. The grounded theory analysis produced a core category subsequently labelled, 'Interpreting Myself - The Identity Profile Continuum' and composed of three axes. There were also three mediating categories which, together with the core category serve to account for behavioural phenomena amongst the sample. Children were found to create an identity for themselves based around the way that they interpret messages from parents and peers. Identities can change in different social contexts and over time. As they become older. however, children begin to accept their identity which contours their behaviour and attitudes towards both organised sport, physical education and playground activities.

A comparison between the traditional American playground with the adventure playground clearly shows the superiority of the latter in meeting the play needs of children. This study explores the history and characteristics of both types of playgrounds. Research also focuses on children's play needs and how playground design affects these needs. Adventure playgrounds as public school playgrounds offer a wider range of play experiences than can the traditional school playground and can enhance academic learning. Inservice training for educators can facilitate an understanding of the concept of the adventure playground and the teacher's role as play leader. Enlisting community support and involvement may lead to the use of the playground after school hours and during the summer which would result in maximum benefit for the children.

Master of Regional and Community Planning / Department of Landscape Architecture/Regional and Community Planning / Hyung Jin Kim / Children’s play is partially satisfied through provision of public playgrounds with manufactured playground equipment in urban settings in the U.S., however, manufactured playground equipment is often criticized for its monotonous play equipment and is considered to be the primary cause of low playground utilization and dissatisfaction by many researchers (Hart, 2002; Beckwith, 2000; Cunningham & Jones, 1999; Davies, 1996; Masters, 2011). This study selected an urban park playground, a community playground, and a neighborhood park playground with manufactured equipment in the city of Manhattan as study sites. The purpose of this study is to examine utilization of the current playground areas and equipment—specifically by examining playground satisfaction levels and utilization frequency, and playground equipment satisfaction and utilization frequency to reveal playground utilization issues. A playground field audit and an on-site visitor survey were used to collect data. This study found (a) study playgrounds are underutilized among 6-to-10 and 11-to-15 age groups, (b) correlations exist between play equipment utilization frequencies and satisfaction ratings for most play equipment, and (c) no correlation exists between playground utilization frequency and playground satisfaction ratings. Results also revealed that (d) rare and occasional playground visitors are more likely to be attracted to play equipment with moving parts, higher physical challenges, and creative designs. Playground utilization rates are at current levels partially due to the rigid demand for playground use and play equipment. Although this study showed that 57% of survey participants were satisfied with the manufactured play equipment overall, play equipment should still be carefully selected and installed in consideration of different age groups, and visitors’ needs and characteristics; and more creative and cutting-edge play equipment should be considered for future playground improvements.

Only one third of children and youth meet current physical activity (PA) guidelines. Low levels of PA can impact future PA, the probability of obesity, and delay fundamental motor skill (FMS) development. One environment associated with children’s PA is the school playground. Limited research has explored how motor skill development and other child level factors may influence playground behavior. The purpose of this study was to explore playground behaviour and determine if children’s motor skills predicted playground behavior (e.g. enjoyment, frequency, intensity and type of play). A secondary objective was to explore whether other individual level variables influenced these playground behaviours (e.g. sex, physical activity, strength). All grade 2 and 3 children from one school were recruited to participate in this cross-sectional mixed-methods study. Information about PA was collected using the Physical Activity Questionnaire for Children and the Children’s Assessment of Participation and Enjoyment. Playground behavior information was collected using the Playground Enjoyment Questionnaire. The Test of Gross Motor Development - 2 and the stork stand were used to assess FMS and a handheld dynamometer assessed grip strength. Descriptive statistics and a one-way analysis of variance were calculated to determine if children’s PA differed between playground areas and sex. Pearson product moment correlation coefficients examined associations among children’s individual factors and playground play. Linear regression examined if children’s FMS and significant individual correlates predicted playground engagement. A total of 54 children with a mean age of 8.46yrs (SD = 0.68) participated. The sample included 31 boys (M = 8.48yrs of age (SD = 0.73) and 23 girls (M = 8.43, SD = 0.59). Correlation coefficients revealed that FMS were not significantly related to children’s playground engagement. Boys frequented the field more than girls (F (1, 52) = 5.18, p = .027), enjoyed the field (F (1, 52) = 4.07, p = .049), the courts (F (1, 52) = 6.74, p = .012) and the nature space (F (1, 52) = 4.19, p = .046) more than girls. Object control skills negatively predicted built structure play frequency (B = -.267, t = -2.39, p = .022). Gross motor quotient predicted the type of activities children engaged in the built structures (B = .055, t = 2.178, p = .035). Children’s overall PA positively predicted their play frequency, intensity, and enjoyment in court areas and intensity in the field. Grip strength predicted enjoyment in field areas. Recreational PA level negatively predicted play frequency on tarmac areas. Although, children’s FMS rarely predicted where and how children engaged on school playground spaces, other child factors (i.e. sex, PA, and grip strength) did. Children’s self-reports showed that friends also influenced their play behaviours. FMS development did not have a significant impact on where or how children played on the playground, which suggests that children of varying FMS may engage in the same play spaces. In the context of the ecological model there were child level factors that influenced their interaction with the playground as a micro-environment which requires further investigation. / Graduate

Title: Playgrounds as an adventurous environment - an analysis of children's ideas for the construction of playgrounds Objectives: The main goal of this diploma thesis is to create a project based on children's imagination. The outcome will be a design of a children's playground which will demonstrate what the kids perceive as a "dream playground" and will provide the children with a place to spend their active leisure time. The project should be just an inspiration and link together the child ideas, security standards and current trends. Methods: The necessary data was gathered through a project survey. As the best way to find true and uninfluenced images of children about their dream playground, we chose drawing pictures, polls, and interviews. As a final result, a design of the children's playground was created based on the analysis and evaluation of all the collected data and the theoretical background. Modeling method was used for the final design. Results: The result of this work is a design that illustrates the children's ideas about their dream playground. This proposal is hand drawn and supplemented with labels and photographs of already existing elements or entire complexes. The survey shows that the main theme project theme is adventure. The design includes elements mainly made of wood...

Syftet med studien var att beskriva särskolepersonalens erfarenheter av tillgänglighet på särskolors lekplatser. För att besvara syftet genomfördes intervjuer på särskolor i fyra kommuner i Stockholms läns landsting. Material analyserades och ur det framkom följande tre kategorier: ”Brister på flera nivåer”, ”Lekplatsen kan bidra till social interaktion” samt ”Ett tungt arbete att vara på lekplatsen”. I analysen framkom att tillgängligheten på särskolors lekplats är undermålig och att redskap på lekplatsen inte är anpassade. Det framkom också att personalen har svårt att kunna lämna barnen själva på lekplatsen eftersom de flesta barn behöver stöd och guidning för att de ska kunna leka på lekplatsen. Vidare framkom det att personalen behöver hjälpa barnen vid lekredskapen vilket var ett fysiskt tungt arbete och ledde till att personalen ibland valde bort aktiviteter. Interaktion mellan barnen är bra på grund av att personalen finns tillgänglig hela tiden och att ett bra samarbete mellan personalen finns. / The purpose of the study was to describe the staff's experience of accessibility at special school’s playgrounds. In response to the purpose, interviews were conducted on special schools in four municipalities in Stockholm County Council. Materials were analyzed and the following three categories emerged: "Lack on several levels", "The playground can contribute to social interaction" and "A heavy work to support at the playground". The analysis revealed that accessibility to the school's playground is inadequate and that tools in the playground is not adapted. It was also found that staff have difficulty in leaving children alone in the playground because most children need support and guidance to play in the playground. Furthermore, it emerged that the staff needed to help the children at the play equipment, which was a physically demanding work and led to the staff sometimes opting activities. Interaction between the children is good because staff are available all the time and that there is good cooperation between the staff.

Previous researchers conducted activity schedule studies and used them on unstructured areas such as the playground. This study investigates the ability of fading procedures on the effects of using activity schedules on the playground. This study displayed that fading procedures can be used and determined based on the level of the individual. The results showed that two participants were able to fade to more portable forms of activity schedules from the typical activity schedule binder. This study provides many possibilities for conducting future research involving the use of fading procedures on activity schedules.

Thesis (M. Arch.)--University of Hong Kong, 1996. / Includes special report study entitled: Open space in urban fabric. Includes bibliographical references.

Thesis (M. Arch.)--University of Hong Kong, 1999. / Includes special report study entitled: The sense of experiences in Hong Kong. Includes bibliographical references.

Falls from playground equipment are a leading cause of injury for children, hence, there is a need for intervention programs to reduce the risky behaviours associated with falls. The Cool 2 Be Safe program was developed based on the results of several research studies that identified effective strategies for reducing risk behaviours on playgrounds among individually tested school-age children. The current study evaluated the effectiveness of delivering this program in a group format within Boys and Girls Clubs. Baseline data assessing children’s attitudes and injury beliefs was collected with a questionnaire. Children then participated in four structured activity sessions in small groups, designed to increase risk awareness and reduce the frequency of risky play in playground settings. Children were then re-administered the initial questionnaire. Comparing pre- and post- data revealed positive changes in risk attitudes. Implications of these findings for preventing playground injuries and directions for future research are discussed. / Social Sciences and Humanities Research Council (SSHRC) Joseph-Bombardier Master’s Graduate Scholarship