Ability to be active: exploring children's active play in primary schools

Abstract

This paper presents findings from an innovative multi-method study which sought to examine the impact of toys and toy substitutes on children's physical activity (PA) levels in two UK primary schools. Accelerometers were used to record the PA levels of 52 Year 3 pupils (aged 7–8 years) during 4 separate 30-minute play sessions and, for comparison, during other periods of the school day (breaks, lunch-times and PE lessons). Qualitative data were generated through observations, field notes and semi-structured focus groups with pupils. The findings suggest that a relatively short session of unstructured active play with toys or toy substitutes can make an important contribution to a child's daily level of PA. Moreover, they reveal that children's enjoyment of play sessions and their creative, physical and social competence are also important influences on their engagement in and with active play. Some implications for policy, practice and future research are discussed.

Keywords:

• active play
• physical activity
• primary school
• toys
• competence

Acknowledgements

We would like to recognise the invaluable contribution made by colleagues from the Institute of Youth Sport at Loughborough University, namely Dr Mary Nevill, Dr John Morris, Dr Trish Gorely, Susie Brown, Gail Matthews, Hayley Musson, Cathie Taylor, Sophie Hobson and James Dorling. We also express our gratitude to the pupils and staff of the two project schools for their participation in the study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Funding

The authors gratefully acknowledge the support of the British Toy and Hobby Association who funded the project and have encouraged the dissemination of project findings.

Notes on contributors

Dr Rachel Sandford is a Lecturer in Young People and Sport in the School of Sport, Exercise and Health Sciences at Loughborough University, having previously worked as a Senior Research Associate with the Institute of Youth Sport. Her research interests include: positive youth development through PA and sport; youth identity formation and physical culture; youth disaffection and social exclusion / inclusion; and the PA and sporting experiences of Looked After Children.

Dr Rebecca Duncombe is a Teaching Fellow in the School of Sport, Exercise and Health Sciences at Loughborough University. She worked initially as a primary school teacher before starting her PhD at Loughborough University. Her research interests include primary PE, high-quality teaching and learning in PE, issues of inclusion in PE, the promotion of PA and health and physical development in the early years (ages 0–5).

Dr Carolynne Mason is a Teaching Fellow in the School of Sport, Exercise and Health Sciences at Loughborough University. She was also recently a researcher within the Faculty of Education at Cambridge University (November 2008–August 2011) and is an Associate Tutor for the Open University. Her research interests include young people's participation and citizenship; inclusive educational practice; involving children and young people in the research process; engaging ‘hard to reach groups’ in/through sport and PA; and the role of sport and PA in promoting social inclusion and social justice.

Dr Carly Butler is a Lecturer in Social Psychology in the Department of Social Sciences at Loughborough University. She is also a member of Loughborough's Helpline Research Unit and Discourse and Rhetoric Group and founding director of the Loughborough-Sheffield Children's Interaction Research Network (CIRN). Her research focuses primarily on children's play and interaction, family interaction and helpline interactions. She has a particular interest in methodological issues in the study of social interaction.