47 research outputs found
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Perceived barriers and facilitators of adventurous play in schools: a qualitative systematic review
Adventurous play, defined as exciting, thrilling play where children are able to take age-appropriate risks has been associated with a wide range of positive outcomes. Despite this, it remains unclear what factors might aid or hinder schools in offering adventurous play opportunities. The purpose of this systematic review is to synthesise findings from qualitative studies on the perceived barriers and facilitators of adventurous play in schools. A total of nine studies were included in the final synthesis. The review used two synthesis strategies: a meta-aggregative synthesis and narrative synthesis. Findings were similar across the two syntheses, highlighting that key barriers and facilitators were: adultsâ perceptions of children; adultsâ attitudes and beliefs about adventurous play and concerns pertaining to health; and, safety and concerns about legislation. Based on the findings of the review, recommendations for policy and practice as provided to support adventurous play in schools
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Adventurous play for a healthy childhood: facilitators and barriers identified by parents in Britain
Rationale
Adventurous play, where children take age-appropriate risks involving uncertainty, fear, and thrill, is positively associated with children's physical health, mental health, and development. There is growing concern that children's access to and engagement with adventurous play opportunities are declining in Westernised countries, which may have negative implications for children's health.
Objective
The current study aimed to ascertain the facilitators of and barriers to children's adventurous play most identified by parents in Britain and to determine whether these differ across socio-demographic and geographic groups.
Methods
This study analysed the responses of a nationally representative sample of 1919 parents who took part in the British Children's Play Survey. Two open-ended questions asked parents to identify what they perceive to be the facilitators of and barriers to their child's adventurous play. A quantitative coding scheme, developed using the qualitative framework identified by Oliver et al. (2022), was applied to parents' responses.
Results
A diversity in the most identified facilitators and barriers was found, including concerns about the risk of injury from adventurous play and the safety of society, positive attitudes about the benefits of adventurous play, as well as factors related to child attributes. In general, these were consistently identified across different socio-demographic and geographic groups, although some differences were found in barriers.
Conclusions
The findings of this research support the identification of key targets for those working with parents to improve children's adventurous play opportunities and ultimately their physical and mental health. Future research should seek to design and tailor interventions by asking parents about the support they would value
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Parent perceived barriers and facilitators of childrenâs adventurous play in Britain: a framework analysis
Abstract
Background: From a public health perspective there is growing interest in childrenâs play, including play involving risk and adventure, in relation to childrenâs physical and mental health. Regarding mental health, it is theorised that adventurous play, where children experience thrilling, exciting emotions, offers important learning opportunities that prepare children for dealing with uncertainty and help prevent anxiety. Despite these benefits, adventurous play has decreased substantially within a generation. Parents have a key role in facilitating or limiting childrenâs opportunities for adventurous play, but research identifying the barriers and facilitators parents perceive in relation to adventurous play is scarce. The present study therefore examined the barriers to and facilitators of adventurous play as perceived by parents of school-aged children in Britain.
Methods: This study analysed data from a subsample of parents in Britain (n=377) who participated in the nationally representative British Childrenâs Play Survey. Parents responded to two open-ended questions pertaining to the barriers to and facilitators of childrenâs adventurous play. Responses were analysed using a qualitative Framework Analysis, an approach suitable for managing large datasets with specific research questions.
Results: Four framework categories were identified: Social Environment; Physical Environment; Risk of Injury; Child Factors. Social Environment included barriers and facilitators related to parents, family and peers, as well as community and society. Dominant themes within the Social Environment related to perceptions about the certainty of child safety, such as supervision and the safety of society. Beliefs about the benefits of adventurous play for development and well-being were also important in the Social Environment. Physical Environment factors focused on safety and practical issues. Risk of Injury captured concerns about children being injured during play. Child Factors included child attributes, such as play preference, developmental ability and trait-like characteristics.
Conclusions: Improved understanding of what influences parent perceptions of adventurous play can inform public health interventions designed to improve childrenâs opportunities for and engagement in adventurous play, with a view to promote childrenâs physical and mental health.
Keywords: Adventurous play, children, parents, barriers, facilitator
Assessing 3D metric data of digital surface models for extracting archaeological data from archive stereo-aerial photographs.
Archaeological remains are under increasing threat of attrition from natural processes and the continued mechanisation of anthropogenic activities. This research analyses the ability of digital photogrammetry software to reconstruct extant, damaged, and destroyed archaeological earthworks from archive stereo-aerial photographs. Case studies of Flower's Barrow and Eggardon hillforts, both situated in Dorset, UK, are examined using a range of imagery dating from the 1940s to 2010. Specialist photogrammetric software SocetGXPÂź is used to extract digital surface models, and the results compared with airborne and terrestrial laser scanning data to assess their accuracy. Global summary statistics and spatial autocorrelation techniques are used to examine error scales and distributions. Extracted earthwork profiles are compared to both current and historical surveys of each study site. The results demonstrate that metric information relating to earthwork form can be successfully obtained from archival photography. In some instances, these data out-perform airborne laser scanning in the provision of digital surface models with minimal error. The role of archival photography in regaining metric data from upstanding archaeology and the consequent place for this approach to impact heritage management strategies is demonstrated
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Adventurous play in schools: the parent perspective
Adventurous play (play that is exciting and thrilling, where children take age-appropriate risks, for
example climbing trees and jumping from rocks) is increasingly being recognised as beneficial for
child health and development. Despite this, childrenâs opportunities for and engagement in this type
of play have declined in recent decades. Breaktimes in schools may provide an ideal opportunity to
provide adventurous play opportunities for all children. Recent work has identified myriad factors that
help and hinder schools in offering adventurous play opportunities, but parent perspectives have
largely been absent. Through one-to-one semi-structured qualitative interviews, this study aims to
capture parentsâ perspectives on adventurous play happening in schools and what they perceive as the
key barriers to and facilitators of adventurous play in schools. The findings were analysed using
reflective thematic analysis. Five themes were identified: Needs, Schools as Gatekeepers, Risks and
Benefits, Societal Constraints and Individual Differences. Findings are discussed with reference to
parental support for adventurous play, as well as parent and school level needs that should be
addressed if barriers that may hinder adventurous play opportunities in school are to be overcome