A case study in the affordances for developmental outcomes allowed by a school playground

The overall aim of this study was to assess the diversity of play within a primary school in northern Scotland, during outdoor break times. Data was obtained from 16 children, aged 7-11 years, across a 10-day observational period. The study was conducted using the system for observing children’s activity and relationships during play (SOCARP) instrument, which is specifically designed for use when recording direct play observations. Play was observed in the morning and afternoon break times so that the data analyses carried out could compare differing behaviours between genders and time of day. The playscape was mapped and key zones were identified so that most visited areas could be identified and conclusions could be gauged about the cognitive development outcomes, and the amount of physical and social activity happening within each area. The findings indicated that the boys took part in the most moderateto-vigorous physical activity (MVPA) in comparison to the girls who demonstrated heightened levels of positive social interactions. The study highlighted the spaces within the playscape which afforded greater developmental outcomes for the pupils which, in the Junior School being observed, was the woodland. Drawing from the current findings, it is suggested that interventions should focus on increasing the PA levels of girls by possibly creating a ‘walk and talk’ route through the playscape, so activity level could be increased and social interactions not compromised. Additionally, the woodland area should be enlarged to allow more children to play within the area that allows for the most ‘dramatic play’ which has been proven to indicate advanced levels of cognitive functioning. Another suggestion to improve the play facilitated at the school is to encourage a staff intervention to support children to use the obstacle course effectively