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It distinguishes unstructured active play from structured, adult-supervised play and discusses planning implications for active-play interventions on school 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Benson  \nAmanda Telford  \nBecause children spend so much of their time in schools, their playgrounds o􀂊era good setting for promoting active play in young lives. Teachers, instead of considering active play a taxing demand on their busy day, have begun to develop an informal curriculum for it. 􀂋e authors review the research on children’s active play and explores its in􀂌uence on school playgrounds, looking at studies ofindividual and social play, the e􀂊ect of physical environments on active play, and the impact of school polices on children’s active play on school playgrounds. 􀂋ey ask others to consider the implications of this research when planning children’s active play. Keywords: active play, playground interventions, school playgrounds, socio-ecological model; in􀂌uences on unstructured play  \nIntroduction  \nMost play scholars consider active play as the diverse range ofunstructured, spontaneous physical activities and behavior in which children engage (Pellegrini 2009). Active play can become an informal curriculum for schools (Hyndmanet al. 2012), one which facilitates children’s learning and development. 􀂋e importance of such play has been acknowledged by the United Nations High Commission for Human Rights as a basic entitlement for every child (United Nations 1989). Research suggests active play improves classroom behavior (Ridgers, Stratton, and Fairclough 2006), helps develop social and physical skills (Pellegrini and Bohn 2005), and promotes psychological well-being by fostering intrinsic motivation, competence, and a sense of belonging. Although childhood o􀂊ers important opportunities to establish active play habits, we have only a limited understanding of how to develop and sustain active play among children (Hyndman et al. 2012).  \n325  \nAmerican Journal of Play, volume 8, number 3 © 􀂋e Strong [Contact Brendon Hyndman at Brendon.Hyndman@scu.edu.au](Contact Brendon Hyndman at Brendon.Hyndman@scu.edu.au)  \nSchools a􀂊ord the best chance to enhance children’s active play (Dobbinset al. 2009; Kriemler et al. 2011). Children spend most of their weekdays (more than thirty hours a week) in schools, making them an obvious and suitable setting for active play. Schools provide an opportunity for active play to children who may have limited time for play at home or in their community. But o*en busy teachers do not have the time to nurture physical activity, and school playgrounds have emerged as a critical setting for children’s active play (Engelen et al. 2013; Hyndman, Benson, and Telford 2014; Hyndman 2015) . Most scholars consider active play to be unstructured and to consist of activities in which children participate spontaneously and without purpose (Sener et al. 2008) . 􀂋ese can include digging, raking (Salmon et al. 2003); li*ing and carrying, exploring, planting, chasing (Dyment and Bell 2008); and pushing objects into positions.  \n􀂋ey involve construction, imagination, and creativity (Bundy et al. 2009) .  \nIn contrast, structured play is organized and characterized by speci+ed locations, time schedules, and adult supervision (Sener et al. 2008). 􀂋is play includes team sports, racquet sports, and +tness classes (Salmon et al. 2003). Children in elementary schools in Western countries—who attend in general at least three classes a day, +ve days a week, thirty-nine weeks a year, for seven years—engage in active play on school playgrounds during more than four thousand school breaks, including morning and lunchtime recesses. (In countries, however, such as Hungary in Europe or Taiwan in Asia, school breaks occur less frequently [Ridgerset al 2009; Pan 2008].) Active play on school playgrounds makes up to 50 percent of children’s recommended daily physical activity (Tudor-Locke et al. 2006).  \nSchool playgrounds give children the chance to build active, healthy bodies and to develop their decision-making, ne","cbCais0FFlwl0ARJ","https://ap.wps.com/l/cbCais0FFlwl0ARJ","pdf",243335,"English","# Introduction\n# The Social-Ecological Model","[{\"question\":\"Why do schools and playgrounds matter for children’s active play?\",\"answer\":\"Children spend more than thirty hours a week in schools, and playgrounds provide an accessible setting for active play when time at home or in the community may be limited.\"},{\"question\":\"What does the paper say active play includes?\",\"answer\":\"Active play is described as diverse unstructured, spontaneous physical activities without a fixed purpose, such as digging, exploring, planting, chasing, and pushing objects into positions.\"},{\"question\":\"How does the social-ecological model explain influences on active play?\",\"answer\":\"It frames children’s active play as shaped by interacting intrapersonal, interpersonal, physical environmental, and organizational/policy levels, supporting comprehensive intervention design and evaluation.\"}]","Active Play - Exploring the Influences on Children's School Playground Activities | PDF",1792072725]