Australian Journal of Teacher Education - Should Educators be ‘Wrapping School Playgrounds in Cotton Wool’ to Encourage Physical Activity? Exploring Primary and Secondary Students’ Voices from the School Playground - Article 4

Oct 15, 2026

Uploaded by Jasmine

Physical activity in school playgrounds has changed over recent decades under a climate of “surplus safety,” driven by parents’ and teachers’ desire to protect children from danger. This study examined students’ perceptions of how playground safety influences physical activity during breaks, using seven focus groups across four schools. Findings identify intrapersonal, interpersonal, physical environment, and policy/organisational safety influences on participation.

LanguageEnglish

CategoryResearch & Report

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Pages26

Reading Time1 h 6 min

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Abstract

Background

Australian Journal of Teacher Education | Volume 40 | Issue 6 | Article 4 | | --- | --- | | 2015
Should Educators be ‘Wrapping School Playgrounds in Cotton Wool’ to Encourage Physical Activity? Exploring Primary and Secondary Students’ Voices from the School Playground
Brendon P. Hyndman
International Graduate Centre of Education, School of Education, Charles Darwin University, [brendon.hyndman@cdu.edu.au](brendon.hyndman@cdu.edu.au)
Amanda Telford
Discipline of Exercise Sciences, School of Medical Sciences, RMIT University, [amanda.telford@rmit.edu.au](amanda.telford@rmit.edu.au) | | Recommended Citation Hyndman, B. P., & Telford, A. (2015). Should Educators be ‘Wrapping School Playgrounds in Cotton Wool’ to Encourage Physical Activity? Exploring Primary and Secondary Students’ Voices from the School Playground. Australian Journal of Teacher Education, 40 (6). Retrieved from [http://ro.ecu.edu.au/ajte/vol40/iss6/4](http://ro.ecu.edu.au/ajte/vol40/iss6/4) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol40/iss6/4](http://ro.ecu.edu.au/ajte/vol40/iss6/4) Australian Journal of Teacher Education Should Educators be ‘Wrapping School Playgrounds in Cotton Wool’ to Encourage Physical Activity? Exploring Primary and Secondary Students’ Voices from the School Playground Brendon Hyndman Charles Darwin University Amanda Telford RMIT University Abstract: Physical activity in school playgrounds has changed considerably over recent decades to reflect a climate of ‘surplus safety’. A growing culture of surplus safety can be attributed to a desire of parents and teachers responsible for children to protect school students from danger. The aim of this research was to examine students’ perceptions of playground safety influences on physical activity during school breaks from the perspectives of the ‘users’ of school playgrounds. Data collection consisted of seven focus groups (4 primary school & 3 secondary school) conducted across four schools (2 primary & 2 secondary). During this study, the focus group discussions consisted of 54 children (32 primary & 22 secondary; 50% females; 50% males). Social-Ecological Model levels of school playground safety influence identified by both primary and secondary school students included intrapersonal safety influences (risk taking, preventing boredom, misbehaviour); interpersonal safety influences (teacher responsibilities, teacher support, peer support, teacher intimidation and bullying/territorial issues); physical environment safety influences (surfacing, protection from the weather, safe structures, protective equipment, playground space, hydration, school security and passive smoking protection) and policy/organisational safety influences (designated play areas, playground rules, further supervision, maintenance). This research addresses an important gap in the literature by providing useful information for teacher educators of the multiple safety influences on students’ participation in playground physical activity. Background The promotion of an active lifestyle for students is important to lay the foundation fora physically active lifestyle (Dobbins, De Corby, Robeson, Husson, & Tirilis, 2009) . In some instances early lifestyle and activity habits have been reported to track into adulthood and can help reduce the risk of chronic diseases (Telama, 2009) . Schools are often targeted as the key setting to develop students’ physical activity standards (Eisenmann, 2006) . Physical activity is defined as any bodily movement produced by skeletal muscles that expends energy (Caspersen, Powell & Christenson, 1985). Many physical activity opportunities exist in schools including physical and sport education programs, after school activities and play during school breaks (Olds et al., 2009). There is a developing trend of schools looking to facilitate students’ physical activity via non-curri

FAQs

What is the main focus of the research on school playgrounds?

The research examines students’ perceptions of how playground safety influences physical activity during school breaks.

How was data collected for this study?

Data collection used seven focus groups (four primary and three secondary) across four schools.

What categories of playground safety influences were identified by students?

Students identified intrapersonal, interpersonal, physical environment, and policy/organisational safety influences affecting participation in play.

Oct 15, 2026

Uploaded by Jasmine