[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592416-105":59,"doc-detail-592416-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","bodily-play-in-the-after-school-program-fulfillment-of-intentionality-in-interaction-between-body-and-place","Bodily Play in the After-School Program - Fulfillment of Intentionality in Interaction between Body and Place","","The study investigates how children in a Norwegian after-school program (ASP) relate to the places where they play. It examines the specific kinds of bodily, self-chosen play that children control, using a life-world approach grounded in phenomenological philosophy. Qualitative interviews and close observations at two locations within one ASP facility show that children’s understanding of place closely aligns with their bodily play. The findings indicate such play directs intention toward places and provides an immediate basis for later actions, supporting encouragement of bodily play in ASP.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/bodily-play-in-the-after-school-program-fulfillment-of-intentionality-in-interaction-between-body-and-place/592416/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/bodily-play-in-the-after-school-program-fulfillment-of-intentionality-in-interaction-between-body-and-place/592416.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What relationship does the study examine between children and places?","Question",{"text":112,"@type":113},"It examines how children’s understanding of place is closely associated with the bodily play they choose and control in an after-school program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the author conduct the research?",{"text":117,"@type":113},"The research used qualitative interviews with children in a Norwegian ASP and close observation of their free play at two distinct locations within the program facility.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study conclude about bodily play in ASP?",{"text":121,"@type":113},"Bodily play is meaningfully directed toward places and helps constitute and adjust the background for later actions, so this kind of play should be encouraged in ASP.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592416,1792231841,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Bodily Play in the After-School Program  \nFulfillment of Intentionality in Interaction between Body and Place  \n•  \nKnut Løndal  \nThis article investigates the relationship between children in an after-school program (ASP) and the places where they play. It focuses on the kind of bodily play the children themselves choose and control. The author applies a life-world approach to this study, and his theoretical perspective is based on phenomenological philosophy. The qualitative research included interviews of children in a Norwegian ASP and the close observation of these children engaged in free play at two distinctive locations on the grounds of one ASP facility. The findings show that children’s understanding of place closely associates with their own bodily play. Bodily play appears meaningfully directed toward places and offers children the immediate opportunity to fulfill the intentionality of their activities. Such play serves an important role in constituting and adjusting the background for later actions, and the author concludes that this kind of bodily play should be encouraged in ASP. He concludes further that ASP itself should be emphasized as a complementary but contrasting niche in a school’s physical-education scheme, an emphasis that requires sound pedagogical judgments by professional staff.  \nIntroduction  \nAsphalt, a rugged hillock with bushes, a sandpit, a stretch of grass, and a small playhouse among some trees surround the after-school program (ASP) pavilion. The doors to the pavilion open, and the asphalt immediately fills with active eight-and nine-year-olds. One girl runs across the asphalt to one of the trees. She swings up, grabs a small branch with both arms, and swings one leg up and around a branch stub. She grasps firmly with her arms at the same time she swings one leg firmly down. She now sits on the lowest branch. Her rapid expedition up the tree continues, and then she leaps onto the roof of the playhouse. She runs across the roof and jumps onto a tree on the other side. She  \n385  \n© 2011 by The Strong  \nseizes a long, thin branch with both hands and quickly lowers herself the five or six feet down to the ground. A number of other children follow her lead.  \nThe asphalt is alive with activity. Two boys play with a tricycle attached toa small cart. Six children ride scooters up the sloping part of the asphalt, kicking their legs out as they turn and, balancing in various positions on the scooters, freewheel down again. Some kids run laps on the path around the ASP building. Four girls play with hoops. They swing them around their waists, their underarms, their ankles; they throw them, catch them, spin them along the ground; one girl joins two together to make a hoop twice big, and—after a few attempts—she manages to swing it around her hips like a Hula Hoop.  \nAll these children playing—or as we specialists sometimes say, engaged in bodily play—I observed at two spots near a Norwegian ASP, places the children call The Climbing Area and The Asphalt Place. I made my observations as part of some fieldwork I carried out in an Oslo ASP in 2007, and in this article, I describe the activities of children at these two locations to investigate the relationship between children and places where self-chosen and childmanaged bodily play occurs. By bodily play, I mean self-driven activities that are rewarding in themselves and that include body movements.1 Body movements can imply changing positions, as children do when they run or climb. Body movements can also involve engaging in balancing exercises or in special physical postures, and these I characterized as stabilizing. A third kind of body movement I might call manipulative—when, for example, a child jumps rope or plays in a sandpit.  \nIn Norway, ASP is a public institution for children in their first four years of school. It is a voluntary program outside normal school hours but closely related to the public school curriculum. Despite the close rela","cbCaivhKIuIy4nkN","https://ap.wps.com/l/cbCaivhKIuIy4nkN","pdf",307709,23,"English","# Introduction\n## Context of the after-school program (ASP)\n## Research focus and concepts of bodily play\n## Observations at key locations","[{\"question\":\"What relationship does the study examine between children and places?\",\"answer\":\"It examines how children’s understanding of place is closely associated with the bodily play they choose and control in an after-school program.\"},{\"question\":\"How did the author conduct the research?\",\"answer\":\"The research used qualitative interviews with children in a Norwegian ASP and close observation of their free play at two distinct locations within the program facility.\"},{\"question\":\"What does the study conclude about bodily play in ASP?\",\"answer\":\"Bodily play is meaningfully directed toward places and helps constitute and adjust the background for later actions, so this kind of play should be encouraged in ASP.\"}]","Bodily Play in the After-School Program - Fulfillment of Intentionality in Interaction between Body and Place | PDF",1792074536,58]