Comparing Free Play and Partly Structured Play in 4-5-Years-Old Children in an Outdoor Playground

Abstract

The aim of this study was to compare how the organization of a movement session as partly structured play or free play influenced the physical activity engagement in 4–5 years old pre-schoolers. The partly structured playgroup consisted of 46 children and the free playgroup consisted of 33 children. The playground activities consisted of 10 sessions each lasting 1 h, executed once per week in the period Mars to May 2017 at a specific playground setting. The partly structured playgroup conducted a movement activity session that included a combination of both structured- and free play activities. The free playgroup engaged in unstructured play, only. To detect the intensity of the physical activity each child carried an accelerometer 1 h the first week and last week of the intervention. Results indicate a significant difference in physical activity level between the two groups for the 5-year-old in the favor of the partly structured playgroup. There was a significant difference between the four-and 5-year-old in relation to physical activity level. No significant difference between the activity in March and May for the whole group was found.

Motor learning for the developmental age in coded spaces and times

“…Often school buildings have a more or less wide natural environment, consisting of gardens, courtyards, with trees and native plants, these spaces allow you to become an open-air gym (Tortella, Haga, Ingebrigtsen, Sigmundsson, & Fumagalli, 2019), where it is possible to express to the maximum all the unexpressed potentialities in other contexts of the pupils during the hours of motor and sport education (Sgrò, et al, 2017).…”

Teaching Methodologies and School Organization in Early Childhood Education and Its Association with Physical Activity

“…Early childhood (up to five years of age) represents a crucial period for the physical, social, affective, mental and emotional development of children [ 1 , 2 , 3 , 4 ] in which the development of basic motor skills, perceptual-motor factors, physical capacities, and psychosocial variables should be emphasized [ 1 , 5 ]. Furthermore, at this robust and rapid growth stage in cognitive development, a strong connection between action and cognition begins to be built [ 6 , 7 , 8 ]. The experiences that take place during this period are the drivers of many of these changes and shape the trajectory that child development will follow [ 3 , 9 , 10 , 11 ].…”

“…A fundamental role in this process is played by physical activity (PA), since its practice during early childhood offers a wide range of physical, physiological and psychosocial benefits [ 2 , 4 , 5 , 8 ], and contributes to cognitive development and learning [ 15 , 16 , 17 ]. This is because aerobic exercise can cause changes at various levels, including morphological and functional changes in the brain, and these changes have a significant effect on cognition and behavior [ 5 , 6 , 11 , 18 ].…”

Turning Everyday Activities into Play: Building Relationships and Fostering Connections for Adopted Children and Children in Foster Care

“…Structured play refers to a physical activity that is planned and designed with a specific skill development goal in mind (Tortella et al, 2019). Unstructured play is referred to as free play or active play and is a form of physical activity that is freely chosen and that a child participates in an unstructured manner (Tortella et al, 2019).…”

“…Play has numerous benefits for a child as it can support and aid in development while also increasing a child's overall physical activity rate (Roach & Keats, 2018). Healthy weight, motor skill development, overall mental health and metabolic health are associated with participation in physical activity (Tortella et al, 2019). Play can also help a child mature emotionally and develop the confidence and skills necessary to interact with others and explore a new environment (AOTA, 2012).…”