Let the Children Play: Scoping Review on the Implementation and Use of Loose Parts for Promoting Physical Activity Participation

Abstract

Active play has become a critical focus in terms of physical activity participation in young children. Unstructured or child-led play offers children the opportunity to interact with the environment in a range of different ways. Unstructured materials, often called loose parts, encourage child-led play, and therefore may also promote physical activity. The purpose of this scoping review was to determine what is currently known about how loose parts may influence physical activity participation. Following a systematic literature search, a total of 16 articles were retrieved, reviewed and categorized according to: (1) types of loose parts; (2) types of play; and (3) types of thinking. We found that there are currently a range of loose parts being used to support play, but the way in which they are implemented varies and there is a lack of clarity around how they might support the development of active outdoor play and physical literacy skills.

A Systematic Review of Research into the Impact of Loose Parts Play on Children’s Cognitive, Social and Emotional Development

“…Quantitatively oriented outcomes for playtime interventions have been studied mostly with respect to physical activity (PA), and there is a growing and robust evidence base in this area (Dobbins, Husson, DeCorby, & LaRocca, 2013; Engelen et al, 2013; Houser, Roach, Stone, Turner, & Kirk, 2016; Ridgers, Carter, Stratton, & McKenzie, 2011). With respect to LPP interventions specifically, in a cluster-randomised trial of an LPP + parent education intervention, Engelen et al (2013) used accelerometer-based measures and found significant increases in step counts and minutes spent in moderate-vigorous physical activity (MPVA), as well as a decrease in sedentary behaviour in the intervention condition when compared to controls.…”

Community gardens as third places

“…Violet noted the enjoyment that the unstructured play in the natural environment brings to the children who attend playgroup. Unstructured play, particularly in nature-based environments, brings many benefits to children in achieving a number of developmental milestones such as problem solving and coping with risk, as well as enjoyment (Houser, Roach, Stone, Turner and Kirk, 2016). Playing in the garden is part of a "continual production of places, place identity, and social memory" as memories are created and recreated in everyday places (Atkinson, 2007, p. 522).…”

“…While not advocating that the design of third places should provide opportunities for children to taunt each other, nor for adults to control behaviour through cruel plant selection, Matthew's recounting this story illustrates the freedom of activity in the community garden. In dense urban environments, there can be a lack of space left for unregulated activity and unstructured play (Houser et al, 2016).…”

A Loose Parts Randomized Controlled Trial to Promote Active Outdoor Play in Preschool-aged Children: Physical Literacy in the Early Years (PLEY) Project

“…An important consideration with loose parts is that the materials be open-ended, to allow for unstructured child-led play, and for children to make use of these materials any way they choose. Although the concept of loose parts has existed for many years [34], to the authors’ knowledge, no evidence exists on the efficacy of integrating loose parts materials in centres’ outdoor spaces as a means of improving children’s physical literacy and increasing PA and active outdoor play [36]. Considering the exploratory and open-ended nature of loose parts materials, it is possible that these materials could influence the basic aspects associated with physical literacy, including movement competence, confidence and motivation, and daily behaviors, increasing the likelihood of lifelong PA participation [30].…”