Physical Activity Play: The Nature and Function of a Neglected Aspect of Play

Abstract

In this review, we consider the nature and possible developmental functions of physical activity play, defined as a playful context combined with a dimension of physical vigor. We distinguish 3 kinds of physical activity play, with consecutive age peaks: rhythmic stereotypies peaking in infancy, exercise play peaking during the preschool years, and rough-and-tumble play peaking in middle childhood. Gender differences (greater prevalence in males) characterize the latter 2 forms. Function is considered in terms of beneficial immediate and deferred consequences in physical, cognitive, and social domains. Whereas most theories assume that children's play has deferred benefits, we suggest that forms of physical activity play serve primarily immediate developmental functions. Rhythmic stereotypies in infancy are hypothesized to improve control of specific motor patterns. Exercise play is hypothesized to function primarily for strength and endurance training; less clear evidence exists for possible benefits for fat reduction and thermoregulation. In addition, there may be cognitive benefits of exercise play that we hypothesize to be largely incidental to its playful or physical nature. Rough-and-tumble play has a distinctive social component; we hypothesize that it serves primarily dominance functions; evidence for benefits to fighting skills or to emotional coding are more equivocal. Further research is indicated, given the potentially important implications for children's education, health, and development.

Caracterização de brincadeiras de crianças em idade escolar

“…No entanto, os meninos tentavam brincar de lutar escondidos e enquanto os monitores não estavam atentos aos seus grupos especificamente. A etologia tenta trazer respostas para estes comportamentos turbulentos afirmando que estes são resultados de características herdadas geneticamente, e que, principalmente os meninos, têm tendências para estes tipos de brincadeiras, pois serviriam como um treino de habilidades futuras, tais como lutar para defender a família, porém em um ambiente seguro (Bjorklund & Pellegrini, 2000;McHale et al,1999;Pellegrini & Smith, 1998). Humphreys e Smith (1984) afirmam que esses tipos de brincadeiras auxiliam as crianças a avaliarem sua própria força em relação aos outros e ainda auxiliam o organismo a controlar a obesidade e a termorregulação.…”

“…Apesar disso, os benefícios que estas atividades trazem superam os gastos, transformando-se assim em um investimento (Bjorklund & Pellegrini, 2000;Pellegrini & Smith, 1998). Estes benefícios nem sempre se apresentam de forma imediata, mas em longo prazo, se manifestando no decorrer do desenvolvimento do indivíduo (McHale, Crouter, & Tucker, 1999), como por exemplo, o brincar de carrinho, que pode treinar a criança na habilidade para dirigir um carro quando for adulto.…”

Risky Play

“…Childhood research indicates that children also benefit from such activities in long-term and unintentional ways (Cevher-Kalburan & Ivrendi, 2016;Greve, Thomsen, & Dehio, 2014;Lavrysen et al, 2017;Sandseter & Kennair, 2011). Climbing trees and rocky hills provides the opportunity to develop and enhance different motoric and physical skills, and for developing muscle strength, endurance, and skeletal quality (Bjorklund & Pellegrini, 2000;Byers & Walker, 1995;Pellegrini & Smith, 1998). Play in heights also provides opportunities to develop competencies to perceive depth, form, shape, size, and movement (Rakison, 2005), and general spatial-orientation abilities (Bjorklund & Pellegrini, 2002).…”

Ability to be active: exploring children's active play in primary schools

“…Burdette and Whitaker (2005), for example, have highlighted the importance of play for brain development and propose that there should be a strong focus on 'free play' for children, in order to enhance their health, development and well-being. Pellegrini and Smith (1998) note that 'children's play often has a vigorous physical component' and go on to suggest that such physically active play can 'matter psychologically' (p. 577) and have a significant impact on a child's understanding of rules, symbolic action and appropriate/acceptable behaviour.…”