The fact that not all children play outside equally often is not due to a lack of interest: children enjoy playing outside enormously. Moreover, almost half of all children would like to play outside more, according to a study on playing outside by Jantje Beton. Where do they prefer to play? Lilian explains: “Playgrounds with and without organised activities rank first and second among favourite places to play. Nature, such as the woods, comes next. Playing outside in the school playground ranks fourth among favourite places to play. So it is the ideal place to encourage playing outside!”
Playing outside is essential for healthy development
Playing outside is not only great fun; it also makes an important contribution to students’ development and health. For example, children who play outside a lot often have better motor development. And children who are physically skilled enjoy being active more and are more active, including later in life.
Lilian emphasises the importance of playing outside once again. “We see that children are playing outside less and less,” Lilian says. “There is a downward trend both in the number of days children play outside and in the number of hours they spend playing outside each day. And that is a shame. Because in addition to contributing to children’s motor development, playing outside also has a positive effect on their physical and mental health and on their social-emotional development. By playing outside with other children, a child develops social skills such as emotional regulation, setting personal boundaries, dealing with successes and setbacks, self-confidence and independence.”
Positive effect on learning
Playing outside also provides a break from sitting. Students benefit greatly from this as well. “Playing outside is actually a short energiser for children,” Eline explains. “Spending some time outside and being active helps children concentrate better in class afterwards.” Physical activity improves blood flow to the brain. This strengthens cognitive functions such as memory, concentration and problem-solving ability. Playing outside also reduces hyperactivity and promotes creativity.
Alternating between sedentary learning and physical activity
How can you ensure that students can alternate sufficiently between sedentary learning and physical activity, with enough time to play outside? Eline explains that a dynamic school day can help with this. “Playing outside is one component of a dynamic school day. A dynamic school day means that the school day is organised to alternate between sitting and moving, and between exertion and relaxation. The school timetable has a major influence on this alternation. Opportunities include offering several short breaks throughout the day, during which children play outside and are active, instead of one longer break.
School playground for playing, physical activity and relaxation
“The school playground is an important place for creating an alternation between sitting and moving. In the playground, children can play, be active and relax. To play outside properly, it is important that there is enough space in the playground. By using staggered break times or areas around the school, more space can be created in the playground. Structuring the playground, for example by using lines and markings, can also be used to encourage movement and play. With play equipment and active supervision, playing outside becomes even more fun and dynamic,” says Eline.
Challenging school playground with activities
To make playing outside a success, a good mix is needed of a well-designed play area, activities and encouragement from the professional present in the school playground. You can see the school playground as the school’s calling card, reflecting its educational vision. It is also an extension of the school building.
“Ensure that the playground is designed to be challenging, provide variety in materials and organise different games in the playground. Take differences between children into account, including differences in age, gender and physical abilities. And take an active role in the playground,” Lilian advises. After all, it cannot be taken for granted that a wide range of games, sports and physical activities is available in the school playground.
Let students use their own imagination
As a professional, you therefore play an important role in encouraging children to play outside. Lilian offers some tips to get started: “It is important to actively encourage playing outside. This does not mean deciding what the children will do outside and how they will do it, but rather giving them a starting point. Let children use their own imagination, and let them come up with the activity together and find a solution if it does not work well.”
Would you nevertheless like to plan some activities in advance? The Knowledge Centre for Sport & Physical Activity offers a useful Outdoor Play Toolkit. It includes a poster that you can fill in together with students, as well as outdoor games that you can play directly in the school playground. Anyone who would like to learn more about playing outside and how to initiate change can download the knowledge centre’s e-book on Playing Outside. Wherever you start, take that first step and go outside!