Course:KIN355/2020 Projects/Merry-Go-Round

Defining the Concept and Its Importance

Playground merry-go-rounds, also known as playground roundabouts, is a children’s spinning playground apparatus, consisting of a revolving platform approximately 2 to 3 meters in diameter, and handlebars that act as hand-holders and something to lean on while spinning (Stout, 1988). Studies show that playground merry-go-rounds contribute to the physical, motor, cognitive, and affective development of a child; therefore, can be an invaluable addition to children’s play spaces (Stout, 1988).

The emphasis of playground merry-go-rounds as part of a child’s movement experience, results from its effect on the physical domain of human development, more specifically the development of the vestibular system. The vestibular system is the sensory system that provides us with information regarding where our body is in space, relative to one’s own body parts, and to one’s orientation and position within the environment – allowing us to maintain one’s balance and posture, provide a sense of spatial awareness, and coordinate movement (Wiener-Vacher et al., 2013). The playground merry-go-round facilitates movement that stimulate and develop the vestibular system. The vestibular system is made up of ‘Balance Sense Organs’, which are all located in the inner ear (Bredin, 2020). These organs include three Semicircular Canals and the Otolith Organs (the Utricle and the Saccule). The Semicircular Canals sit at right angles to each other and are filled with fluid called endolymph (Bredin, 2020). Rotational and start and stopping movements performed on the merry-go-round activate the movement of fluid within the semicircular canals, which stimulate the hair cells located at the connection between the semicircular canals and the ampulla (Bredin, 2020). These hair cells process and send information to varying sensory regions of the brain, allowing us to determine what plane our head is rotating along as well as the strength of the rotation. The Otolith Organs are responsible for detecting linear acceleration, gravitational force, and head positioning (Jamon, 2014). Within the Otolith organs are carbonate crystals attached to hair cells within a viscous gel substance. Changes in acceleration produced by the spinning of the merry-go-round, causes the crystals to move as they are heavier than the surrounding gel environment, pulling the hair cells with it, triggering an action potential that carries this information to the brain (Jamon, 2014).

The vestibular system is engaged for diverse corresponding sensorimotor and cognitive processes, and is essential for muscle tone, muscle control, arousal, inhibitory responses, and ocular muscle control (Bredin, 2020). Therefore, impairment, or poor or late development of the vestibular system does not only affect its ability to function properly but can cause a domino of negative effects on the functionality of other systems (oculomotor, etc.). Cognitive deficits such as poor concentration and short-term memory loss have been associated with poor vestibular system development (Hanes & McCollum, 2006). As such, playground merry-go-rounds are an important playground apparatus as it impacts the development of many systems.

Role in Childhood Development and Contemporary Considerations

Despite the growing awareness of the benefits of physical activity, several studies have shown that many school-aged children are insufficiently active, and do not meet the health-related physical activity guidelines of 60 minutes or more of moderate physical activity each day (Broekhuizen et al., 2014). Children with physical disabilities are even less physically active than their peers with typical development (Bloemen et al., 2015). A systemic review illustrated that young people with cerebral palsy (CP) were participating in 13% to 53% less physical activity than the typical child, and 30% below the recommended physical activity guidelines (Bloemen et al., 2015). In addition, the prevalence of overweight and obese children with disabilities is increasingly high, being three to six times greater than that of a typical child (Bloemen et al., 2015). As such, there has been a growing interest in the role of the built environment and its relationship to a child with disabilities time spent performing physical activity on the playground (Broekhuizen et al., 2014). Researchers have directed their focus on finding ways in which we can create a more effective playground to include children with disabilities. [[File:Adapted Merry-Go-Round.png|thumb|[[File:Adapted_Merry-Go-Round.png|thumb|Adapted Merry-Go-Round (Image by Theradapt Innovative Therapeutic Products) File:Adapted Merry-Go-Round.png]]]] An effective playground should be a safe, accessible, useable and challenging play space for all children (Stout, 1988). A research study conducted by Becker and Ripat (2012), found that children with disabilities did not feel playgrounds were safe, accessible, useable or challenging for them. For example, in situations where a ramp would exist, there would be no play opportunities at the top of the ramp (Becker & Ripat, 2012). Moreover, participants reported the lack of physical accessibility and usage of the playground contributed to feelings of inadequacy, exclusion and discrimination. For example, one participant spoke about the sense of inequity and separation that occurs between friends when you have dual methods of accessing spaces (e.g. a ramp alongside a set of stairs) rather than a singular usable method (Becker & Ripat, 2012). As such, the implementation of adapted playground merry-go-rounds has become an important contemporary playground apparatus, as part of developing an effective playground that includes children with disabilities. To accommodate wheelchair accessibility and usability, the revolving platform of the merry-go-round is sunk so that its flushed with the ground (Stout, 1988). To promote safety, there are locks which hold the chairs in place (Stout, 1988), and hand operations giving the child control of the merry-go-round. Moreover, it challenges and encourages the child to strengthen their upper extremities (Stout, 1988). While merry-go-rounds main function is to elicit vestibular system stimulation it has many other benefits to the healthy development of a child. This includes practicing gross motor skills such as moving the legs and arms for speed generation and rotation; and the development of fine motor skills when handling the bars on the merry-go-round as its spinning. Therefore, merry-go-rounds provide the opportunity to build muscular strength (Bredin, 2020). It also encourages social interaction with other children in an inclusive and fun way, interaction which facilitates cooperative play (Stout, 1988). Incidental learning of inertia and velocity can occur on the merry-go-round as well.

By eliminating architectural barriers, developing adaptive equipment such as the merry-go-round, all children, even those with disabilities have the opportunity to play on the playground – developing healthy movement experiences (Stout, 1988). The improvement of the built environment to include children with disabilities can increase participation in physical activity among children, bridge the gap between children with disabilities and the many barriers they face, and provide insightful information for health professionals, teachers, parents, policy makers, and sports coaches in relation to health and physical activity.

Practical Applications

Every child needs to engage in physical activity daily to promote healthy growth and development. Kids who establish healthy lifestyle patterns at a young age will carry their benefits forward for the rest of their lives. Some of these benefits include healthy growth and development, better posture and balance, stronger heart, healthier weight range, improved social interaction, more opportunities to learn new skills while having fun, and better focus and concentration during school.

Playground equipment such as merry-go-rounds can be a great tool to develop a child’s gross and fine motor skills. Children enjoy the spinning motion and the challenge provided by a playground merry-go-round as they try to keep it spinning. Merry-go-round engages all body muscles to function and endure, achieve balance, coordination, and spatial awareness. When boys and girls spin, different parts of their brain are simultaneously invigorated. Lastly, a merry-go-round teaches cooperation as kids work together to push it in the same direction.

Some examples of appropriate games that are beneficial for the development of balance, core and upper body strength:

Game 1: Spin Surfing

The purpose of improving balance: The purpose of keeping balance tasks such as to stand in the centre of the basket spinner net climber provides several developmental benefits to the child such as sensory (proprioception and vestibular), motor skills (balance, core body strength, flexibility, lower body strength, and upper body strength), cognitive skills (problem-solving), social and emotional skills (Cooperation, Imaginative Play, Social Skill Development). Age-appropriate balance and coordination allow the child to be involved in sports participation with a reasonable degree of success. It aids fluid body movement for physical skill performance (e.g., walking a balance beam or playing football).

Target Age: 3-10 years old

Equipment needed: Basket Spinner Net Climber- Outdoor with sufficient space.

Instructions:

1- The child stands in the middle, between the basket and the pole, facing away from the pole, and holding the basket.

2- Another person outside the equipment spins the basket.

3- The child inside the basket attempts to stay upright until the spinning stops.

4- The person standing on the outside can start by slowly spinning the equipment and gradually increase the speed as the child becomes more comfortable with the activity.

5- The target for the child to maintain balance is 2-5 seconds while the basket spinner net climber is spinning.

Modifications

The above activity can have various modifications based on the child's age, skill level, and developmental needs.

Modification #1 (Regression): If the child's balancing skills are not sufficiently developed to maintain balance while standing, get the child to sit instead.

Modification #2 (Progression): To increase difficulty, the child can attempt to stand without the support of holding onto the basket.

Game 2: Spin Around the World

The purpose of improving upper body and core strength: Core strength is the foundation for children to assume and maintain an upright posture while standing and sitting without support. If a child has poor core strength, they will have difficulty controlling fine motor skills, such as handwriting and gross motor activities like school sports. Poor posture caused by low core strength affects gross motor and fine motor skills. Upper body strength is also an important component as it is essential to promote stability at the shoulder muscles, coordination, postural control, and fine motor skill development. Anytime a child moves their hand and fingers, they need their upper body and shoulders to either stabilize or actively contract. Upper body exercises for kids and shoulder strengthening activities can help children develop the muscles necessary for many skills such as handwriting, playing catch, reaching, picking up small objects, and more.

Target Age: 5-12 years old

Equipment needed: Basket Spinner Net Climber- Outdoor with sufficient space.

Instructions:

1- The child stands outside the equipment, grabs the rope and starts by running forward and around the equipment.

2- The child attempts to pull him or herself onto the spinning equipment and further grab the equipment with his or her legs.

3- The child holds onto the equipment until the spinning stops.

Modifications

The above activity can have various modifications based on the child's age, skill level, and developmental needs.

Modification #1 (Regression): if the child's upper body strength is not fully developed, the child starts by climbing onto the equipment when the equipment is not moving, and an adult or friend will push after the child is secure.

Modification #2 (Progression): to increase difficulty with a focus on grip strength, the child pushes the equipment and allows the legs to flail while holding onto the spinning equipment.

Summary

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References

Becker, P., & Ripat, J. (2012). Playground usability: What do playground users say. Occupational Therapy International, 19(3), 144-151. Retrieved from https://web-a-ebscohost-com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfviewer?vid=1&sid=3e1f323a-30f7-4c6f-a36f-30167880313e%40sdc-v-sessmgr02

Bloemen, M. A. T., Backx, F. J. G., Takken, T., Wittink, H., Benner, J., Mollema, J., & Groot, J. F. de. (2015). Factors associated with physical activity in children and adolescents with a physical disability: A systematic review. Developmental Medicine & Child Neurology, 57(2), 137–148. Retrieved from https://doi.org/10.1111/dmcn.12624

Bredin, S (2020). Module 1: Play. KIN 355 Movement Experiences for Young Children, School of Kinesiology, University of British Columbia

Broekhuizen, K., Scholten, A.-M., & de Vries, S. I. (2014). The value of (pre)school playgrounds for children’s physical activity level: A systematic review. International Journal of Behavioral Nutrition and Physical Activity, 11(1), 59. Retrieved from https://doi.org/10.1186/1479-5868-11-59

Hanes, D. A., & McCollum, G. (2006). Cognitive-vestibular interactions: A review of patient difficulties and possible mechanisms. Journal of Vestibular Research: Equilibrium & Orientation, 16(3), 75–91. Retrieved from https://pubmed.ncbi.nlm.nih.gov/17312336/

Jamon, M. (2014). The development of vestibular system and related functions in mammals: Impact of gravity. Frontiers in Integrative Neuroscience, 8. Retrieved from https://doi.org/10.3389/fnint.2014.00011

Stout, J. (1988). Planning playgrounds for children with disabilities. American Journal of Occupational Therapy, 42(10), 653-657. Retrieved from https://web-a-ebscohost-com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfviewer?vid=1&sid=b93383cc-100f-41a3-9845-30917218ed4d%40sdc-v-sessmgr01

Wiener-Vacher, S. R., Hamilton, D. A., & Wiener, S. I. (2013). Vestibular activity and cognitive development in children: Perspectives. Frontiers in Integrative Neuroscience, 7. Retrieved from https://doi.org/10.3389/fnint.2013.00092