Course:KIN355/2020 Projects/Monkeybars
Defining the Concept and Its Importance
Monkey bars are a form of physical and risky play that facilitate active behaviour while affording opportunities for children to advance their physical, motor, cognitive and affective development (Bergeron et al., 2019; Connell, & McCarthy, 2013; Gil-Madrona et al., 2019)
Monkey bars are a form of risky play, since the height of the apparatus, elicits feelings of fear that must be overcome to hang, climb or swing from the bars to perform the activity (Waltzman et al., 1999). The monkey bars provide a plethora of opportunities to take risks and learn new motor skills. When children analyze their environment and find ways to push their limits and manage potential risks, these experiences of success and failure instil motivation and persistence in children that will translate to all aspects of life (Bergeron et al., 2019; Little & Eager, 2010).
On the monkey bars, a child will grab hold of the bars with both arms and swing themselves forwards while letting go of one hand and reaching for the next (Tortella et al., 2016). In this sense the monkey bars are also a form of physical play since the child must expend a great deal of upper body energy while performing such movements (Bredin, 2020).
Understanding that the monkey bars provide an opportunity for children to exert their energy while enjoying their time being active is crucial given that less than 10% of Canadian youth are meeting the daily recommendation of 60 minutes of moderate to vigorous physical activity (Taylor, Clark & Gilliland, 2018). These are strong recommendations by health officials given that behavioural habits acquired in childhood typically track into adolescence and adulthood (Steffl, Chrudimsky, & Tufano, 2017; Tremblay et al., 2012) and therefore are especially important for the health outcomes of children. In general, children who acquire high motor competence tend to engage in more physical activity and display stronger levels of physical fitness consistently compared to their less coordinated peers (Taylor, Clark & Gilliland, 2018). Stated differently, if a child had been deprived of the climbing, swinging, landing and twisting motor exploration opportunities that monkey bars provide, they will be less confident in their physical capabilities and less inclined to partake in physical activity later in life (Taylor, Clark & Gilliland, 2018; Steffl, Chrudimsky, & Tufano, 2017).
The findings Steffl, Chrudimsky, and Tufano (2017) illustrate the severity of this relationship by examining extreme cases of children contracting sarcopenic obesity due to inactivity. Although sarcopenia has traditionally been associated with the elderly, recent evidence suggests a troublesome trend that inactive children may develop sarcopenia as well (Steffl, Chrudimsky, & Tufano, 2017). Sarcopenic obesity manifests when a disproportion exists between the amount of lean mass and fat mass in a person’s body (Steffl, Chrudimsky, & Tufano, 2017). Children with sarcopenic obesity may not visibly appear to obese, but contain relatively low muscle mass compared to peers. The researchers conclude that, if children were encouraged to partake in more outdoor activities like monkey bars in their formative years, their muscle mass would be higher and the likelihood of maintaining activity and avoiding such health complications would decrease (Taylor, Clark & Gilliland, 2018; Steffl, Chrudimsky, & Tufano, 2017).
Overall, monkey bars are a form of physical play that stimulates high energy exertion, that can be used to establish enthusiasm for movement and solidify healthy behavioural habits that track into ones physical health in adolescence and adulthood (Bredin, 2020). Monkey bars also incorporate risky play for the purpose of challenging children to test their limits, explore boundaries, weigh risk, and find confidence in one’s capabilities (Gil-Madrona et al., 2019).
Role in Childhood Development and Contemporary Considerations
Monkey bars are a playground apparatus that promote healthy development of the child, specifically in physical, motor, cognitive and affective domains (Bredin, 2020; Gil-Madrona et al., 2019).
Physical development is promoted through the swinging motion of the body that stimulates the vestibular system which is required for the essential components of muscle tone, tonic muscle control, arousal, inhibitory responses, and ocular muscle control (Bredin, 2020). These become essential foundations for a child’s growth and development (Connell, & McCarthy, 2013).
Gross motor development is also promoted through the swinging, reaching, and grabbing movement patterns observed on the monkey bars (Bredin, 2020). Swinging is a high-energy activity that requires tremendous upper-body strength in relation to total body mass as well as strong grip and a stable core (Gil-Madrona et al., 2019; Tortella et al., 2016). These are vital precursors to fine motor skills (Connell, & McCarthy, 2013). While the design of monkey bars allows for such independent play, they are also designed to teach children how to execute their motor skills in relation to other children (Bredin, 2020). For example, when a child is swinging towards, then passing another child moving in the opposite direction, they must both be aware of and in control of their movements so as not to disrupt the other.
Cognitive development occurs on the monkey bars through incidental learning (Bredin, 2020). Children discover that force must be applied to an object to initiate motion through experiencing the law of inertia. Later, when they are formally taught this concept, children can apply the knowledge to their own experiences which deepens and facilitates their understanding (Gil-Madrona et al., 2019).
Finally, since the monkey bars are a relatively challenging apparatus they facilitate affective development (Gil-Madrona et al., 2019; Tortella et al., 2016). The monkey bars provide opportunities for children to set challenges for themselves like skipping a bar and turning upside down (Tortella et al., 2016). Especially if a child succeeds in the challenge, they find confidence in their abilities (Bredin, 2020) and understand that through hard work and perseverance, they become the child that can (Connell, & McCarthy, 2013).
One contemporary issue surrounding monkey bars has to do with injuries (Bergeron et al., 2019; Mott et al., 1994; Waltzman et al., 1999). In Canada, playground falls account for approximately 1,500 hospitalizations each year (Bergeron et al., 2019), and monkey bars account for 29% (Waltzman et al., 1999). Minor injuries that heal easily are common during outdoor activity on playground equipment, however, more severe cases of bone fractures can also occur (Mott et al., 1994). Serious injuries such as these are traumatic experiences for both the injured child and their parents which can partially explain why outdoor play is declining (McFarland, & Laird, 2018). For adults, monkey bars represent a risk where injury and liability are major concerns however, many who have this mindset do not understand the vital difference between risk and hazard (Bergeron et al., 2019). A hazard represents a potential source of harm or danger (Bergeron et al., 2019; Bredin, 2020), while risky play provides children with opportunities to challenge themselves, evaluate their limits, explore boundaries, and learn to make decisions for themselves (Bredin, 2020; McFarland & Laird, 2018). Risky play does not imply the child is in danger, but rather affords opportunities to evaluate physical strength and courage to accomplish a challenge (Bergeron et al., 2019).
Although the monkey bars have known risks, research suggests that if children are discouraged from partaking in this type of play it is the child and their development who pay the price (Bergeron et al., 2019; Steffl, Chrudimsky, & Tufano, 2017; Gil-Madrona et al., 2019). Children who do not formulate motor skills and establish strong gross motor abilities in early childhood are at increased risk of being inactive in the future due to their lack of coordination and confidence in their physical abilities (Bergeron et al., 2019). Consequently, these children grow to have poorer physical health and experience health related complications, such as sarcoplasmic obesity, in the future (Bergeron et al., 2019; Steffl, Chrudimsky, & Tufano, 2017).
Another noteworthy finding indicates that among 178 children who were hospitalized for playground climbing falls, 125 sustained injuries related to the surface beneath (Mott et al., 1994). This suggests that monkey bars themselves may not be the concern after all. Waltzman et al. (1999) found that injuries sustained on monkey bars are “generally related to making contact with a hard surface” (p. 3). While it is largely agreed upon that play cannot and should not be without risk, there are measures that must be taken to protect children as they explore necessary risky play (Ebell, 2019). Concrete, hard-packed dirt, and even grass are improper playground surfaces and should instead be replaced with shock-absorbent materials (Waltzman et al., 1999).
The work of the childhood educator is now more important than ever. Ill-informed fears of injury perpetuate a cycle where children are deprived of the opportunity to acquire adequate experience in early years which results in inactivity later in life (Bergeron et al., 2019). It is the duty of early childhood educators to provide a safe environment where children can explore and establish a strong motor foundation that will spark enthusiasm and confidence in their abilities that will last a lifetime (Waltzman et al., 1999).
Practical Applications
Monkey Bar Obstacle Course
Purpose
The purpose of this obstacle course activity is to allow children to engage in various types of play, including risky play, cooperative play, outdoor play and locomotor play. Children are instructed to follow a sequence of tasks in teams of 4 in a competition-like game. One child of each team completes all the tasks before alternating to the next child of the team to complete the same sequence of tasks. These tasks allow children to develop social skills, such as teamwork and cooperation when waiting for their turn to participate. Additionally, children are able to develop physical skills such as strength, balance and coordination, cognitive skills such as body perception in space, in addition to gross and fine motor skills such as climbing and swinging on monkey bars.
Target Age
The target age for children to participate is 6-12 years of age. Children should feel comfortable completing the activity independently in front of their peers as well as have the social skills and understanding of patience and teamwork to be successful at the activity.
Apparatus/Equipment and Environmental Space/Set-Up
- Outdoor playground set with multiple sets of monkey bars and other playground apparatus such as a fire pole or a slide
- Large field space
- Coloured cones
- Whistle
Instructions
Children are divided into teams of four. The children are ushered to the starting line marked by coloured cones. Each team of four stands behind a cone. The number of cones varies depending on the number of participants and the number of teams. At the instructor’s whistle, one member of each team sprints to the first line of cones. From this point onwards, the children are instructed to advance to the next set of cones in a locomotor movement of their choice (ex. crab walking, bear crawling, skipping, hopping, etc.). This should bring each child to the edge of the playground set. The children are then tasked to climb on to the playground to complete a set of monkey bars. Upon completion, the children can choose which apparatus to exit the playground from (ex. fire pole, slide, ropes, etc.). Finally, the children return to the starting line where their teammates are located to tag the next person in line from their team. After a child completes their turn, they must sit down in a cross-legged position in line behind the cone. The first team to have all members seated is declared the winning team.
Modifications
Children are able to choose a locomotor movement that is developmentally appropriate to their ability. This helps prevent children from being discouraged by a task they are unable to do properly; they have the autonomy to make the decision for themselves based on their preference and potential. Another modification for this activity is in regards to the monkey bars. As children develop at different paces, some children may not have the muscle mass to body mass ratio as well as the upper body strength, core strength and hand grip strength to help them maneuver through a set of monkey bars. A modification would for the children to complete the monkey bars to the distance they feel comfortable with (ex. 5 rungs instead of the entire set of 10 rungs). After the distance they are comfortable with, they can release their hands and simply walk across to the end. If the children are unable to complete any distance of monkey bars, they can alternatively swing with both hands on a single rung to the equivalent of the number of rungs across the monkey bars (ex. 10 swings for 10 rungs).
Follow the Leader
Purpose
The purpose of the activity is for children to engage in cooperative play at an outdoor playground to help develop skills in the motor, physical, cognitive and social domains. Children are able to use their creativity and imagination to explore different movements in various spaces and levels while introducing new usages of outdoor playground equipment and apparatus. This can also help children gain the confidence to explore more complex skills in the future.
Target Age
The target age for children to participate is 6-9 years of age. Children participating in this activity should have strong leadership and communication skills in order to inform the rest of their peers what the following task is. Similar to the obstacle course, they should also have the social skills and understanding of patience and teamwork to be successful at the activity.
Apparatus/Equipment and Environmental Space/Set-Up
- Outdoor playground set with a set of monkey bars
- Large field space
- Coloured cones
- Whistle
Instructions
At the instructor’s whistle, the children are in a line with a designated leader in the front of the line. The other children behind the leader are known as followers. The leader has autonomy to choose where the followers go and how they move. The leader is able to move in different directions, levels and pathways with different kinds of movements using various body parts. The followers must mimic the leader’s movements. Some examples can include swinging across the monkey bars, hopping on one foot, skipping across the field, or crawling on the hands and feet. Colour cones are used by the perimeter of the overall outdoor play area to create safety boundaries and mark the designated play area they must stay within. The leader can roam around the playground and play area otherwise and creatively use the playground apparatus and equipment. After approximately 5 minutes, another child can become the leader.
Modifications
Children who are unable to complete a certain task that is instructed by the leader can make their own modifications depending on their personal physical capabilities. For example, if the leader demonstrates a walk along a balance beam on the playground, the child can pretend to walk along the beam but on the ground. In regards to the monkey bars, if the child is unable to complete the distance of the monkey bars, they can complete as far across the monkey bars as physically possible before releasing their hands and walking to the end. Completing the full distance of monkey bars can be very challenging to many children as they all reach developmental milestones at their own pace. Monkey bars is particularly challenging as it is a very complex skill. It also requires body awareness in space, hand-eye coordination, upper body strength, core strength and a hand grip strength, which may take time for children to grow and develop.
Summary
Monkeybars are a form of physical and risky play that allow children to expend energy and establish excitement for physical activity. Monkeybars also help aid in physical, gross motor, cognitive and affective development. A contemporary issue with monkey bars is the risk of injury due to falls. Another issue is discouragement from playing on monkeybars due to the risk of injury. This results in an inactive child which tracks into adulthood, ultimately leading to health-related complications. Thus, educators should provide a safe environment to engage in this play as well as fun activities to encourage playing on monkeybars.
References
Bergeron, N., Bergeron, C., Lapointe, L., Kriellaars, D., Aubertin, P., Tanenbaum, B., & Fleet, R. (2019). Don’t take down the monkey bars rapid systematic review of playground-related injuries. Canadian Family Physician, 65(3), E121-E128.
Bredin, Shannon. (2020). Summary Sheet Fundamental Motor Skills. Canvas. https://canvas.ubc.ca/courses/60344/files/10110408?module_item_id=2446486
Connell, G., & McCarthy, C. (2013). A Moving Child is a Learning Child: How the body teaches the brain to think (birth to age 7). Free Spirit Publishing.
Ebell, M. H. (2019). Value of monkey bars? Canadian Family Physician, 65(5), 314-314
Gil-Madrona, P., Martinez-Lopez, M., Prieto-Ayuso, A., Saraiva, L., Vecina-Cifuentes, J., Vicente-Ballesteros, T.,…Lopez-Sanchez, G. F. (2019). Contribution of public playgrounds to motor, social, and creative development and obesity reduction in children. Sustainability (Basel, Switzerland), 11(14), 3787. doi:10.3390/su11143787
Little, H., & Eager, D. (2010). Risk, challenge and safety: Implications for play quality and playground design. European Early Childhood Education Research Journal, 18(4), 497–513. doi:10.1080/1350293X.2010.525949
McFarland, L., & Laird, S. G. (2018). Parents’ and early childhood educators’ attitudes and practices in relation to Children’s outdoor risky play. Early Childhood Education Journal, 46(2), 159-168. doi:10.1007/s10643-017-0856-8
Mott, A., Evans, R., Rolfe, K., Potter, D., Kemp, K. W., & Sibert, J. R. (1994). Patterns of injuries to children on public playgrounds. Archives of disease in childhood, 71(4), 328-330.
Steffl, M., Chrudimsky, J., & Tufano, J. J. (2017). Using relative handgrip strength to identify children at risk of sarcopenic obesity, PloS One, 12(5), e0177006. doi:10.1371/journal.pone.0177006
Tortella, P., Haga, M., Loras, H., Sigmundsson, H., & Fumagalli, G. (2016). Motor skill development in Italian pre-school children induced by structured activities in a specific playground. PLoS One, 11(7), e0160244.
Tremblay MS, LeBlanc AG, Carson V, Choquette L, Connor Gober S, et al. Canadian Physical Activity Guidelines for the Early Years (aged 0-4). Appl Physiol Nutur Metab. 2012; 37:345-369. doi: 10.1139/h2012-018 PMID: 22448608
Waltzman, M. L., Shannon, M., Bowen, A. P., & Bailey, M. C. (1999). Monkeybar injuries: Complications of play. Pediatrics, 103(5), e58-e58. Doi:10.1542/peds.103.5e58