Course:KIN355/2020 Projects/Playground Markings

Playground markings refers impart to the designs and colours used on playgrounds. It includes anything from court markings to hopscotch (Stratton & Mullan, 2005). The designs used on “…playgrounds are designed to facilitate children’s play” (Fjortoft, 2004). The colours and designs used on playgrounds can play a significant role in children’s sensory and motor development that form the basis of their life (Boon et al., 2016). These playground markings help the overall amount of time children spend participating in moderate-to-vigorous physical activity during recess and playtime (Ridgers et al., 2007). Therefore, contributing to improvements in fundamental motor skills and social skills (Ridgers et al., 2007).

Playground Classic Game Set-Kickball, Hopscotch, and 4-square: This image shows a child using hackysacks in a game of hopscotch. She is demonstrating balance, coordination, and muscular strength. (Image by Magic Cabin; https://www.magiccabin.com/en/narrow-by/look-what%27s-new/playground-classic-games-set-kickball%2C-hopscotch%2C-and-4-square/p/733327)

The emphasis on playgrounds over the years have come because they offer children a variety of play options (Bredin, 2020). They allow children to expend more energy while also working on motor skills (Bredin, 2020). An important aspect of playground markings are the zonal representations; these divisions afford children of differing skill levels the opportunity to engage in play and physical activity (Bredin, 2020).

With an uptick in childhood obesity, it is more important now, more than ever, to implement good habits during the grassroot years. The learned habits during these crucial years are what children carry with them throughout their lifespan (Baquet et al., 2018). Playground markings contribute to a multitude of benefits that increase the amount of play time which is an integral contributor to facilitating motor development and learning fundamental motor skills (Stratton & Mullan, 2005).

Role in Childhood Development and Contemporary Considerations

The Benefits of Exercise for Children Infographic (Image by Elearning; https://elearninginfographics.com/benefits-exercise-children-infographic/)

Playground markings play an important role in the playground atmosphere overall. One of the most important aspects of playgrounds are they allow children to play and explore new environments (Stratton & Mullan, 2005). In the past decade, there has been an increase in childhood obesity and type 2 diabetes contributing to the overall malnutrition of the population (Bundy et al., 2011). Playground markings target children’s physical activity which is a modifiable risk factor for non-communicable diseases such as heart disease and type 2 diabetes (Stratton & Mullan, 2005). More and more children are not getting the required minimum of 60 minutes of moderate-to-vigorous physical activity each day (CDC, 2020). This means, that when children are in school, and during playtime, it is crucial for them to get the minimum daily requirement; physical activity habits of an adult are “…partly determined by the level of physical activity in childhood” (Baquet et al., 2018). Targeting these populations could be the difference in gaining a healthier future population.

With the implementation of age appropriate playground markings, fundamental motor skills like jumping, running and throwing are practiced (Bredin, 2020). To be specific, playground markings are indirectly increasing bone strength, facilitating brain health, and developing muscle mass and strength (Going & Farr, 2014; Bidzan-Bluma & Lipowska, 2018). There is some literature that suggests children play more on the areas of the playground markings compared to before the markings were in place (Stratton, 2000). Increasing daily moderate-to-vigorous physical activity is important in developing those motor skills which are building blocks for every other skill learned later in life (Bredin, 2020).   

Another important role of playground markings are they afford children different experiences (Bundy et al., 2011). An important one being the benefits to children’s social and cognitive development (Bundy et al., 2011). The recent trend, by risk averted parents, has been a shift from outdoor free play to structured indoor play; moreover, parents are pushing for academic greatness which has resulted in a decline in youths mental health and physical activity (Bundy et al., 2011). This perceived “safety net” can actually have the opposite desired effects where children “…may compensate by engaging in challenging tasks like bullying or dangerous playing” (Bundy et al., 2011).

Playground markings offer an array of benefits that contribute to the children’s development in the short-term with lifelong benefits (Stratton, 2005). In fact, it is important to consider implementing bright colours and designs to playgrounds to achieve some of these benefits.

Practical Applications

As stated, playground makers provide multiple avenues for development in childhood. They are extremely versatile, and are not limited to the games they are designed for. So to speak, children are able to 'draw outside of the lines' and be creative with how the markings guide their play. Here are two examples of practical applications that adhere to the benefits of playground makers, and the role they play in childhood development.

Activity 1:

Frisbee Snakes-and-Ladders

The purpose of Frisbee Snakes-and-Ladders is to facilitate multiple domains of fine and gross motor skill development (jumping, running, and throwing) through play in primary aged school children (7-12), centralized around playground markings. Inherently, this activity should increase the overall amount of time spent participating in moderate to vigorous physical activity during recess and playtime.

What are the Benefits of Playground Markings for School Children?: This shows an example of what the Snakes-and-Ladders playground marking could look like. Partner C would start in square 1 and make their way through according to the number of successful Frisbee tosses. (Image by Road Marking Services LTD; https://www.roadmarkingservices.co.uk/news/what-are-the-benefits-of-playground-markings-for-school-children/)

As stated above, the target age is from 7-12. It is broad as a result of the multiple variations that can be applied. The only equipment needed in order to play this game is a Snakes-and-Ladders playground marking and Frisbee disc. As for the Environmental space/set-up that is required, it differs depending on the variations applied to correspond to the age of children playing the game. No matter the age, a paved area with the painted Snakes and Ladders playground marker is essential however, space for which the Frisbee disc is thrown can fluctuate drastically. For younger children, a small area beside the paved area is sufficient for they will not be throwing the disc very far however, children in the 9-12 age range will be able to practice more developed motor skills, and have more fun, with an entire gravel or grass field to throw the disc across.

Instructions:

1. Create groups of three. Two children will be throwing the discs, and one child will be making their way through the Snakes-and-Ladders playground marking (Partners A and B will throw the Frisbee, and partner C will be in Snakes-and-Ladders square).
2. A and B will begin to throw the Frisbee between them, with the whole group counting how many tosses are made until the Frisbee hits the ground. The number of tosses will equal the number of squares that partner C can move (say that the Frisbee was thrown 4 times, that means that partner C can move from square 1 to square 5).
3. Partner C must hop from square to square. They must also hop up the ladders and down the snakes.
4. The regular rules of Snakes-and-Ladders apply, suggesting that if partner C reaches a ladder, they then get the opportunity to 'climb' it. Same applies to the snakes, where they must descend if one is encountered.
5. The first group of three to reach the final square, wins.

Variations

1. Distance between partners A and B can be increased/decreased depending on skill/experience with throwing a disc. This will in effect increase the amount of running, hand/eye coordination, body rhythm, and muscle development. In addition, the further one must throw a Frisbee, the more fine motor skills are needed to elevate performance.
2. Partner C can hop on either one or two feet, and a rule can be made that balance on one foot must be maintained while the disc is being thrown. This will increase cardiovascular health, as well as muscular endurance.
3. If partner C  is hopping on one foot, each time the disc is successfully caught, they can switch foot. This creates the possibility of having to hop to succeeding squares on the non-dominant foot, resulting in more bilateral leg dominance.
4. This game targets the development of jumping, balance, coordination in both arms and legs, body rhythm,  eye/hand coordination, musculoskeletal health, and more. Additionally, as said above, this kind of game on a playground marker affords children different experiences and this case, the experience to develop socially and cognitively.

If a snakes and ladders playground marking is not available, one can be drawn in with chalk.

The American Court: This diagram shows the lines on a typical American basketball court. Any pattern/route of movement can be chosen for this activity. (Image by Dummies a Wiley Brand; https://www.dummies.com/sports/fantasy-sports/fantasy-basketball/the-lines-and-dimensions-of-a-basketball-court/)

Activity 2:

Basketball Puzzle

This activity will pertain to the development of balance, cardiovascular health, and fine motor skills of the hands in children aged 3-7, improving the motor skills that children will carry with them throughout their lifespan.

The equipment needed is the lines in a basketball court (can be in or outdoors), and a puzzle. The environmental space/set-up needed for this activity is simple: all you need to do draw a circle in the middle of the basketball court where the puzzle will hopefully lie completed at the end of the activity.

Instructions:

1. Choose a puzzle that is of the appropriate age for the group of children completing the activity (If there is a group of three-year-olds, choose a puzzle that is rated 3+).
2. Give each child in line one piece of the puzzle. The leftovers will be given out one-at-a-time when children who have completed the course line back up.
3. The object of the activity is to make it around the whole basketball court, only traveling on top of the marked lines. The route will be around the 3-point line that the children are standing behind, down the sideline away from the group, around the far 3-point line, and back down the other sideline towards the group. This pattern of movement is subject to change if desired.
4. Once the child has finished traveling along the designated lines, they are to run to the circle in the middle of the court and drop their puzzle piece down. Then they must return to the back of the line and receive a new puzzle piece.
5. This will be completed until all of the puzzle pieces are in the middle of the circle.
6. The final step, if desired, is to complete the puzzle as a group effort.

Modifications:

1. As stated above, the intensity/level of the puzzle is easily modifiable for the age of the group.
2. The route taken throughout the basketball court lines can be changed for more complexity/simplicity.
3. Different rules for how one must travel along the lines can also be added. For example, the children must skip along the lines, walk backward, walk toe-to-heel, or simply jog forwards, etc.
4. Different activities other than a puzzle can be completed in the middle however, it needs to be similar for puzzles play a crucial role in fine motor development as well as spatial learning (Levine, Ratliff, Huttenlocher, & Canno, 2012).

Summary

Playground Markings (PM) are the designs and colors used on playgrounds. PMs support children’s sensorimotor development by encouraging playtime activities. PMs have the potential to increase play time, and consequently increase physical activity (PA) levels. Increased PA reduces obesity levels. Zonal representations encourage children of differing skill levels to explore new environments, through affordances. Most Canadian children are not meeting PA recommendations. PMs modify the physical environment making it more attractive for play. PMs can be incorporated into two games: (1) Frisbee Snakes-and-Ladders and (2) Basketball Puzzle. These develop fundamental motor skills and promote the versatility of PM use.

References

Baquet, G., Aucouturier, J., Gamelin, F.X., Berthoin, S. (2018). Longitudinal Follow Up of Physical Activity During School Recess: Impact of Playground Markings..

Bidzan-Bluma, I., & Lipowska, M. (2018). Physical Activity and Cognitive Functioning of Children: A Systematic Review. Internation Journal of Environmental Research and Public Health , 15 (4), 800.

Bredin, S. (2020). What is play?. KIN 355 lecture. University of British Columbia. Retrieved from: https://canvas.ubc.ca/courses/60344/pages/1-dot-1-what-is-play?

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Bredin, S. (2020). Module 3: Playscapes. KIN 355 lecture. University of British Columbia. Retrieved from: https://canvas.ubc.ca/courses/60344/pages/module-4-

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Bundy, A.C., Naughton, G., Tranter, P. et al. The sydney playground project: popping the bubblewrap - unleashing the power of play: a cluster randomized controlled

trial of a primary school playground-based intervention aiming to increase children's physical activity and social skills. BMC Public Health 11, 680 (2011).

Centers for Disease Control. (2020). How much physical activity do children need?. Retrieved from:

https://www.cdc.gov/physicalactivity/basics/children/index.htm#:~:text=Children%20and%20adolescents%20ages%206,doing%20push%2Dups)%20–%203

Fjørtoft, Ingunn. (2004). “Landscape as Playscape: The Effects of Natural Environments on Children’s Play and Motor Development.” Children, Youth and Environments. 14(2): 21-44.

Frontiers in Public Health, Frontiers Media S.A., Frontiers in public health, 6, pp.283.

Going, S. B., & Farr, J. N. (2014). Exercise and Bone Macro-architecture: Is Childhood a Window of Opportunity for Osteoporosis Prevention? Internation Journal of Body Composition , 8, 1-9.

Levine, S. C., Ratliff, K. R., Huttenlocher, J., & Canno, J. (2012). Early Puzzle Play: A Predictor of Preschoolers' Spatial Transformation skill. Developmental Psychology Journal , 48 (2), 530-52.

Ridgers, N. D., Stratto, G., Fairclough, S. J., Twisk, J. W.R. (2007).  Long-term effects of a playground markings and physical structures on children's recess physical

activity levels. Preventive Medicine. Volume 44, Issue 5, Pages 393-397

Stratton, G. (2000). Promoting children’s physical activity in primary school: an intervention study using playground markings, Ergonomics. 43:10, 1538-1546.

Retrieved from: https://www.tandfonline.com/doi/abs/10.1080/001401300750003961

Stratton, G. & Mulan, E. (2005). The effect of multicolor playground markings on children's physical activity level during recess. Preventative Medicine.