Paul Tranter

Children's Access to Local Environments: A case-study of Christchurch, New Zealand

This article provides a case-study of variability in childrens independent access to their local environments in the New Zealand city of Christchurch. It is based on research with children in middle childhood, parents and teachers in four schools in Christchurch, each selected on the basis of variables hypothesised to impact on childrens access to their local areas. The paper outlines why such independent access is of value, not only for children, but also for adults responsible for their safety, for the wider environment and for the local community. Variability within Christchurch is related to the socio-spatial nature of local environments. International comparisons are also made, drawing out the implications of differing cultural contexts for the pursuit of child-friendly cities. The article explores the role of social traps in impeding the creation of a more sustainable, child-friendly city.

The risk is that there is ‘no risk’: a simple, innovative intervention to increase children’s activity levels

School playgrounds offer everyday opportunities for physically active and social play that combats obesity, develops skills, and promotes well‐being. However, teachers’ fear of the legal consequences of injury can elicit over‐zealous risk reduction with the result that playgrounds lack challenge, and the potential benefits of play become limited. In this research, we trialled a simple, cost‐effective strategy to encourage children to be more active and social on a school playground. Over 11 weeks, we made available materials with no fixed purpose (e.g. car tires, boxes) to a playground of children aged five to seven. Accelerometers showed children became significantly more active. Interviews with teachers suggested children also became more social, creative, and resilient. However, despite no incidence of injuries, teachers perceived an increased risk and encountered dilemmas regarding duty of care. We conclude that future interventions should address issues of ‘surplus safety’ at individual, school, system, and policy levels.

Geographies of environmental learning: an exploration of children's use of school grounds

There has been limited recent geographic research on childrens use of school grounds. This study explores the impact of school grounds on the play behaviours of children in primary schools. It examines the way in which some features of school grounds stimulate more of the type of play that is likely to produce environmental learning. The paper reports on research findings from two primary schools in Canberra, Australia. At each school, multiple research techniques were employed, including behaviour mapping of childrens play, interviews with children, and analysis of childrens drawings of their school grounds. Childrens play in one school displayed high levels of interaction with the natural environment. The paper provides insights on the potential of school grounds as sites for environmental learning.

Life in the Fast Lane Environmental, Economic, and Public Health Outcomes of Motorsport Spectacles in Australia

The article explores links between sport and health, focusing on a range of health outcomes of staging motorsport megaevents in significant public spaces in Australian cities. The article argues that an oversimplification of the links between sport and health produces a cultural filter that diverts attention from the negative health outcomes of sport. A major contribution of this study is the consideration of economic health and environmental health as well as public health. The interactions between these types of health are considered in a more holistic assessment of links between sport and health. The article concludes that the symbolic location of motorsport events in Australian cities both reflects and reinforces societal values that have important implications for health, both now and into the future.

CHILDREN'S TRAVEL BEHAVIOURS IN CANBERRA: CAR-DEPENDENT LIFESTYLES IN A LOW-DENSITY CITY.

The study focuses on the independent travel opportunities of children in Canberra, a low-density Australian city. The use of a methodology developed in previous research on childrens independent mobility in England and Germany facilitated comparisons with these countries. Differences in levels of this mobility were observed between schools in Canberra, England and Germany. Some explanations for these differences are offered. The discussion includes an explanation of how levels of childrens independent mobility are affected by the dominance of the motor vehicle in the development of a low-density city.

Children and Their Urban Environment: Changing Worlds

Part 1: Changing Environments, Changing Lives 1. Childrens life worlds: Adapting to Physical and Social Change 2. Same World - Different World Part 2: Activity Spaces 3. Home 4. School 5. Neighbourhood 6. City Centre 7. Service Space 8. Cultural Space 9. Natural Space Part 3: Making a Difference: Creating Positive Environments for Children 10. Accessing Space: Mobility 11. Design 12. Professionals and Children: Working Together 13. Conclusion: Childrens Play and Resilient Cities

Increasing physical activity in young primary school children - it's child's play: a cluster randomised controlled trial.

OBJECTIVE To explore the effects of an innovative school-based intervention for increasing physical activity. METHODS 226 children (5-7 years old) randomly selected from 12 Australian primary schools were recruited to a cluster randomised trial with schools randomly allocated to intervention or control conditions. The 13-week intervention comprised: (1) altering the school playground by introducing loose materials and (2) a teacher-parent intervention exploring perceptions of risk associated with childrens free play. The primary outcomes were total accelerometer counts and moderate-vigorous physical activity during break times. Testing took place in Sydney, 2009-2010. RESULTS 221 participants were tested at baseline. Mixed-effect multilevel regression revealed a small but significant increase from the intervention on total counts (9400 counts, 95% CI 3.5-15.2, p=0.002) and minutes of MVPA (1.8 min, 95% CI 0.5-3.1, p=0.006); and a decrease in sedentary activity (2.1 min, 95% CI 0.5-3.8, p=0.01) during break times. We retested children in one intervention school after 2 years; they maintained the gains. CONCLUSIONS Capturing childrens intrinsic motivations to play while simultaneously helping adults reconsider views of free play as risky provided increases in physical activity during break times. Using accelerometry as the sole measure of physical activity may underestimate the effect. TRIAL REGISTRATION ACTRN12611000089932.

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

BackgroundIn the Westernised world, numerous children are overweight and have problems with bullying and mental health. One of the underlying causes for all three is postulated to be a decrease in outdoor free play. The aim of the Sydney Playground Project is to demonstrate the effectiveness of two simple interventions aimed to increase childrens physical activity and social skills.Methods/DesignThis study protocol describes the design of a 3-year cluster randomised controlled trial (CRCT), in which schools are the clusters. The study consists of a 13-week intervention and 1 week each of pre-and post-testing. We are recruiting 12 schools (6 control; 6 intervention), with 18 randomly chosen participants aged 5 to 7 years in each school. The two intervention strategies are: (1) Child-based intervention: Unstructured materials with no obvious play value introduced to the playground; and (2) Adult-based intervention: Risk reframing sessions held with parents and teachers with the aim of exploring the benefits of allowing children to engage in activities with uncertain outcomes. The primary outcome of the study, physical activity as measured by accelerometer counts, is assessed at baseline and post-intervention. Additional assessments include social skills and interactions, self-concept, after school time use and anthropometric data. Qualitative data (i.e., transcriptions of audio recordings from the risk reframing sessions and of interviews with selected teacher and parent volunteers) are analysed to understand their perceptions of risk in play. The control schools have recess as usual. In addition to outcome evaluation, regular process evaluation sessions are held to monitor fidelity to the treatment.DiscussionThese simple interventions, which could be adopted in every primary school, have the potential of initiating a self-sustaining cycle of prevention for childhood obesity, bullying and mental ill health.Trial registrationAustralian and New Zealand Clinical Trials Registration Number ACTRN12611000089932.

Ten ways to restrict children's freedom to play : the problem of surplus safety

Play and playgrounds provide essential experiences for young childrens growth, development and enjoyment of life. However, such play experiences are now limited for many children due to excessive fear of risk, or ‘surplus safety’. In this article, the authors examine the pervasiveness of surplus safety in the lives of young children. They argue that restrictions now imposed on childrens play to promote safety may, paradoxically, expose children to more serious short and longer term threats of illness and limit childrens life opportunities. By comparing experiences from Australia and Norway, the authors demonstrate that surplus safety is not a necessary outcome of living in a modern Western society.

Everyday uncertainties: reframing perceptions of risk in outdoor free play

This paper reports the results of risk reframing, an intervention to offer parents and educators a context for building new and complex perceptions of risk in children’s outdoor free play. Our objective was to alter these adults’ perceptions of risk to increase the sustainability of an innovative child-centred playground intervention. Qualitative data in the form of audio-recordings of risk-reframing sessions, brief participant evaluations and field notes kept by project staff were collected and either transcribed in their entirety or summarised in brief written reports. These data were subjected to constant comparative analysis to identify emergent themes. Results suggest that educators and parents benefit from opportunities to share risk perceptions and discuss the costs and benefits for offering outdoor free play to children to achieve their common goals for children: health, happiness and resilience.