Preprint Review Version 1 Preserved in Portico This version is not peer-reviewed

Perceived Barriers and Facilitators of Adventurous Play in Schools: A qualitative systematic review

Version 1 : Received: 5 July 2021 / Approved: 6 July 2021 / Online: 6 July 2021 (11:27:45 CEST)

A peer-reviewed article of this Preprint also exists.

Nesbit, R.J.; Bagnall, C.L.; Harvey, K.; Dodd, H.F. Perceived Barriers and Facilitators of Adventurous Play in Schools: A Qualitative Systematic Review. Children 2021, 8, 681. Nesbit, R.J.; Bagnall, C.L.; Harvey, K.; Dodd, H.F. Perceived Barriers and Facilitators of Adventurous Play in Schools: A Qualitative Systematic Review. Children 2021, 8, 681.

Journal reference: Children 2021, 8, 681
DOI: 10.3390/children8080681

Abstract

Adventurous play, defined as exciting, thrilling play where children are able to take age-appropriate risks has been associated with a wide range of positive outcomes. Despite this, it remains unclear what factors might aid or hinder schools in offering adventurous play opportu-nities. The purpose of this systematic review is to synthesise findings from qualitative studies on the perceived barriers and facilitators of adventurous play in schools. A total of nine studies were included in the final synthesis. The review used two synthesis strategies: a meta-aggregative syn-thesis and narrative synthesis. Findings were similar across the two syntheses, highlighting that key barriers and facilitators were: adults’ perceptions of children; adults’ attitudes and beliefs about adventurous play and concerns pertaining to health; and, safety and concerns about legis-lation. Based on the findings of the review, recommendations for policy and practice as provided to support adventurous play in schools.

Keywords

child; play; risky play; adventurous play; school; qualitative synthesis

Subject

BEHAVIORAL SCIENCES, General Psychology

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