Nesbit, R.J.; Bagnall, C.L.; Harvey, K.; Dodd, H.F. Perceived Barriers and Facilitators of Adventurous Play in Schools: A Qualitative Systematic Review. Children2021, 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.
Cite as:
Nesbit, R.J.; Bagnall, C.L.; Harvey, K.; Dodd, H.F. Perceived Barriers and Facilitators of Adventurous Play in Schools: A Qualitative Systematic Review. Children2021, 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.
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.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
