Creative possibilities: The Lunchtime Enjoyment Activity and Play (LEAP) intervention

Research output: Other contribution to conferencePoster

Abstract

Background and Aims •Creativity is described as “the process by which ideas are generated, developed and transformed into value.”1 •When children solve fundamental movement tasks in different ways, they not only generate ideas, but act on those ideas via ’creative flexibility.’2 •The aim of this study was to gain insight into the creative physical activities developed after the Lunchtime Enjoyment Activity and Play (LEAP) intervention was introduced (123 children; response rate: 90%; mean age: 7.0 years) in comparison to a matched control primary school (152 children; response rate: 86%; mean age: 8.2 years).* The LEAP Intervention •Movable/recycled materials with no fixed purpose were introduced to a grass field in a brand new primary school over a 13 week period that included milk crates, buckets, cardboard boxes, rubber tubes, pipes, tractor/motorcycle & bicycle tyres, swimming boards, exercise mats & hay bales. Methods Part A •The System of Observing Play and Leisure Activities in Youth (SOPLAY) instrument3 was used to measure the predominant physical activity types across targeted school ground areas (Intervention school= 5 areas; Control school= 6 areas), •Observation scans were undertaken at 5 minute intervals across 5 consecutive lunch break periods at baseline (0 weeks), post test (7-weeks) and follow-up (8-months) phases. Part B •Descriptive field note observations of the physical activities developed within both school grounds were documented by experienced school teachers & researchers. •Analysis of field notes were based upon criteria for ‘creativity’ including: 1- modification of movements & alternate methods of movement execution; 2- physical activities encouraging curiosity & taking initiative; & 3- interacting & communicating with others to find answers & propose ideas.3 Results Part A: After the LEAP intervention was introduced, use of the movable/recycled materials was the predominant activity type across 66% of observation scans at post-test (53% imaginative play with the materials & 13% building/construction) and during 50% of scans at follow-up (26% building/construction & 24% imaginative play with the materials). At the control school, 24-29% of scans across the data phases revealed that imaginative play with fixed equipment was most predominant. Part B: Refer to Table 1 below for a range of creative physical activities noted within the predominant physical activities.Conclusions A variety of school ground equipment provisions are important for children to undertake creative physical activities. The LEAP intervention exemplifies how the introduction of movable/recycled materials can lead to primary school children better utilising spaces, developing & designing diverse activities/movements. Combining both traditional, fixed school ground equipment can ensure primary school children have adequate opportunity to generate & develop creative physical activities.
Original languageEnglish
Pages155-155
Number of pages1
Publication statusPublished - 2017
Event30th ACHPER International Conference - University of Canberra, Canberra, Australia
Duration: 16 Jan 201718 Jan 2017
https://www.achper.org.au/professionallearning/past-international-conference-proceedings/2017-international-conference-proceedings (Conference website)
https://www.achper.org.au/documents/item/583 (Conference proceedings)

Conference

Conference30th ACHPER International Conference
Abbreviated titleParticipation in an Active and Healthy Life: Valuing the Participant Voice
CountryAustralia
CityCanberra
Period16/01/1718/01/17
OtherThe 30th ACHPER International Conference held at the University of Canberra from January 16-18 2017 provided 320 teachers, researchers and health, sport and recreation professionals from across Australia and overseas with a dynamic and highly engaging professional learning experience.

The conference theme – Participating in an Active and Healthy Life – Valuing the Participant Voice – prompted us to engage with people as learners and actively seek their voice to inform our work and improve the achievement of learning outcomes as well as their lives.
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