How does the Outdoor Play and Learning (OPAL) whole school playtime programme affect children’s play? Mixed-methods insights from two English primary schools.

Abstract

Abstract

This study examined how the Outdoor Play and Learning (OPAL) programme affects school playtime quality and explores what impacts it might have on children and schools. A pre-post quasi-experimental mixed method design was used. The research was conducted with two primary schools in deprived areas of England. Observations of play, child report questionnaires and qualitative interviews with school staff were conducted. Across measures and schools there was evidence for increased playtime quality: there were significant increases in loose parts play; children reported engaging in more nature play; children engaged in more adventurous play, although high adventure remained rare; and negative affect during playtime decreased (although it was only statistically significant at one school). School staff reported that OPAL had positively affected children’s behaviour, their social and emotional development, and inclusion. Limitations include the pre-post design and the absence of a control comparator.