Pub Date : 2022-10-02DOI: 10.1080/21594937.2022.2136469
A. Hadjipanteli
ABSTRACT This study investigates the nature of playfulness as a personal virtuous disposition influential to the practice and growth of virtues. It is conducted within the playful space of dramatic play, in the context of the drama course of a teacher preparation programme. It combines two qualitative approaches, a single case study and a narrative inquiry. A small group of student primary teachers participated in the data collection process that rested both on direct and indirect narrative text-based methods: reflective diaries, the teacher’s journal, a semi-structured interview and photographs of the course’s workshops. The findings overall demonstrate that a nexus of internal and external conditions of the participants’ embodiment of dramatic play in synergy with their flow experiences encouraged the constitution of their playfulness as a virtuous disposition. In this aretaic space of their playfulness, they grew three virtues: parrhesia, friendship and self-knowledge.
{"title":"Playfulness as a virtuous disposition: its affinity with dramatic play and aretaic practice","authors":"A. Hadjipanteli","doi":"10.1080/21594937.2022.2136469","DOIUrl":"https://doi.org/10.1080/21594937.2022.2136469","url":null,"abstract":"ABSTRACT This study investigates the nature of playfulness as a personal virtuous disposition influential to the practice and growth of virtues. It is conducted within the playful space of dramatic play, in the context of the drama course of a teacher preparation programme. It combines two qualitative approaches, a single case study and a narrative inquiry. A small group of student primary teachers participated in the data collection process that rested both on direct and indirect narrative text-based methods: reflective diaries, the teacher’s journal, a semi-structured interview and photographs of the course’s workshops. The findings overall demonstrate that a nexus of internal and external conditions of the participants’ embodiment of dramatic play in synergy with their flow experiences encouraged the constitution of their playfulness as a virtuous disposition. In this aretaic space of their playfulness, they grew three virtues: parrhesia, friendship and self-knowledge.","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"8 1","pages":"417 - 433"},"PeriodicalIF":1.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87765291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/21594937.2022.2136642
F. Lebed
ABSTRACT Playing masses interact and communicate in an uncertain and topsy-turvy behavioral environment freed, curbed, and evaluated by cultural norms. Through collective effort, this issue has been studied in depth (e.g., Huizinga, 1938, [1949]; Bakhtin, 1984; Sutton-Smith, 2008). The play of the masses is usually considered an escape toward a pleasurable 'there', in which a person in a crowd becomes not him/herself for a while. However, when play is ritualized, linked to the sacral and fixed in the cultural tradition of socio-cultural interactions of the masses, it exhibits properties that have not yet been analyzed in depth. Specifically, I suggest that, despite the tendency to see play as a search for pleasurable escape from routine, the further back one regresses in history, the less mass play is connected with joy and entertainment and the more it is linked to elements of the unsettling and suspenseful sacral experience of identity and deep dramatic catharsis. This ‘serious’ aspect of mass play can also be seen in contemporary sports fandom which, in specific contexts, can be interpreted as a special and even 'sacral' kind of play.
{"title":"Time, culture, and mass play","authors":"F. Lebed","doi":"10.1080/21594937.2022.2136642","DOIUrl":"https://doi.org/10.1080/21594937.2022.2136642","url":null,"abstract":"ABSTRACT Playing masses interact and communicate in an uncertain and topsy-turvy behavioral environment freed, curbed, and evaluated by cultural norms. Through collective effort, this issue has been studied in depth (e.g., Huizinga, 1938, [1949]; Bakhtin, 1984; Sutton-Smith, 2008). The play of the masses is usually considered an escape toward a pleasurable 'there', in which a person in a crowd becomes not him/herself for a while. However, when play is ritualized, linked to the sacral and fixed in the cultural tradition of socio-cultural interactions of the masses, it exhibits properties that have not yet been analyzed in depth. Specifically, I suggest that, despite the tendency to see play as a search for pleasurable escape from routine, the further back one regresses in history, the less mass play is connected with joy and entertainment and the more it is linked to elements of the unsettling and suspenseful sacral experience of identity and deep dramatic catharsis. This ‘serious’ aspect of mass play can also be seen in contemporary sports fandom which, in specific contexts, can be interpreted as a special and even 'sacral' kind of play.","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"13 1","pages":"453 - 467"},"PeriodicalIF":1.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73575071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/21594937.2022.2136468
T. Amholt, C. Pawlowski, Jeanette Fich Jespersen, J. Schipperijn
ABSTRACT Playgrounds provide a developmental framework for social and physical interactions of children. School playgrounds have been extensively investigated but little research has focused specifically on tweens’ (9–12-year-olds) use of school playground equipment. In this study, we investigated play categories, play equipment use, and play activities of tweens. On four Danish school playgrounds, 991 children were observed by trained observers using The System for Observing Play and Leisure Activity in Youth (SOPLAY). Prevalence of play categories and utilization of play equipment were calculated using SPSS, and activity descriptions were analyzed using thematic analysis. Results showed that physical play and talkative play accounted for 80% of tweens’ play on play equipment and that swings had the highest utilization rate while ball game play equipment had the highest average of users. The highest utilization rate was found on swings and ball game equipment for boys and climbing equipment for girls. Activities were described as hanging out, games with rules, challenging play, and innovative play. Incorporating play equipment that meets the needs of tweens is important to retain their interest in social and physical play. If we want to enhance school playground use by tweens, we must consider physical and talkative play options.
{"title":"Investigating the use of playgrounds by tweens: a systematic observation study","authors":"T. Amholt, C. Pawlowski, Jeanette Fich Jespersen, J. Schipperijn","doi":"10.1080/21594937.2022.2136468","DOIUrl":"https://doi.org/10.1080/21594937.2022.2136468","url":null,"abstract":"ABSTRACT Playgrounds provide a developmental framework for social and physical interactions of children. School playgrounds have been extensively investigated but little research has focused specifically on tweens’ (9–12-year-olds) use of school playground equipment. In this study, we investigated play categories, play equipment use, and play activities of tweens. On four Danish school playgrounds, 991 children were observed by trained observers using The System for Observing Play and Leisure Activity in Youth (SOPLAY). Prevalence of play categories and utilization of play equipment were calculated using SPSS, and activity descriptions were analyzed using thematic analysis. Results showed that physical play and talkative play accounted for 80% of tweens’ play on play equipment and that swings had the highest utilization rate while ball game play equipment had the highest average of users. The highest utilization rate was found on swings and ball game equipment for boys and climbing equipment for girls. Activities were described as hanging out, games with rules, challenging play, and innovative play. Incorporating play equipment that meets the needs of tweens is important to retain their interest in social and physical play. If we want to enhance school playground use by tweens, we must consider physical and talkative play options.","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"15 1","pages":"363 - 381"},"PeriodicalIF":1.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91183116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/21594937.2022.2136635
Elif Buldu
ABSTRACT This paper discusses using role-play as a teaching and learning strategy for student early childhood teachers in higher education. What is the secret of dramatic play? Dramatic play supports an individual's capacity for counterfactual thought, which assists the development of their imagination and cognitive function. Isn't this what teacher education needs right now? My experience has shown me that role-play in teacher education as an extension of dramatic play is an effective learning tool to address students' concerns and prepare them for their future professions. For teacher educators, integration of role-playing into classroom teaching is neither simple nor uncomplicated. If we get to know students well enough, I think they will be able to recapture dramatic play and rediscover the delight it brought them as children as part of the learning process in higher education.
{"title":"What is the state of play? Reintroducing ‘role-playing' in higher education as an extension of dramatic play","authors":"Elif Buldu","doi":"10.1080/21594937.2022.2136635","DOIUrl":"https://doi.org/10.1080/21594937.2022.2136635","url":null,"abstract":"ABSTRACT This paper discusses using role-play as a teaching and learning strategy for student early childhood teachers in higher education. What is the secret of dramatic play? Dramatic play supports an individual's capacity for counterfactual thought, which assists the development of their imagination and cognitive function. Isn't this what teacher education needs right now? My experience has shown me that role-play in teacher education as an extension of dramatic play is an effective learning tool to address students' concerns and prepare them for their future professions. For teacher educators, integration of role-playing into classroom teaching is neither simple nor uncomplicated. If we get to know students well enough, I think they will be able to recapture dramatic play and rediscover the delight it brought them as children as part of the learning process in higher education.","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"87 1","pages":"357 - 362"},"PeriodicalIF":1.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74153846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/21594937.2022.2136639
Jeffrey A. Frykholm
ABSTRACT This review of literature articulates how the ‘free-play’ street soccer environment creates the context for athletes to thrive in sport, while simultaneously minimizing the injury risks associated with such activity. Williams’ and Andersen's well-known model of stress and athletic injury outlines how athletes’ cognitive and physiological responses to potentially stressful athletic situations can influence sport injuries. This ‘stress response’ is influenced by the personality, history with stressors, and coping resources that athletes bring to the environment. Wiese-Bjornstal furthered theory in this domain by developing the biopsychosocial sport injury risk profile. Her framework identifies potential antecedents to injury that emerge across four categories, each of which holds various levels of risk exposure, risk behavior, and vulnerability to injury: biological, physical, psychological, and sociological. These models provided the framework for this narrative. Specifically, given its psychosocial nature, the free-play street soccer environment may act as a protective sport activity design insofar as it mitigates against known injury risk antecedents. Hence, the inherent risk mitigation of free-play, taken together with the potential it has to create psychological, physiological, and technical development among young people, support greater emphasis on street soccer as a powerful construct for youth development in the game of soccer.
{"title":"Free-play street soccer environments: examining youth sport injury risk through a biopsychosocial lens","authors":"Jeffrey A. Frykholm","doi":"10.1080/21594937.2022.2136639","DOIUrl":"https://doi.org/10.1080/21594937.2022.2136639","url":null,"abstract":"ABSTRACT This review of literature articulates how the ‘free-play’ street soccer environment creates the context for athletes to thrive in sport, while simultaneously minimizing the injury risks associated with such activity. Williams’ and Andersen's well-known model of stress and athletic injury outlines how athletes’ cognitive and physiological responses to potentially stressful athletic situations can influence sport injuries. This ‘stress response’ is influenced by the personality, history with stressors, and coping resources that athletes bring to the environment. Wiese-Bjornstal furthered theory in this domain by developing the biopsychosocial sport injury risk profile. Her framework identifies potential antecedents to injury that emerge across four categories, each of which holds various levels of risk exposure, risk behavior, and vulnerability to injury: biological, physical, psychological, and sociological. These models provided the framework for this narrative. Specifically, given its psychosocial nature, the free-play street soccer environment may act as a protective sport activity design insofar as it mitigates against known injury risk antecedents. Hence, the inherent risk mitigation of free-play, taken together with the potential it has to create psychological, physiological, and technical development among young people, support greater emphasis on street soccer as a powerful construct for youth development in the game of soccer.","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"77 1","pages":"405 - 416"},"PeriodicalIF":1.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78218107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/21594937.2022.2136470
Anna R. Beresin
{"title":"The International Journal of Play Inaugural MINI","authors":"Anna R. Beresin","doi":"10.1080/21594937.2022.2136470","DOIUrl":"https://doi.org/10.1080/21594937.2022.2136470","url":null,"abstract":"","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"46 1","pages":"468 - 469"},"PeriodicalIF":1.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72910420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/21594937.2022.2154019
{"title":"Play & Culture Studies – volume 17: Our playful friend: a special issue honoring the centennial of the birth of Brian Sutton-Smith","authors":"","doi":"10.1080/21594937.2022.2154019","DOIUrl":"https://doi.org/10.1080/21594937.2022.2154019","url":null,"abstract":"","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"335 1","pages":"355 - 355"},"PeriodicalIF":1.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79706761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-11DOI: 10.1080/21594937.2022.2118206
Clodagh M. Murray, Rasha R. Baruni, Michelle P. Kelly, Daniel J. Sheridan, Jonathan P. Seaver
ABSTRACT Children with autism spectrum disorder (ASD) can often demonstrate restricted and repetitive patterns of free play with toys, limiting their contact with the social and tangible reinforcement that is the result of more varied play. Lag schedules of reinforcement have been shown to increase novelty and variability of play actions in children with intellectual disability (ID; Baruni, R. R., Rapp, J. T., Lipe, S. L., & Novotny, M. A. (2014). Using lag schedules to increase toy play variability for children with intellectual disabilities. Behavioral interventions, 29(1), 21–35.). The current study extended the findings of Baruni et al. in three boys with ASD and ID, aged 8–10 years, in the United Arab Emirates. Novel actions increased for all participants during Lag 2 conditions following a systematic prompting strategy. Toy engagement, while variable, either increased or maintained across the intervention period. Maintenance and generalisation of behaviour change are discussed.
{"title":"Increasing novel toy play actions in children with autism spectrum disorder and intellectual disabilities","authors":"Clodagh M. Murray, Rasha R. Baruni, Michelle P. Kelly, Daniel J. Sheridan, Jonathan P. Seaver","doi":"10.1080/21594937.2022.2118206","DOIUrl":"https://doi.org/10.1080/21594937.2022.2118206","url":null,"abstract":"ABSTRACT Children with autism spectrum disorder (ASD) can often demonstrate restricted and repetitive patterns of free play with toys, limiting their contact with the social and tangible reinforcement that is the result of more varied play. Lag schedules of reinforcement have been shown to increase novelty and variability of play actions in children with intellectual disability (ID; Baruni, R. R., Rapp, J. T., Lipe, S. L., & Novotny, M. A. (2014). Using lag schedules to increase toy play variability for children with intellectual disabilities. Behavioral interventions, 29(1), 21–35.). The current study extended the findings of Baruni et al. in three boys with ASD and ID, aged 8–10 years, in the United Arab Emirates. Novel actions increased for all participants during Lag 2 conditions following a systematic prompting strategy. Toy engagement, while variable, either increased or maintained across the intervention period. Maintenance and generalisation of behaviour change are discussed.","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"133 1","pages":"155 - 174"},"PeriodicalIF":1.0,"publicationDate":"2022-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85611945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-06DOI: 10.1080/21594937.2022.2111866
Bryce Corrigan
{"title":"Memories of play","authors":"Bryce Corrigan","doi":"10.1080/21594937.2022.2111866","DOIUrl":"https://doi.org/10.1080/21594937.2022.2111866","url":null,"abstract":"","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"62 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78963348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1080/21594937.2022.2111869
K. Hard
{"title":"One big imagination","authors":"K. Hard","doi":"10.1080/21594937.2022.2111869","DOIUrl":"https://doi.org/10.1080/21594937.2022.2111869","url":null,"abstract":"","PeriodicalId":52149,"journal":{"name":"International Journal of Play","volume":"85 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81233943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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