Facilitating loose parts play with elementary school staff: professional development and implementation from the perspective of the facilitator

ABSTRACT

Background

The evidence on loose parts play suggests its potential for positive impact on physical activity levels, social-emotional and cognitive outcomes, and the overall quality of play experiences in the outdoors. The facilitator plays a key role in ensuring these effective measures are fostered. However, literature specific to facilitators’ (e.g. teachers, professional development (PD) providers) roles and responsibilities with loose parts play is limited. It is the intention of this research to expand beyond what loose parts play is and its benefits, and include how it can be implemented in a safe and meaningful way from the perspective of the facilitator.

Purpose

The purpose of this research was to explore Adrian’s roles and responsibilities as a facilitator of PD about loose parts play. Investigating and critiquing the roles and responsibilities of Adrian, has the potential to offer evidence and insight to individuals and school communities considering their own loose parts play implementation.

Method

This research used a self-study methodology. A self-study allowed Adrian to focus on learning from and through their experience as a facilitator to ultimately challenge and/or reinforce their pedagogical approaches for providing PD on loose parts play implementation. Self-study methodology allowed for in-depth explanations of Adrian’s roles and responsibilities and while interrogating their new learning to share insights to improve facilitation practices. Data from facilitation sessions and guided journal reflections were collected and analysed using Braun and Clarke’s (2012) thematic analysis framework.

Findings

Five themes describe the roles and responsibilities of a loose parts play facilitator: (a) experiential learning; (b) explicit communication; (c) contextual considerations; (d) relationships and (e) reflective practice. The themes generated reinforce existing findings in the literature on facilitation and PD such as offering experiences that are ‘hands-on’ and practically involving the audience; ensuring clearly communicated goals are part of the instruction process; deepening relationships by engaging dialogue between school communities; knowing your audience and adapting to their needs and readiness; and encouraging participants to be reflective. This research contributes to the literature, validating the roles and responsibilities of the facilitator, by demonstrating continuity between the five themes and the components of Comprehensive School Health (healthy school policy; social and physical environment; teaching and learning; partnerships and services) a framework used to build healthy school communities. For example, school policy can be unique to its context and needs to be explicitly communicated with all involved partners to ensure the expectations of implementation are commonly understood. Additionally, teaching and learning includes drawing upon and acknowledging a participant’s lived experience with play through experiential play opportunities. Furthermore, one way to attend to the social environment is to foster relationships with students by guiding their involvement throughout implementation. Whereas the quality and availability of the physical environment, specific to each context, will impact where, when and how play can be facilitated.

Conclusion

In committing to these roles and responsibilities the facilitator is dedicated to facilitating PD about, and implementing loose parts play using a comprehensive approach that supports the achievement of academic and health outcomes in students.

KEYWORDS:

• Comprehensive school health
• facilitation
• professional development
• self-study

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Ever Active Schools works with school communities to address health and education goals and improve social outcomes of children and youth.