BEFORE AND AFTER-SCHOOL PROGRAM STAFF PERCEPTIONS OF RISK IN AN OUTDOOR LOOSE PARTS PLAY INTERVENTION

Abstract

Introduction: Outdoor play is essential for children's development and well-being, yet opportunities for risky outdoor play in structured settings remain limited. This study examines a health promotion perspective on a loose parts play (LPP) intervention and program staff perceptions of risky outdoor play in before- and after-school programs. Purpose: The purpose of this qualitative descriptive study was to explore program staff perspectives regarding risky play in the context of an outdoor loose parts play intervention in before and after-school settings. I investigated two research objectives: (1) To explore how program staff conceptualized and understood risky outdoor play and (2) To explore and understand what factors influence program staff's perceptions of risky outdoor play. Methods: Grounded in a constructivist worldview, this study employed Reflexive Thematic Analysis (RTA) to analyze qualitative data from focus groups conducted before and after the intervention. The intervention introduced loose parts into outdoor play areas and gathered staff perspectives to assess its impact. My positionality and reflexivity as the researcher were integral throughout the research process. Findings: I developed three themes from the analysis: (1) Loose Parts Play as a Stepping Stone for Risky Outdoor Play, (2) Braving the Unknown: Risk as a Catalyst for Growth, and (3) The Safety Dance: Navigating Safety and Risk. These themes highlight the role of LPP in fostering children’s engagement with risk, the impact of risky play on resilience and confidence, and the challenges staff face in balancing safety with developmental opportunities. Discussion: This thesis discusses the importance of program staff in shaping risky outdoor play experiences and navigating these environments. Findings emphasize the need for targeted training and policy development to support staff in fostering risky play within structured settings. Insights from this study can inform future interventions and contribute to creating environments that balance risky play with child development goals.