Imagine if playtime could not only be fun but also fundamentally beneficial to your child’s development and health. That’s where Paediatric Exercise Physiology comes into play.
Let’s explores the dynamic world of play-based therapy in paediatric exercise physiology. Focusing on it’s application in paediatric healthcare and how it taps into the stages of play to foster development. We’ll uncover the benefits of tailoring activities to a child’s interests, and supporting play-based learning in therapeutic settings.
Play is
“predominant in young children but also lasts across the lifespan as a combination of playfulness and leisure, and in behaviour that might be labelled as games, jokes, and recreation. It is essentially non- literal, opportunistic and episodic, engaging, imaginative/creative, fluid and active, predominantly for the moment and therefore concerned more with means than ends, and is joyful. It focuses on a playful or ‘as-if’ attitude and must be intrinsically motivated.”
(Sturgess, 2003, p. 104).
Understanding the Stages of Play
Sensory Motor Play (0-2 years): The earliest form of play where infants begin to integrate sensory experiences with motor skills. Infants begin to explore how everyday items work and how they can be used. During an exercise physiology session we use sensory motor play with infants as it is crucial for developing fine motor skills and sensory integration, helping children process and respond to different sensory stimuli. Examples of sensory motor play include: infant putting something in their mouth (yes all the disgusting things too!), shaking a rattle, banging objects together (or pulling them apart).
Pretend play (2-3 years): Often involves assuming roles and acting out scenarios, such as pretending to be a superhero or a teacher. As toddlers, children play alone, developing independence and physical skills. As a Paediatric Exercise Physiologist we use pretend play to support cognitive development, problem-solving skills, and language acquisition. It also helps children express their emotions and understand different social roles.
Constructive Play (3+ years): Involves creating or constructing something, often using blocks, puzzles, or drawing. As a Paediatric Exercise Physiologist we use constructive play to help enhance fine motor skills, hand-eye coordination, and spatial awareness. It also promotes critical thinking and planning abilities. Studies have shown that constructive play contributes to cognitive and academic skills, such as mathematics and spatial reasoning.
Rough and tumble play (4-5+ years): Includes activities that are physically active and may involve play fighting, wrestling, or chasing. This stage is important for both boys and girls. Rough and tumble play has clear elements of social play but is also characterised by big body play with and without physical contact. There are many benefits toward a child’s physical development from rough and tumble play including strength, endurance, and motor skills, and also for understanding social boundaries and self-regulation.
Games with rules (6+ years): The final stage of play is rule based games. Play that involves following specific rules or guidelines, such as board games or sports. Teaches children about structure, fairness, and cooperation, as well as improving executive functioning skills like focus and self-control. Playing games with rules has been linked to advanced executive functions and problem-solving skills. As Paediatric Exercise Physiologist, this is one of the areas we use most in therapy, not just at this age but also in younger children to help with understanding of concepts and cognitive development.
Why play based learning is important!
Integrating the stages of play into therapeutic activities is essential for paediatric exercise physiologists working with children. It aligns with the natural way children explore and understand the world. Each stage of play targets specific developmental milestones, such as sensory integration, motor skills, social interactions, cognitive development, and emotional regulation. By engaging children in play that corresponds with their developmental stage, paediatric exercise physiologists can create more effective and enjoyable therapeutic sessions. This approach not only capitalises on the intrinsic motivation and curiosity of children but also enhances the efficacy of the therapy by making it relevant and engaging.
Tailoring activities to a child’s specific interests further enhances the therapeutic value by boosting engagement and compliance. When children see elements of their favourite games, characters, or stories incorporated into therapy, they are more likely to participate enthusiastically and sustain attention. This personalised approach not only makes therapy sessions more fun and less intimidating but also taps into the child’s own world, making interventions more meaningful and impactful.
For instance, a child who loves Star Wars might be more inclined to participate in a task labeled as a “Jedi training” exercise, where they practice balance and coordination. This alignment of therapy with a child’s interests not only fosters physical development but also builds confidence and a positive association with physical activity.
How can I get involved?
Engaging children in play-based learning is a wonderful way to help them develop various skills while having fun. Here are my five tips for parents to effectively incorporate play-based learning into everyday activities:
Observe and Follow Their Lead: Take note of the types of play your child gravitates towards. Do they enjoy pretending with dolls or action figures, building with blocks, or drawing? By observing what naturally interests them, you can tailor activities that are appealing and keep them engaged, making learning a joy rather than a chore.
Incorporate Learning into Play: Integrate educational elements into play activities. For instance, if your child enjoys playing store, use play money to teach basic math skills. If they like building, discuss shapes, sizes, and balancing concepts. The key is to make the learning subtle and natural within the context of play.
Create a Stimulating Environment: Set up a play area where your child has a variety of resources to explore—books, puzzles, arts and crafts supplies, and role-play costumes. A rich environment encourages creativity and learning, offering multiple opportunities to develop cognitive, social, and physical skills.
Join in the Play: Children often love when parents play along with them. Participate actively by taking roles in their pretend play or constructing projects together. This not only enhances the play experience but also allows you to guide the learning process more directly and observe their development firsthand.
Rotate Activities and Toys: Keep play exciting by rotating toys and introducing new activities regularly. This prevents boredom and stimulates continued interest and curiosity. Regularly introduce new concepts and challenges to keep their minds engaged and learning.
Want to start your child with Exercise Physiology Sessions?
Amanda provides home based paediatric exercise physiology sessions across Ipswich, Brisbane South-West. For consultations or more information, please contact [email protected] or head to our main website page https://www.littlelimbs.com.au
Join the Adventure
Download Your Free “Save the Jedi” Activity!
Ready to help your young Jedi master their coordination and ball skills? Click below to download our free “Save the Jedi” activity, designed to engage your child in a fun and immersive way while promoting physical development.
Whether you’re a parent looking to enrich your child’s playtime or a caregiver searching for exciting new therapy activities, this resource is perfect for enhancing motor skills through the adventurous world of Star Wars. Don’t miss out—download now and watch your little one flourish as they save the Jedi!
Download “Save the Jedi” Activity Here
Thank you for reading our blog and downloading the “Save the Jedi” activity resource! We hope it brings many exciting and educational play and exercise physiology sessions.
If you enjoy using the activity, we’d love to see it in action! Please share your experiences and moments by tagging us on Facebook and Instagram @littlelimbsep. Your feedback and shares not only inspire us but also help other parents and caregivers discover fun, play-based learning options for their children.
References
Anderson J, Hinojosia J, Strauch C (1987): Integrating Play in Neurodevelopmental Treatment. The American Journal of Occupational Therapy. July 41(7) p 421
Rickard KA, Gallahue DL, Gruen GE, Tridle M, Bewly N, Steele K, (1995) The play approach to learning in the context of families and schools: an alternative paradigm for nutrition and fitness education in the 21st century. J AM DIET ASSOC. 95(10): 1121-6.
Stagnitti, K (2004): Understanding Play: the implications for play assessment. Australian Journal of Occupational Therapy. 51, p.3-12
Stagnitti, K & Unsworth, C (2000): The Importance of Pretend Play in Child Development: An Occupational Therapy Perspective. British Journal of Occupational Therapy. Mar 63(3) p. 121-127
Sturgess, J (2003): A model describing play as a child-chosen activity – is this still valid in contemporary Australia? Australian Occupational Therapy Journal. 50, p. 104-108.