About Us

Positive Play was developed by Val Sabin to ensure that children are given opportunties to enjoy positive and active playgrounds.

Why is it important to promote a positive and active playground?

Children can spend up to approximately 20% of each school day in play / breaktime activities in the school grounds (providing the weather is good!). We need to ensure that they are enjoying themselves and have positive learning experiences during that time.

1. Raising the activity level in the playground is much more likely to improve the health of children
   The school playground may provide the only opportunity out of curriculum time for some children to be physically active, so break-times and lunch times play a crucial role in their health and well being. (The Health Education Authority recommends that children should participate in physical activity for one hour per day. The activity should be of moderate intensity and can be carried out continuously or intermittently. In order to help children achieve this recommended level of activity, positive, active playgrounds should be a priority of all schools and should include the development of:-
   
   1. a bright, safe and stimulating environment
   2. engaging and enjoyable activities
      
      
2. Playing with minimal adult supervision is vital in allowing children to work out their own rules of behaviour.
   A lack of play areas and the general parental concern of increased traffic and child abduction are major factors in the limiting of free unsupervised play. Research has raised concerns that without this freedom and the accompanying opportunity to form relationships with peers, some children could become adults who lack the confidence to make decisions and develop friendships. By developing “positive playgrounds” children will have the opportunity to:-
   
   1. develop the skills of social interaction at a range of levels.
      
      
3. Positive playgrounds can reduce the incidence of bullying
   The National Survey of Schools (Blatchford 1998) has shown that staff in one in four schools believe that behaviour at break-times has deteriorated with more difficult behaviour and aggression in evidence. The study also highlights less constructive play in break-times and lack of positive stimulation means they are likely to be bored in the playgrounds. This boredom and lack of purpose and stimulation can often be the root cause of bullying. Providing a variety of opportunities for activity could be a key to alleviating such behavioural problems by:-
   
   1. revising traditional games
   2. preventing one group of children encroaching on the whole playground
      
      
4. Positive playgrounds can provide a safer environment
   The level of physical activity can be increased and the number of accidents lowered if the environment is sensibly managed by:-
   
   1. zoning in the playground
   2. providing limited, safe equipment
   3. providing a “quiet” area

Val Sabin

Val Sabin initially trained as a Physical Education Specialist at Bedford College and has worked with children of all ages, students and teachers, for over 30 years on all aspects of Physical Education. Val is internationally known for the quality of her teaching and her ability to enthuse. Many children taught by Val have succeeded in team and individual competition at local, regional and national levels. Val Sabin was a teacher, Head of Department and Advisory Teacher in Northamptonshire, a Senior Lecturer in Physical Education with De Montfort University at Bedford, and is an Ofsted Inspector for both secondary and primary phases. Val is the author of nine teaching manuals on Gymnastics, Games, Dance, PE Administration and foundation stage physical development, and the creator of the very successful “Top Start” scheme. Currently her main work is as a Consultant, Adviser and Trainer delivering gymnastics, games, dance, and Action Kids pre-school “physical development with fun” courses for teachers and practitioners throughout the UK and Europe.

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