Post on 13-Sep-2020
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12MANAGING PLAYTIME / BREAKTIME
105
Chapter 12
Managing playtime/break time
Playtimes and break times can be anxiety-provoking times of the school day for pupils with muscle-wasting conditions. There are many reasons for this, but they often relate to concerns about a young person’s safety and inclusion. However, with planning, playtime and breaks can add value to the young person’s day.
BenefitsThe benefits of being outdoors and in a less structured environment can include:
u a rest from formal learning u an opportunity for informal learning
through fun, friendships and laughter u a time of refreshment – mentally and/or
nutritionally u time with friends u free movement in the space u sunshine, particularly Vitamin D levels.
Reasonable adjustmentsBreaks are part of the school day and should therefore receive as much planning as other more formal learning.
Things to consider:Staffing
u Who will be available to supervise or support the young person?
u Do the staff members on playground duty know about the muscle-wasting condition?
u Do they recognise that they can’t stop a young person falling, though they can take the right action to try to minimise risks?
Getting ready to go outside u Changing into outdoor shoes and putting
on a coat, hat and gloves takes time.
u This time can mean the child is last to go outdoors and may not be included in games.
u Discreet support could facilitate better inclusion. Or is it an opportunity for the young person to practise their self-help skills?
Games and activities u Young people can feel safer if they are
close to an adult in the playground, particularly if they have balance or stability problems, or they fall frequently.
u Games with an adult and a small group of friends can be considered.
u Can playtime buddies be helpful, to join in with more accessible games? They may also notice if a young person is not being included by their peers.
PacingMany young people struggle to pace their activity through the day and can become fatigued as a result. It is difficult for young children to self-regulate this however, as they get older, many realise they can save energy for the important aspects of school. In practical terms, this might mean:
u accepting a little help to get ready to go outdoors
u using the wheelchair to travel to the playground and then getting out to play
u choosing less energetic games u using some of the time to relax in a
quieter area.
Quieter areas of the playground u Is it possible to identify a quieter and less
exposed area of the playground to use for less boisterous games?
u Can this area have some seating?
106Managing playtime Chapter 12
© Muscular Dystrophy UK’s Inclusive education for children with muscle-wasting conditions: a guide for schools and parents – third edition (2016)
u Can this area have a selection of lighter weight toys and games, such as:
u target games, such as quoits or skittles u lightweight balls and bats u Velcro bats and balls u circus skill games – diablo, juggling
balls, gym ribbons u giant outdoor games – Jenga,
Connect 4, chess u lawn croquet u robust musical toys – ‘boom wackers’,
wind chimes, wall of sound u chalk boards/graffiti wall (chalks only).
As is the case during other times of the day, every child has different needs. It is important to review regularly and make changes.