Children’s knowledge about play-related risk, risk-taking, and injury: A meta-study

ABSTRACTRisk-taking in play has received increased focus in research over the last three decades through the use of quantitative, qualitative, and mixed methods. The purpose of this meta-study was to review the qualitative literature specifically to better understand how children (5–16 years of age) understand the concepts of risk, risky play, and injury in relation to their play experiences. Twenty-two studies were identified for inclusion in the meta-study. Children across studies demonstrated nuanced understandings of risk and risk-taking, identified specific mediators related to their risky play endeavours, and discussed the presence and acceptance of injury in their play pursuits. Children’s knowledge and perceptions often paralleled adult understandings of risk and risky play, but also highlighted children’s risk identification and management abilities. The findings of the meta-study suggest a still greater need for understanding children’s knowledge about risk in relation to play, such as their understandings of safety and how autonomy in risk-taking may augment their physical and cognitive development.RésuméLa prise de risque dans le cadre de jeu a fait l’objet d’une attention accrue dans la recherche au cours des trois dernières décennies grâce à l’utilisation de méthodes quantitatives, qualitatives et mixtes. L’objectif de cette méta-étude était d’examiner la littérature qualitative afin de mieux comprendre comment les enfants (âgés de 5 à 16 ans) comprennent les concepts de risque, de jeu à risque et de blessure en relation avec leurs expériences de jeu. Vingt-deux études ont été identifiées pour être incluses dans la méta-étude. Dans toutes les études, les enfants ont fait preuve d’une compréhension nuancée du risque et de la prise de risque, ont identifié des médiateurs précis liés à leurs jeux à risque et ont discuté de la présence et de l’acceptation de blessures dans leurs activités ludiques. Les connaissances et les perceptions des enfants correspondent souvent à la compréhension qu’ont les adultes du risque et du jeu à risque, mais elles mettent également en évidence les capacités d’identification et de gestion du risque des enfants. Les résultats suggèrent qu’il est nécessaire de mieux comprendre les connaissances des enfants sur le risque en relation avec le jeu, comme la compréhension de la sécurité et la manière dont l’autonomie dans la prise de risque peut favoriser le développement physique et cognitif.KEYWORDS: Safetyautonomyactive playoutdoor playMots‐clés: Jeu actifautonomiejeu en plein airsécurité AcknowledgmentsWe would like to acknowledge Dr. Meghan McDonough, Associate Professor in the Faculty of Kinesiology at the University of Calgary, for her guidance and support throughout the study.Disclosure statementThere are no conflicts of interested to be disclosed.Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/14927713.2023.2242859Additional informationNotes on contributorsKyle S McCallumKyle McCallum(he, him) completed his PhD at the University of Calgary, focusing on Sociocultural Perspectives of Physical Culture and Sport Injury Prevention. He completed his MSc in Innovations in Sport and Pedagogy and his BSc in Kinesiology at the University of Calgary in 2017, and 2009, respectively. His research focus is centred in sociocultural aspects of sport, physical activity, and recreation, and in physical literacy. His current research is focusing on how children and adolescents come to understand, experience, and engage in risky play across their physical activity pursuits to help inform better pedagogical and recreation practices facilitate free and outdoor play opportunities across childhood.Jessica YoungbloodJessica Youngblood(she/her) is a PhD student at the University of Calgary. She completed her Master’s of Science in Kinesiology at the University of Calgary and her Bachelor’s of Health and Physical Education at Mount Royal University. Her research focuses on family perspectives related to adapted physical activity and innovative technologies that can aid in physical activity participation for children living with significant mobility impairments.K. Alix HaydenK. Alix Hayden(she/her) obtained her PhD from the University of Calgary in 2003. She is a health sciences library with Libraries and Cultural Resources at the University of Calgary, and has expertise in evidence synthesis methods. She is co-author of over 50 evidence synthesis reviews including rapid, systematic, scoping, and realist reviews. She provided support and guidance on both the 5th and 6th International Consensus Statement for Concussion in Sport. As part of her professional practice, she consults extensively with graduate students and faculty on evidence synthesis reviews. She has also been co-instructor for both a graduate and undergraduate course focused on systematic reviews, and serves on graduate students’ supervisory committees as methodological expert for evidence synthesis. Her research focuses on the scholarship of teaching and learning of evidence synthesis.Mariana BrussoniMariana Brussoni(she, her) is Director of the Human Early Learning Partnership, Professor in the Department of Pediatrics and the School of Population and Public Health at the University of British Columbia. She is an investigator with the British Columbia Children’s Hospital Research Institute and the British Columbia Injury Research & Prevention Unit. Her research investigates child injury prevention and children’s risky play, focusing on parents’ and educators’ perceptions of risk, and design of outdoor play-friendly environments. She partners with practitioners and policy makers in early childhood education, schooling, municipal planning and recreation provision, with the aim of creating environments where all children thrive in healthy societies.Carolyn EmeryCarolyn Emery is a physiotherapist and epidemiologist. She completed her PhD in Epidemiology (University of Alberta 2004), MSc in Epidemiology (University of Calgary 1998) and BSc in Physiotherapy (Queen’s University 1988). She is a Professor in the Faculty of Kinesiology and Cumming School of Medicine at University of Calgary. Carolyn is the Chair of the Sport Injury Prevention Research Centre at University of Calgary, one of 11 International Olympic Committee Centres for the Prevention of Injury and Protection of Athlete Health. Carolyn is a Canada Research Chair, Killam Professor, and Fellow of the Canadian Academy of Health Sciences. Carolyn’s research program focuses on the prevention of injuries and their consequences in youth sport. Carolyn has published over 250 papers in peer-reviewed journals and is an associate editor of the British Journal of Sports Medicine. She has supervised more than 80 postdoctoral fellows and graduate students. Her research has informed practice and policy to reduce the public health burden of sport-related injuries in youth.William BridelWilliam Bridel(he, him) completed his PhD at Queen’s University in 2011. At present, he is Associate Dean (Academic) and Associate Professor in the Faculty of Kinesiology at the University of Calgary. His teaching and research primarily focus on sociocultural aspects of sport, physical activity, and the body. Research interests include investigations of LGBTQI2S+ inclusion in sport historically and at present, as well as inclusion and safe sport policy. He has also published on sport-related pain and injury. He is a 2017 SSHRC Insight Development Grant recipient, a 2020–2021 Calgary Institute for the Humanities Fellow, and was awarded the 2021 University of Calgary Equity, Diversity, and Inclusion Faculty Award.