Repository logo
 

Occupational Therapy and Arts Therapies

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/25

Browse

Author: search.filters.author.Morgenthaler, ThomasSubject: search.filters.subject.Vulnerable Populations

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Developing the Playground Play Value and Usability Audit (PVUA) Tool: An Evaluation of Content Validity via an Expert Panel
    (Project MUSE, 2025-08) Morgenthaler, Thomas; Loebach, Janet; Lynch, Helen; Pentland, Duncan; Kottorp, Anders; Schulze, Christina
    This study describes procedures for developing and exploring the content validity of a tool to audit playgrounds for play value and usability for diverse populations. Development of the tool included reviewing existing tools, creating an initial draft from evidence literature, followed by iterative rounds with an international, interdisciplinary expert panel (N=22). Panelists' comments and ratings of relevance and clarity supported refinements of items, content areas, scoring, instructions, and interpretations of the PVUA content. The preliminary tool consists of 203 items divided across 28 content areas and two domains. Future research should examine PVUA's reliability and construct validity using a diverse sample of playgrounds.
  • Thumbnail Image
    Item
    Walking, talking, playing: Children with disabilities’ outdoor play in French mainstream schools
    (Taylor & Francis Group, 2025-02-03) Orain, Clémence; Morgenthaler, Thomas; Schulze, Christina
    Background Children’s right to play remains underexplored in French mainstream schools. France’s inclusive education policies aim to include children with disabilities in mainstream classrooms, but this transition can create challenges hindering meaningful play opportunities. This highlights the importance of gaining a deeper understanding of children’s experiences of play in school playgrounds. Aim This study explores children with disabilities’ experiences and perspectives on their outdoor play in French mainstream school playgrounds. Material and Methods Walking and Talking tour interviews were conducted with thirteen children with various disabilities across six mainstream schools in western France. Data were audio-recorded, transcribed verbatim and analysed using thematic analysis. Results (1) ‘I can(not) play’: Environmental Barriers and Opportunities; (2) ‘I have an idea’: Children’s Preferences for Enriching Play and Inclusion; (3) ‘Learn to Hear Me Out’: Strengthening Children’s Participation in Everyday School Practices including Playground Redesign. Conclusions and Significance This study highlights the barriers children with disabilities face in French mainstream school playgrounds. It emphasises the need for collaborative co-design to create inclusive and playful environments. Findings have implications for occupational science, inclusive education, school-based occupational therapy, and urban design. Future participatory research should explore the co-design of school playgrounds, involving all relevant stakeholders.