12MANAGING PLAYTIME / BREAKTIME

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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?

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© 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.