Forces at play: A qualitative study of risk aversion, policy and decision making for children's physically active play in schools

This study investigated (i) the social and political factors driving risk averse decision making for children's physically active play in schools, and (ii) the policies shaping these decisions in Victoria, Australia. A theory-informed multi-method case study design combined policy document mapping, semi-structured interviews, and photo elicitation with 30 education policy actors. Data were analysed using reflexive thematic analysis. Findings showed the policy landscape was heavily skewed towards managing risk and safety (84%; n = 42), with fewer, mostly optional, policies for promoting physical activity, and a lack of policy to promote or protect play. Thematic findings indicated an intersecting range of factors in this setting (including occupational health and safety, knowledge and skill gaps, parent factors, children's physical capabilities, an undervaluing of play) can deter schools from providing an environment that enables children's freely chosen, physically active play. Multi-faceted, systems-based approaches that go beyond interventions aimed at individual behaviour change are needed. • We examined policy actor perspectives on factors driving risk averse decision making for children's active play in schools. • Findings show OHS practices, knowledge gaps among decision makers, and parent behaviour influence decisions. • Play opportunities can be undermined by a policy landscape heavily skewed towards injury prevention and risk management. • Risk aversion is compounded by neoliberal policies that narrow the focus and priorities of school leaders. • Attention to structural forces in schools, such as the goals the education system is working towards, are needed.