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Demands for motion in schools include the need for changes of the given conditions. One of the conditions to realise the school in motion is the area of the school itself. The aim of a reorganisation of the school playground to a room for motion should be to offer the children the corresponding occasions for motion. Therefore, the opportunities are varied and do not need to start with expensive measures like changing the landscape of the school playground.

Even to offer small devices for playing on the school playground can be the first step realising the idea of the reorganisation of the school playground. Because with the perception of the break as a time for motion, the interest of the protagonists, namely the children, can be kindled. From the beginning on, these should actually be included in the conceptional work. And even if it is in the beginning just to agree on certain areas of the school, which fit or rather do not fit for certain games.
Those schools report positive experiences, give the pupils the opportunity within the art lessons or the woodwork to design concrete suggestions for the changes. Looking at the moment like an illusion, these proposals can prove to be realisable in the course of time, especially if you suceed in including the school administration, sensitising the whole teaching staff, filling the parents with enthusiasm and, of course, to find sponsors for the foundation of a well-founded concept.
Acting for a lot of schools in which the school playground as a room for motion has left its mark on the whole schoollife, you should have a look on the homepage of the 120th primary school in Dresden:

There are, of course, specific conditions in every school. Nevertheless, some general aspects, which have to be taken under consideration for the design of the area as a room for motion, can be named:






The different interests of the children influence their actions!
That is why the different reasons for exercises like hiding, jumping, balancing, throwing, catching, climbing, proceeding hand over hand should be a topic.
But also zones for rests in which you can draw back belong to this topic




The occasions for motion have to be designed for a use without experiences!
That means for example not to choose the devices for their actual use. A ladder which can be used just for climbing up and down, will lose its thrill soon. But a fallen trunk today will be a ship if the children play pirates and the the inflatable life-raft if the children play catching tomorrow.



Phantasy and creativity are important accents for the game of children!
Even the offer of small devices (balls, jumping ropes, tyres) opens up opportunities for the pupils to find their own game, to rule or to change it if necessary. But also other objects like old tyres of bicycles, tubes or boxes become in the childrens´ hands, just in the sense of the school in motion, quickly devices for games.



The interests of every generation of pupils have to be woken!
The reorganisation of the school is never finished. New needs increase, again and again and make changes necessary. Little repairs can absolutely be done by the boys and girls.










To climb horizontally on a “boulderwall” (inside or outside) can be an attractive form of motion for the older pupils. If the feet of the pupils are just one metre away from the ground, there will be no special demands for the equipment, the clothes or the obligatory supervision.

Boulderwall in a school in Großenhain





Advice for construction and building costs of bouldering walls and game forms in:
Müller, Chr., Redenyi, R. & Obendorfer T. und D. (2005): Klettern in der Pause. Meißen: Unfallkasse Sachsen
Weitere Literaturhinweise:
Dinter, A. & Müller, Chr. (2011). Bewegungsräume für Kindertageseinrichtungen . Meißen: Unfallkasse Sachsen.
Müller, Chr. (2009). Bewegter Hort. Meißen: Unfallkasse Sachen.