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Often playgrounds are built following standards and regulations neglecting what children prefer and wish for their outdoor play. This is especially true for children who are identified to be most at risk for play deprivation such as children with disabilities. Research and practice require solutions to evaluate existing playgrounds to ensure children’s right to play. The purpose of this workshop is to introduce and test a newly developed evidence-informed audit tool. This audit is an observer-rated evaluation of the environmental qualities in community playgrounds. The audit aims to evaluate a playground’s “potential play value for inclusion” by rating observable qualities of the environment that contribute to play value for inclusion. The workshop will introduce the audit tool, its development process, its intended use, and will elaborate on the play value for inclusion construct. Participants of the workshop will be invited to test the audit (through video observation). As this audit tool is currently under development the participants will be invited to share feedback. The workshop is open to anyone but especially people responsible for playground provision and evaluation, advocates for children's right to play, and professionals who work with children with disabilities are addressed.

Introduction The concept of affordances originates from ecological psychology, and concerns “possibilities for actions” as perceived by individuals acting in the environment (Gibson, 1979). An affordance approach recognises the agency of the physical environment in a transactional perspective wherein the person and environment co-constitute each another (Clark & Uzzell, 2002). Although ‘affordances’ as an idea has been adopted by occupational scientists, the associated theoretical origins are less well represented in occupational science literature. Therefore, this theoretical paper aims to analyse the concept of affordances and its use in researching occupation. Approach The concept of affordances will be explored through a literature review of outdoor play research across disciplines. Playgrounds are environments for communities allowing the collective occupation of outdoor play among children and families. Supporting arguments Disciplines such as ecological and social psychology, landscape architecture, geography and education have successfully applied affordance theory in environmental research, and there is much to learn from their insights. Affordance theory has evolved from an individual understanding of direct perceived action to a more context-based perspective of potential affordances shared by groups and communities in their environments. An affordances perspective allows a functional meaning-making in the analysis of the person-environment transactions. Implication for Occupational Science The concept of affordances recognises agency of the physical environment and equalizes the person-environment relationship. Affordance theory offers us the potential to extend the transactional perspective on occupation by providing a means to express functional meanings co-constituted between the environment and the person. Keywords: playground, affordance theory, environment References Clark, C., & Uzzell, D. L. (2002). The affordances of the home, neighbourhood, school and town centre for adolescents. Journal of Environmental Psychology, 22(1–2), 95–108. https://doi.org/10.1006/jevp.2001.0242 Gibson, J. J. (1979). The Ecological Approach to Visual Perception. Lawrence Erlbaum Associates, Inc. &nbsp

Introduction: Outdoor play is a highly valued childhood occupation, and essential for health and well-being.Certain characteristics contribute tosuccessfuloutdoor play such as the experience of fun, the opportunity for challenge and risk, or the freedom to choose and self-initiateplay. Analysis of social and physical environmental characteristics of community playgrounds is central in determining the influence of the environment on children’s outdoor play.It is unknown whatinstruments exist that allowoccupational therapistto investigate playgroundsto maximize playparticipation. Objectives: To review, describe and appraise “audits, assessments, and checklists” aimed at measuring environmental qualities of communityplayspace, that support outdoor play, and play participation. Method: Databases were searched, and amanual searchofgrey literature was performed to identify instruments that consideredenvironmentalqualities, relating to outdoor play and playgrounds.Instrumentswere reviewed, charted, and mapped out to identify what constructs aremeasured. Results: The outcome of the analysis comprisesadescriptionofa)what and how constructsaremeasured,b)how the instruments are administered,c)for what population they are intended,d)in what culturalcontextthey were developed,e)the viewpoint captured, andf)what test criteria are evident for the interpretation of test scores. Conclusion:The identification of gaps in current tools for environmental analysis is an important step in addressing outdoor play, and inclusive playspace design. There is a need to develop conceptually sound and methodologicalrigorousassessment tools to maximise our capacity to deliver context-based occupational therapy practices.&nbsp

Rationale/background: Inclusive, occupation-based, educationally-relevant occupational therapy in schools has been advocated for internationally by the World Federation of Occupational Therapists (WFOT). However, school based occupational therapy (SBOT) provision varies worldwide, depending on a country’s legislative and financial support. Although well-established in some countries, SBOT remains an emerging practice area in others, requiring innovation and advocacy. With a commitment to the R-evolution of SBOT, an international network of OTs was established at the 2018 WFOT Congress. Within this community of practice (CoP), participants have shared innovative practice and research on the R-evolution of SBOT. This workshop will continue to build this CoP through knowledge translation and networking. Learning objectives: Participants will - Describe innovative SBOT from perspective of 13 countries, focusing on successful student participation in occupations across all school environments; - Describe a multi-tiered continuum of services model, emphasizing Tier 1, universal promotion for all; Tier 2, targeted prevention for students at-risk; Tier 3, individualized intervention for students with identified challenges (Response to Intervention, Partnering for Change, and public health approach to mental health); - Discuss challenges, needs, and innovative strategies in SBOT internationally; - Participate in SBOT International Network to advance SBOT in their country post-conference

Ergotherapeutinnen/-therapeuten schätzen Spiel als die Hauptbetätigung von Kindern. Je doch wird Spiel eher als Mittel zum Zweck eingesetzt, um Fertigkeiten zu trainieren und Entwicklung voranzutreiben. Im Gegensatz dazu erleben Kinder das Spiel als Prozess der Freude und Spass. Es ermöglicht ihnen, mit Freunden zusammen zu sein, selbst Entscheidungen zu treffen, was/wie sie spielen möchten und neue Herausforderungen zu meistern. Öffentliche Spielplätze werden regelmässig von Kindern und Familien besucht und sind ein wichtiger Teil in ihrem Alltag. Nicht alle Kinder können gleichermassen vom Spielplatz profitieren und manche Spielplätze werden von Kindern als langweilig empfunden. In der Ergotherapie werden Umweltaspekte erhoben, welche sich förderlich und/oder hinderlich auf das Spiel auswirken können. Durch eine Anpassung der Umwelt können Bedingungen geschaffen werden, die Spiel von Kindern unterstützen. In diesem Vortrag wird ein internationales Forschungsprojekt vorgestellt, welches Umweltaspekte auf dem Spielplatz untersucht und das Ziel verfolgt, ein ergotherapeutisches Assessment zu entwickeln. Dieses Basislager bietet Raum zum Vernetzen von Expertinnen/Experten und Interessierten rund um das Thema Spielen am Spielplatz und Spiel in der pädiatrischen Ergotherapie.

Rationale: Occupational science is well established on an international level. However, the progression of occupational science as a scientific discipline varies across Europe, it is still a (r)evolving discipline. A need to strengthen national occupational science activities was identified previously. We aimed to found the Austrian Association of Occupational Science (AOS) to foster the development of occupational science in Austria. Methods: Volunteer work, co-creation and innovation fostering, project management and team building was used to found AOS. Due to the Corona pandemic, all activities occurred virtual exclusively. Massive user involvement of Austrian occupational therapists and researchers was used to define AOS aims, scope, and activities to promote occupational science in Austria. The process of founding AOS will be presented and discussed. Results: Steps to found a new occupational science association were defined. These included searching for people who support the start-up project, finding advocates for the foundation of AOS, acquiring funding, creating conditions to fulfil the legal framework for the establishment of an association, searching potential board members, team building, establishment of AOS as a legal entity, organising the general assembly including board election, developing AOS strategy, and defining tasks, responsibilities and projects. Activities were implemented, finally AOS was founded in 2020, first initiatives and projects started. Conclusion: The presented steps of founding AOS are an example process for establishing a national occupational science association, and serves as good practice for similar initiatives. The foundation of national occupational science association contributes to fostering occupational r-evolution all over the world.

Objective: The objective of this scoping review is to understand the extent and type of evidence in relation to how environmental qualities influence the outdoor play experience of children with and without disabilities and their families and how play value is understood from the user perspective. Introduction: Playgrounds are considered important places for children with and without disabilities and their family members. Children with disabilities encounter barriers on public playgrounds. A user perspective understanding on what and how environmental qualities on public playgrounds influences outdoor play of children with and without disabilities might give a better understanding of what needs to be considered when inclusive play is the goal. Inclusion criteria: This scoping review will include published studies and grey literature concerning outdoor play on public playgrounds, investigating the user perspective on environmental qualities of children with and without disability and their family members. Methods: This scoping review follows Arskey and O’Mally (2005) guidelines. Peer-review published articles, as well as grey literature, will be included. Searches are conducted between August 2021 to October 2021. Search limitations are set to literature in English and German language. Grey literature will include unpublished research.

Background: Children with and without disabilities consider playgrounds as significant places in their life, which offer opportunities for play and social interactions. Playgrounds are especially important in times when opportunities to meet are restricted, for example, due to the Covid-19 pandemic. Even though the primary purpose of playgrounds is to be a place for children to play, playground design is mainly determined by adults. Children`s voices regarding their use of playgrounds, and their wishes and needs to enhance participation on playgrounds are seldom addressed. In particularly perspectives of children with disabilities are often absent. The aim of this presentation is to give insight into how the perspectives of children with disabilities may contribute to playground design. Method: The presentation draws on an international project that explores children's perspectives through literature reviews and semi-structured interviews. Results: Children make important contributions to playground design. For example, children with disabilities show a unique understanding of their own situation and propose inclusive playground adjustments. Their unique perspectives on play could help playground providers to adapt playgrounds to their needs and wishes to ensure participation in play including opportunities for social interactions and challenges according to their abilities. Discussion: Children are the main user group of playgrounds. Child-focused participatory methods that include children with different abilities and a variety of needs and backgrounds should be included in processes of playground planning, evaluating, and monitoring to enhance playground design. This project has received funding from the European Union & Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 861257.

In this poster sessiontwo research projects of P4Play in the area of practice are described. Introduction:The P4Play MarieSklodowska-Curie (MSC) Training Network is an innovative European Joint Doctorate (EJD) programme in Occupational Science for Occupational Therapists. This EJD was established in 2020 when 2.2 m was awarded to a consortium of researchers and play advocates, in the highly competitive Horizon2020 scheme. P4play is a collaboration between 4 academic universities in Ireland, Sweden, Scotland, and Switzerland, and 15 partner organisations in Europe and the USA. The P4play programme adopts a child's rights-based perspective and aims to investigate the nature of play through the lens of People, Place, Policy and Practice (P4Play). Background:After extensive scientific research, scholarly exploration, and discourse on play, a refocus on play as a right requires further study as a central concern (or occupation) in children's lives.Occupational Science, a science dedicated to the study of humans as doers or as occupational beings, offers a unique lens to explore play as an occupation.From this perspective, the P4Play proposal was developed and submitted for funding to the MSC programme, in 2019 and was successful on first submission. P4play intends to amplify children's voices and explore the intersectionality of diverse childhood experiences of play, within families, communities, and cultures, drawing from pragmatism, complexity theories, childhood studies and anthropology among others. Methods:The P4Play research programme has employed 8 early-stage researchers dedicated to exploring the complex and situated nature of play, e.g., social-spatial inclusion, play deprivation, and policy. and the development of solutions to address barriers to play provision in diverse community settings. Eight PhD research projects are being designed and implemented to examine play from diverse perspectives and contexts, includingroma/traveller communities, families of children with disabilities, seldom-heard children and communities of socioeconomic disadvantage.A unique aspect of this programme is the inclusion of 15 international partners with interests in the field of play. These partners are engaged in play advocacy, innovations, education, playground provision, grassroots support for play in communities, government policy, and science.Through the collaboration with these partners, the programme aligns with current play advocacy and policy initiatives, which strengthens the capacity to translate research outcomes to actionable steps. This research responds to the societal challenge of ensuring health, well-being and equality for children (UN Sustainable Goals 3 & 10). Expected outcomes aim to benefit children, families, and communities Outcomes: It is hoped that this research program will have a transdisciplinary impact beyond occupational therapy and occupational science. It aims to facilitate conversations in other areas of academics, inform educators, empower communities, and encourage policymakers to reduce or remove barriers to play for diverse communities, children, and families. &nbsp

In this poster session two research projects of P4Play in the area of practice are described. Introduction: The P4Play Marie Sklodowska-Curie (MSC) Training Network is an innovative European Joint Doctorate (EJD) programme in Occupational Science for Occupational Therapists. This EJD was established in 2020 when 2.2 m was awarded to a consortium of researchers and play advocates, in the highly competitive Horizon2020 scheme. P4play is a collaboration between 4 academic universities in Ireland, Sweden, Scotland, and Switzerland, and 15 partner organisations in Europe and the USA. The P4play programme adopts a child's rights-based perspective and aims to investigate the nature of play through the lens of People, Place, Policy and Practice (P4Play). Background: After extensive scientific research, scholarly exploration, and discourse on play, a refocus on play as a right requires further study as a central concern (or occupation) in children's lives. Occupational Science, a science dedicated to the study of humans as doers or as occupational beings, offers a unique lens to explore play as an occupation. From this perspective, the P4Play proposal was developed and submitted for funding to the MSC programme, in 2019 and was successful on first submission. P4play intends to amplify children's voices and explore the intersectionality of diverse childhood experiences of play, within families, communities, and cultures, drawing from pragmatism, complexity theories, childhood studies and anthropology among others. Methods: The P4Play research programme has employed 8 early-stage researchers dedicated to exploring the complex and situated nature of play, e.g., social-spatial inclusion, play deprivation, and policy. and the development of solutions to address barriers to play provision in diverse community settings. Eight PhD research projects are being designed and implemented to examine play from diverse perspectives and contexts, including roma/traveller communities, families of children with disabilities, seldom-heard children and communities of socioeconomic disadvantage. A unique aspect of this programme is the inclusion of 15 international partners with interests in the field of play. These partners are engaged in play advocacy, innovations, education, playground provision, grassroots support for play in communities, government policy, and science. Through the collaboration with these partners, the programme aligns with current play advocacy and policy initiatives, which strengthens the capacity to translate research outcomes to actionable steps. This research responds to the societal challenge of ensuring health, well-being and equality for children (UN Sustainable Goals 3 & 10). Expected outcomes aim to benefit children, families, and communities Outcomes: It is hoped that this research program will have a transdisciplinary impact beyond occupational therapy and occupational science. It aims to facilitate conversations in other areas of academics, inform educators, empower communities, and encourage policymakers to reduce or remove barriers to play for diverse communities, children, and families.