Journal of Facility Planning, Design, and Management

Vol. 3, No. 1, pp. 5771

Facility Planning

Planning Playgrounds: A Framework to Create Safe

and Inclusive Playgrounds

Heather M. Olsen
University of Northern Iowa

Abstract
Outdoor play is essential to every childs life. Researchers have suggested there is a posi-
tive impact on child development when children have opportunities and access to play at play-
grounds. Despite the volume of research and literature available on childrens play spaces, there
is a lack of knowledge about specific steps and considerations planners should take when plan-
ning community playgrounds for children and families. The purpose of this manuscript was to
provide a playground planning framework for recreation and park departments and community
developers. The central purpose of this manuscript was to use safety and accessibility guidelines
to create a framework for planning playgrounds. In this manuscript, guidance on selecting plan-
ning team members, considerations for playground planning and management, and a process
for planning playgrounds are provided.

Keywords: playground; playground standards; playground planning;

playground accessibility; playground safety

Heather M. Olsen is associate professor, School of Health, Physical Education, and Leisure Ser-
vices, University of Northern Iowa. Please send author correspondence to Heather M. Olsen,
School of Health, Physical Education, and Leisure Services, Division of Leisure, Youth, and Hu-
man Services, Human Performance Center 103 E, University of Northern Iowa, Cedar Falls, IA
50614-0618. E-mail: heather.olsen@uni.edu
57
 On playgrounds, children have opportunities to develop social, emotional, intellectual, and
physical skills (Guddemi, Jambor, & Moore, 1999). Specifically, researchers have revealed play-
grounds promote physical development (Dowda et al., 2009), spark unstructured play opportu-
nities (Elkind, 2007; Frost, Brown, Sutterby, & Thornton, 2004), develop appreciation to nature
(Keeler, 2008), encourage happier and healthier lives (Clements, 2004), and offer exploration
of the natural world (Warden, 2010). Outdoor play has long been considered essential to the
overall growth and development of children (Rivkin, 2014). However, today, children have less
access to outdoor play (Loukaitou-Sideris & Sideris, 2009; Rivkin, 2014). In fact, Louv (2008)
shared the concern of children having nature deficient disorder (p. 99), discussing the growing
decrease in childrens outside time. Before industrialization, most children were easily able to
find outdoor spaces for play. Natural areas with trees, creeks, and open fields provided a wealth
of opportunities for children to run, explore, climb, and socialize. These play spaces for children
have slowly been taken over by commercial and residential developments or by parental con-
cerns. For instance, Veitch, Robinson, Ball, and Salmon (2006) found outdoor play was limited
because of the lack of available designated play areas and because of parents concerns for safety.
In a similar study, McNeish (2005) reported children have rare opportunities to play out-
doors because they are restricted by schedule, access, and parents. Furthermore, in a presenta-
tion before the American Academy of Pediatrics, Dr. Kristen Copeland reported the concern for
children staying inside because of inappropriate clothing for weather conditions. The researchers
found staff reported parents intentionally sent children to their programs without coats so their
children would have to stay inside (Copeland, Sherman, Kendeigh, Saelens, & Kalkwarf, 2009).
To contribute to the growing concern about children in the outdoors, playgrounds are often
under attack in the media. For instance, a safety alert was issued after incidents in Illinois and
Pennsylvania when razor blades were found taped to playground equipment (Razor Blades,
2014). In October 2014, a 7-year-old girl from Vancouver died after falling off a swing at recess
(Lake, KATU News, & KATU.com Staff, 2014). Contradicting the safety concern, members of
the media have questioned whether playgrounds have become too safe in the 21st century. Tier-
ney (2011) questioned, Can a Playground Be Too Safe?
As playgrounds become more and more boring
The old tall jungle gyms and slides disappeared from most American play-
grounds across the country in recent decades because of parental concerns, federal
guidelines, new safety standards set by manufacturers and the most frequently
cited factor fear of lawsuits (para. 4, para. 11).
In another article, Arieff (2007) stated,
American playgrounds often seem anything but playful. Their equipment is de-
signed not so much to let children have fun as to make sure they dont hurt them-
selves....
They seem geared more toward facilitating easy parental supervision. Well-
meaning efforts to reduce risk of injury have overwhelmed opportunities for self-
expression and creativity. (para. 12)
Safety is a concern in todays society, but children should continue to have access and op-
portunities to safe and quality playgrounds. It can be argued that well-designed and managed
playground spaces for children have no substitute. Playgrounds are important for children, fami-
lies, programs, and communities. In fact, researchers have suggested there is a positive impact
on child development when children have opportunities to play at playgrounds. In a number of
studies, researchers have looked at the possible role of environmental factors in reconnecting
children to the natural world (Charles, Louv, Bodner, & Guns, 2008; Nabhan & Trimble, 1994),
reducing childhood obesity (Krizek, Birnbaum, & Levinson, 2004; Sallis & Glanz, 2006), how
children use parks (Bedino-Rung, Mowen, & Cohen, 2005), playground accessibility (Green-
58 Olsen
well & Skulski, 2008; Prellwitz & Skar, 2007), and supporting childrens safety through meeting
guidelines and standards (U.S. Consumer Product Safety Commission [CPSC], 2010; U.S. De-
partment of Justice [USDOJ], 2010). Despite the volume of research and literature available on
childrens play spaces, there is a lack of knowledge about specific steps and considerations plan-
ners should take when planning community playgrounds for children and families.
For the past 14 years, the author has served as a playground consultant with the National
Program for Playground Safety (NPPS). Since 1995, NPPS has led projects to increase qual-
ity and safety of play environments and offered comprehensive playground planning and safety
training to educators and advocates. In addition, the organization has partnered on collab-
orative projects that improve research and support best practice and has advocated for policies
that improve the lives of children. The implementation of designing a playground can include a
variety of steps and processes.
After a review of the literature on playgrounds, there is clearly a wealth of information for
planners to consider. Over the past few decades, researchers have proposed several resource
guides for creating and developing playgrounds (Table 1). Despite progress in developing these
resources, efforts to include all related playground information has lagged. One reason for this
is that few efforts have been made to synergize the information. Traditionally, literature has been
focused on one element of playground such as injury prevention, natural play areas, accessibil-
ity, reducing childhood obesity, appropriate developmental design, supervision, maintenance, or
fall surfacing. Each of these elements are important, but they should interact with one another
during the playground planning process.

Table 1
Resource Guides for Developing Playgrounds
Title Description
Design for Play: A Guide to A document produced by Play England and the Department
Creating Successful Play Spaces for Children, Schools, and Families to guide best practice
(Shackell, Butler, Doyle, & in innovative design with suggestions for developing public
Ball, 2008) play outdoor spaces.

Nature Play and Learning The National Wildlife Federation and Natural Learning
Places (Moore, 2014) Initiative wrote a document to be used as guidelines for
those who create or manage nature areas for children,
youth, and families.

Creating Playgrounds for Early The Community Investment Collaborative for Kids offers
Childhood Facilities (Pardee, resources for regulations, guidelines, creating natural
Gillman, & Larson, 2005) spaces, selecting equipment, and managing the cost of the
project.

Public Playground Safety Promotes greater safety awareness among those who
Handbook (U.S. Consumer purchase, install, and maintain public playground
Product Safety Commission, equipment.
2010)

From Playgrounds to Play/ Commonwealth of Virginia Department of Education

Learning Environments provides a resource to discuss many concerns, options, and
(DeMary & Ramnarain, 2003) procedures for developing and planning play areas.

Planning Safe and Inclusive Playgrounds 59

Table 1 (cont.)
Title
A Guide to Playground
Planning (Illinois Park and
Recreation Association, 1995)
Description
The Illinois Park and Recreation Association published a
guide to provide information and assistance in helping plan,
design, install, and maintain public playgrounds.

Natural Playscapes: Creating Provides ideas on creating natural playscapes. Two sections
Outdoor Play Environments for of the book: visual tour of natural playscapes and a how-to
the Soul (Keeler, 2008) workbook.

The Developmental Benefits of The book was written for instructional purposes on the
Playgrounds (Frost, Brown, developmental benefits of playground equipment and to
Sutterby, & Thornton, 2004) discuss the importance of playgrounds for children.

To contribute to the literature, the intent of this article was to provide a playground plan-
ning framework for planners in recreation and park departments and community developers.
The central focus was to synergize the playground information in the literature to present a
process for planning playgrounds.
Playground Planning Framework
The first step in the planning process is to gather the necessary information to make ratio-
nal decisions about the playground design. The planning process is when decisions need to be
made concerning the user, resources, and agency requirements (Thompson, Hudson, & Olsen,
2007). Most manufacturer sales representatives will have an approach to the planning process;
however, these approaches are based on individual experiences and sales techniques. To address
gaps in the literature, the playground planning framework is a process to guide planners on mak-
ing best decisions for playgrounds.
To plan safe and accessible comprehensive outdoor play spaces, planners must consider
three elements within the playground planning framework (Figure 1). The first element in the
playground planning framework is management considerations. Being aware of a playground
consideration will improve the quality of decision making and result in best design. Playground
management includes standards/guidelines, accessibility requirements, and SAFE consider-
ations. The second element in the playground planning framework is the individuals who repre-
sent the planning committee. Each individual brings expertise and experience to the project that
can contribute to the success of the outdoor space. The third element of the playground planning
framework is the planning steps. Following the playground planning steps is critical as it is the
foundation of whether the playground will succeed. The planning steps provide direction and a
sense of purpose. The basic playground steps in the planning process that help planners achieve
the goals are predesign, design, development, and evaluation.
Considerations for Playground Management
The first element of the playground planning framework is considerations for playground
management. For instance, to help battle childhood obesity, planners may adopt a playground
management policy to correlate with the communitys health and active lifestyle plan. Fan and
Jin (2014) reported that adding a neighborhood playground is a feasible policy intervention
in helping make children more fit. Being aware of playground considerations will improve the
quality of decision making and result in a safe and inclusive design. Playground management in-
cludes understanding standards/guidelines (Table 2), complying with accessibility requirements,
and incorporating SAFE design considerations.

60 Olsen
 Playground Management Considerations
Being aware of playground considerations will improve the quality of decision making and
result in best design. Current playground management considerations include standards/
guidelines, accessibility requirements, and SAFE considerations.

Individuals Representing the Playground Planning Committee

The key to successful facility development is the people who are involved in the planning
process. A group of individuals rather than a single planner or a sales representative should
plan the playground.

Playground Planning Steps

Following the playground planning steps is critical as it is the foundation of whether the
outdoor space will succeed. The planning steps provide direction and a sense of purpose.
The basic playground steps in the planning process that help agencies achieve the goals are
predesign, design, development, and evaluation.

Figure 1. Playground planning framework.

Table 2
Playground Standards and Guidelines
Organization Brief description
U.S. Department of The Department of Justice has assembled the 2010 ADA Standards
Justice for Accessible Design. Playgrounds are addressed in Chapter 2,
Section 240 and Chapter 10, Section 1008.
ASTM International ASTM International is a not-for-profit organization whose
purpose is to publish voluntary safety standards for many
products. ASTM International has published standards that
influence the design of public playground equipment and the
manufacturing of public playground surfacing materials
U.S. Consumer Product The U.S. Consumer Product Safety Commission is a federal
Safety Commission agency that published the Public Playground Safety Handbook.

Standards and guidelines. Since the 1980s, two of the most influential groups leading the
way in playground safety have been the CPSC and the American Society for Standards and Ma-
terials (ASTM). These organizations have produced guidelines (CPSC) and standards (ASTM)
that have served to provide for the establishment of safe play environments. Although these
guidelines and standards are voluntary (neither group has the ability to send out playground
inspectors or enforce them directly), many professional organizations and state governments
have adopted them. As such, they have been recognized in state courts as the standard of care
that should be followed to keep children safe. The guidelines and standards provide the foun-

Planning Safe and Inclusive Playgrounds 61

dation for playground planning decisions. The influence of the CPSC has provided the public
with technical safety information for designing, constructing, operating, and maintaining public
playgrounds. CPSC (2010) offers a voluntary handbook, Public Playground Safety Handbook, to
guide the public against unreasonable risk of injury and death from consumer products and as-
sist in evaluating the safety of products.
The ASTM is a national nonprofit organization with a long history of creating manufac-
turing standards for a range of industries. The standards the ASTM publishes are written by
volunteer members who serve on technical committees. Manufacturing companies, installers,
and architects and designers use ASTM standards. In addition, governmental and other agen-
cies may adopt the ASTM standards for regulations and codes or reference them for guidance.
The ASTM has developed 16 standards related to childrens play, playground surfacing, and/
or playground equipment as issues and needs have emerged. The ASTM playground standards
for the general public include F1487 for playground equipment; F2049 for fencing; and F1292,
F1951, F2075, and F2479 for surfacing materials under and around playground equipment and
surfacing accessibility. The ASTM common name titles, description, and most recent versions
of standards related to community playgrounds are presented in Table 3. It is critical when play-
ground equipment or surfacing materials are purchased that products be in conformance with
the appropriate standard.

Table 3
ASTM Standards
Number Common name Recent year Purpose
F1292 Surfacing 2013 To provide a standard for checking the impact
attenuation of surfacing materials
F1487 Public-Use 2011 To provide a standard for manufacturers of
Equipment playground equipment to be used at child care
centers, schools, and parks, ages 25 and 512
F1951 Testing for ADA 2014 To determine whether surfacing allows for
Surfacing wheeled components and children with crutches
or canes to access the play area
F2049 Fencing 2011 To provide a standard for fencing around play-
grounds
F2075 Wood Fiber 2010 To provide a standard procedure for testing
the impact attenuation of wood fibers used for
surfacing
F2479 Poured-in-Place 2012 To provide a standard procedure for testing the
Surfacing impact attenuation of poured-in-place surfacing
materials

Both CPSC and ASTM have been two of the most influential groups leading the way for
playground safety. Although these guidelines and standards are voluntary (neither group has the
ability to send out playground inspectors or enforce them directly), many professional organi-
zations and state governments have adopted them. As such they have been recognized in state
courts as the standard of care that should be followed to keep children safe.
Complying with accessibility requirements. Along with safety guidelines, one other na-
tional regulation is now influencing the design and layout of play areas: the Americans With
Disabilities Act (ADA). Unfortunately, many playgrounds are not accessible to children with
disabilities (Burkhour & Almon, 2010; Olsen & Dieser, 2012). Unlike the CPSC guidelines and

62 Olsen
the ASTM standards, the ADA is a mandatory regulation that all agencies in the public domain
must follow. Failure to do so is deemed a violation. As Frost et al. (2004) indicated a decade ago,
accessibility is one of the critical issues of playground design for the future (p. 221).
In October 2000, the U.S. Architectural and Transportation Barriers Compliance Board
(2001) issued a guideline as the basis for standards for new construction and alterations of play
areas covered by the ADA. Updated ADA regulations issued by the USDOJ were announced in
2010, and play areas are an enforceable standard by the USDOJ.
Today, recreational facilities, including play areas, are required to be in compliance with the
ADA. The playground accessibility standards are named 2010 ADA Standards for Accessible
Design (USDOJ, 2010). The guidelines apply to play areas designed and constructed for children
aged 2 and over located at settings such as community parks, neighborhoods, schools, and
child care facilities. The document provides technical provisions for ground level and elevated
play components, accessible routes, transfer systems, ground surfaces, and soft contained play
structures. It also facilitates inclusive play by enabling children to get to and from playgrounds,
providing opportunities for them to play, and enhancing possibilities for interaction with
other children (USDOJ, 2010). The many terms that are used throughout the ADA play areas
guidelines to provide minimum accessibility standards for playgrounds are outlined in Table 4
(USDOJ, 2010).

Table 4
Play Areas Accessible Design Key Terms and Explanations
Key term and explanation Requirements
Accessible Routes Route must be 60 inches
Accessible routes are the pathways that allow children
to move throughout the playground and connect to
accessible play components. Accessible routes should be
a continuous route free of rocks, sand, debris, and bumps
that may prohibit children from movement throughout the
playground. Accessible routes must connect the parking
lot, the school building, or sidewalk to the playground
equipment.
Accessible Surfaces Must meet ASTM 1951
The guidelines rely on two standards from the ASTM. and ASTM 1292
ASTM 1951 determines whether the surfacing material
allows children using wheeled components to get around
the playground. The impact attenuation of the accessible
surfaces must be within the use zone and must comply with
the drop testing procedure of ASTM 1292.
Play Components
Play components can be manufactured or natural and may
be stand alone or part of a composite structure. Examples of
play components are swings, slides, climbers, spinners, and
spring rockers.
Ground Level Play Components
These components can be approached or exited at ground
level using the accessible route. Examples include swings,
stand-alone climbers, and sand diggers. When more than
one ground level is present, one is required to be on an
accessible route.
Planning Safe and Inclusive Playgrounds 63
Table 4 (cont.)
Key term and explanation Requirements
Elevated Play Components At least 50% of the elevated
These components are approached above or below ground play component must be on
level and are part of a composite structure. an accessible route (the width
must be 36 in.)

Efforts by planner to take an inclusive approach to universal design and playground acces-
sibility are critical for the future. Planners should give attention to accessibility early in the play-
ground design process so users have full access and opportunity to play. For instance, planners
should consider accessible routes, accessible shade, accessible surface materials, ground level
play components, elevated play components, ramps, and transfer systems.
SAFE design considerations. Unfortunately, approximately 218,815 preschool and el-
ementary children each year receive emergency medical treatment for playground-related in-
juries (OBrien, 2009). Using this information concerning unintentional playground injuries,
which is available through the CPSC, the National Program for Playground Safety has advocated
the SAFE framework to guide planners on playground design (Olsen, Hudson, & Thompson,
2010). The SAFE framework creates considerations for playground design (Hudson & Thomp-
son, 2013). These considerations are conceived as equal and interrelated components in a play
environment: supervision, age-appropriate design, fall surfacing, and equipment maintenance.
In other words, addressing one element alone, such as fall surfacing, cannot ensure childrens
safety. All considerations must be incorporated into the design and management of the play area.
Every outdoor environment is unique. Therefore, each outdoor play space will have specific
needs and challenges related to the placement of equipment and support structures, which fa-
cilitate the supervision of children. Planners must discuss designing the area so adults are able
to see and move throughout the area. Morrongiello and Schell (2010) specified critical supervi-
sion dimensions to consider: attention (extent of watching and listening), proximity (within vs.
beyond arms reach), and continuity of attention and proximity (constant/intermittent/not at
all). Therefore, supervision design considerations include signage, open sight lines, and zones for
play. Signs posted at the playground can provide information to adults regarding rules, hours
of operation, location to report facility damages, and the age of the user intended for the space.
Open sight lines is the existence of several angles of visual access for the supervisor, and zones for
play are the different areas for activities (Hudson, Olsen, & Thompson, 2010).
Outdoor play areas for children should be designed according to the user. The next consid-
eration is the age appropriateness of the equipment and layout of equipment for it to meet the
developmental needs of children. Proper positioning of age-appropriate equipment needs to be
considered during the planning stages. Specifically, the CPSC (2010) recommends play areas
be designed for and separated by age categories: 624 months, 25 years, and 512 years. This
recommendation is because childrens developmental abilities and needs change substantially
as they age. For example, young children do not have the strength or agility to use upper body
equipment such as horizontal ladders (CPSC, 2010). Younger children could get injured mod-
eling more developed skills of older children or their inappropriate behaviors. Likewise, older
children can be injured if they inappropriately use equipment meant for younger children.
The third element of the SAFE framework is fall surfacing. Falls are the number one factor
cited of nonfatal unintentional injuries suffered by children interacting with playground equip-
ment (National Center for Injury and Prevention, 2009). Selecting and maintaining proper fall
surfacing under and around the playground equipment is a crucial element in providing a safe
play environment (ASTM, 2013a, 2013b; Laforest, Robitaille, Lesage, & Dorval, 2001). An ac-
ceptable shock-absorbing surface under and around playground equipment that will sustain the

64 Olsen
fall heights needs to be installed and maintained at community playgrounds (ASTM, 2013a,
2013b; CPSC, 2010).
The final element of the SAFE framework is equipment and surface maintenance. The stan-
dard of care and best practice for equipment and surface maintenance involves a playground
maintenance policy. A maintenance policy establishes the standard of care for the playground
(Philpott & Serluco, 2010). The procedures for which inspections will be performed, who will
perform the inspections, and how often the inspections will be performed constitute a mainte-
nance policy. The frequency of inspection, vandalism, and the procedure for reporting and cor-
recting repairs and renovations should be documented in the policy. According to CPSC (2010)
routine inspection and maintenance issues include identifying (a) broken equipment such as
loose bolts, missing end caps, and cracks; (b) broken glass and trash; (c) cracks in plastic; (d)
loose anchoring; (e) hazardous or dangerous debris; (f) insect damage; (g) problems with sur-
facing; (h) displaced loose-fill surfacing; (i) holes, flakes, and/or buckling of unitary surfacing;
(j) vandalism; (k) worn, loose, damaged, or missing parts; (l) wood splitting; (m) rusted or cor-
roded metals; and (n) rot.
Project Planning Committee
The next element of the playground planning framework is the individuals who represent
the planning committee. One common method planners use is to hire a consulting firm to de-
sign the playground. Although consulting is a multidisciplinary field and many architects are
very good at designing outdoor public areas, the person may have limited knowledge and expe-
rience with playgrounds and/or little understanding of child development. It is recommended a
group of individuals rather than a single planner plan the initial stages of the playground design.
Therefore, individuals who represent the committee should have a range of experiences and
perspectives. The individuals can work collaboratively to create innovative ideas that meet the
needs of the community and offer unique opportunities for children and their families. In a com-
munity setting, the committee may include the parks and recreation director/park supervisor,
landscape architect, youth program coordinator, maintenance personnel, board members, city
council representatives, program specialists, parents, and children.
Parks and recreation director/park supervisor: The support of recreation directors is
critical to implementing the design because of their experience and understanding of
the park environment. In addition, the director can allocate funds to initiate or expand
the project.
Landscape architect: Landscape architects are important to the committee because
they understand the overall design of the playground and can help the area support
the master plan. They also have an understanding and experience with sustainability
and aesthetic outcomes.
Youth program coordinator: Youth program coordinators understand and have experi-
ence working with children and their family members.
Maintenance personnel: Maintenance staff are essential on the planning committee be-
cause they will make physical changes to the playground. For example, if playground
equipment is broken, the maintenance staff will repair it.
Board members and city council representatives: Board members and city council mem-
bers care about the program and can relay important information to other members
and representatives. The board members can help with moving planning forward and
allocating funds.
Program specialists: Program specialists understand what types of activities, programs,
events, and behaviors happen on the playground. They are on the critical stakehold-
ers because actually use the playground. They will have several good ideas on how to
improve the design and layout for usability and safety.

Planning Safe and Inclusive Playgrounds 65

 Family members/child advocates: Family members and child advocates are invaluable
resources because they are invested in the children. These individuals will work hard
to provide the safest and best outdoor play environment possible. Some individuals
will bring tangible or intangible resources.
Family members of a child with a disability: Playground users with a disability have not
always been considered in the planning phase. Family members will be able to respond
to needs, considerations, and aspirations.
Children: Children will bring an understanding of what they enjoy playing with and
what does not interest them.

Playground Planning Steps

Playground planning is critical as it is the foundation of whether the outdoor space will
succeed. There are four steps in the planning process to help agencies achieve the goals (Hud-
son & Thompson, 2013; Olsen & Hudson, 2007). The first step is the predesign phase, which is
the process of gathering information to make informed decisions. During the predesign phase,
park, recreation, and community program managers should identify the importance and goals
of playgrounds with the stakeholders. Through questions and research during the predesign
phase, park and recreation program managers gain a good understanding and are able to fulfill
their mission and meet the goals of the playground. Harper (2009) suggested the first step in any
planning process involving recreation programs is to develop goals. In addition, Taylor (2004)
indicated because playgrounds are for children, they should be planned with specific goals and
objectives for childrens developmental needs. Once an understanding has been determined
about the goals, information can be gathered regarding the site of the playground. The analy-
sis of the site includes gathering information and data about the outdoor site and neighboring
properties (Sawyer, 2013).
The site analysis involves closely examining the site opportunities and constraints of the
environmental aspects and manufactured elements. Environmental aspects include terrain, wa-
ter, topography, climate, vegetation, drainage, slopes, and soils and geology (Hudson & Thomp-
son, 2013). In addition, Harper (2009) discussed several other outdoor considerations for site
analysis, including land value, space availability, proximity and service radius, prevailing winds,
natural barriers (e.g., trees and hills), aesthetics, and environmental concerns.
Manufactured elements that need to be considered include zoning or governmental restric-
tions, accessibility of utilities (e.g., electrical and sewage), and hazardous materials (Mull, Beggs,
& Renneisen, 2009). Adjacent roads, sidewalks, walking trails, buildings, and parking lots should
be identified in this step. Identifying the location of the manufactured elements could affect or
support the usability of the playground space.
The site analysis is an important step in determining the playground location because
it accounts for problems or potential difficulties. Unfortunately, a tragic death occurred with
4-year-old girl who fell into an icy pond near the playground (4-Year-Old Girl, 2015). A play
area designed for children should not be near an open body of water. In addition, specific en-
vironmental elements (e.g., soils/geology, drainage, slope, and vegetation) should be examined
to prevent construction problems or maintenance headaches. Specifically, hardpack or clay soils
create ongoing drainage problems that can interfere with the necessary surfacing needed under
and around the playground equipment.
The second step is the design, when program managers use the information that has been
gathered during the predesign to create a physical concept plan of the playground. The docu-
ment that is produced during this step is a master plan or a comprehensive plan. Sawyer (2013)
indicated the process of developing a master plan involves documenting direct and indirect in-
formation that supports the mission of the organization. Playgrounds are more than a composite

66 Olsen
structure comprising slides, climbing equipment, and tunnels. The word playgrounds refers to
a comprehensive outdoor play space where the playground, open grass areas, ball fields, hard
surface courts, sandbox, and other childrens play components are located. According to Harper
(2009), a comprehensive facility is a broadly based built environment that facilitates activity.
This definition suggests that comprehensive playgrounds could include anything the user could
access, such as manufactured playground equipment, natural play components, picnic areas,
sand and water play, manipulative objects, sidewalks, and hard surface courts. Therefore, recre-
ation and park professionals must view the playground as more than a composite structure and
swings. The playground planning framework is a process for creating attractable, inclusive, and
SAFE outdoor areas for children and families.
During this phase, planners at park, recreation, and community agencies will investigate
equipment and surfacing catalogs to select the appropriate items for the playground. Before
rushing to the catalog to purchase items, planners must consider the environmental impacts.
Green and sustainable play areas can support healthy play environments. Programs should sup-
port sustainable infrastructure for communities. Many manufacturers are designing recycled
materials and are seeking ways to limit acids or toxic stains, for instance, products that are made
from recycled materials and are durable and sustainable. Trex equipment that is made from
recycled polyethylene plastics instead of equipment manufactured from wood or plastic lumber
that is 100% recycled has become a trend.
Childrens outdoor play spaces need to come alive and be dynamic. Playgrounds should
not be boring and stale. Dynamic environments include opportunities for children to construct
and manipulate materials. Children should be given places to observe, collect, predict, try, and
discover. Through dynamic play opportunities, children develop not only physical skills, but
also intellectual, emotional, and social skills that enrich their development and support healthy
communities and families.
Simultaneously, planners should discuss and approve a financial plan. The financial plan
needs to be substantial enough to support all layers of the comprehensive plan. The selection of
equipment and surfacing is dependent on the user, the site where the playground will be built,
and the maintenance crews ability to maintain and manage the site. Equipment and material
selection should be designed for public use and be durable. In addition, equipment and materi-
als should be in compliance with the ADA (USDOJ, 2010), ASTM (2013a, 2013b), and CPSC
(2010) standards.
Selected components should be put together in a scaled drawing showing the area size, site
amenities, key infrastructure details (e.g., utilities, lights, water access, and landscape), access
points, parking lots, man-made features, and other details. Specifically, decisions should also
be made for the layout and organization of the area, environmental limitations, traffic flow, use
zone requirements, accessibility, and support factors such as benches, bicycle racks, drinking
fountains, and pathways. It is recommended planners identify preliminary placement of selected
materials and equipment. Last, planners should determine which existing materials stay and
which should be removed.
The third step is the development. The development stage involves translating everything
from paper into the construction and installation of the playground equipment. Efficient play-
ground development requires the expertise of professionals (Mull et al., 2009). Using profes-
sionals in the development stage will require costs. Outside professionals such as an architect,
planning firm, or playground consultant may need to be hired to assist with the design, layout,
management of a construction timeline, and installation of equipment. During the development,
all working drawings must be clear and understandable. A thorough review of the preliminary
placement should be reviewed and decided. The planners should have a pre-implementation
meeting, review purchasing orders, and discuss installation practices. Once everyone agrees
on the final design, equipment and materials are installed. It is crucial that equipment, surfac-

Planning Safe and Inclusive Playgrounds 67

ing, and materials be installed correctly and according to the manufacturers directions (ASTM,
2011, 2013a, 2013b; CPSC, 2010).
The fourth step is evaluation. After the installation is complete, the planners should have
the manufacturers representatives of the equipment and surfacing sign off that the equipment
and materials were installed according to the specifications. This process should include a play-
ground safety audit by a neutral third party who has received playground safety certification
(Kutska, Hoffman, & Malkusak, 2002). A safety audit is a comprehensive first-time inspection of
the playground structure and surfacing that sets the baseline for future maintenance procedures.
The audit is used to identify all pieces that are on the playground, their current condition, and
how the equipment and materials measure up to the guidelines and standards (Christiansen &
Vogelson, 1996).
Next, ongoing evaluation needs to occur. Ongoing evaluation of a playground ensures the
area is meeting the needs of the agency staff, community members, and users. Ongoing evalua-
tion includes filing the planning process, equipment and surfacing purchases, playground audit
records, and other items that are important to the specific playground site. The information
should be filed and kept as long as the playground site is in operation. If equipment pieces need
to be ordered or repaired, or if questions need to be answered, the information is readily avail-
able.
Conclusion
Children are explorers, and if children were offered quality playgrounds that engage them,
they would want to stay all day. Playgrounds are filled with endless opportunities to strengthen
childrens physical, social, emotional, and intellectual skills. As the cost of playground equipment
continues to increase, as families struggle to find unstructured leisure time, and as children are
engaged more in technology, now is the time for community program planners to pay attention
to childrens outdoor play areas.
Considerations were given for selecting planning team members, thoughts were shared for
planning and management, and a planning process was proposed. It is hoped park and recre-
ation program planners consider using this playground planning framework as a guide to make
informed decisions. Planning should be systematic and involve a consensus of all people in-
volved. It is hoped playground owners will believe in the fundamental value of outdoor play in
childrens lives. It is hoped the adoption of the ADA, ASTM, and CPSC guidelines and standards
will lead to meaningful changes to reduce the chances of debilitating injury or death on play-
grounds and will support the development and expansion of quality and inclusive play areas that
are full of life and excitement for children.
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