Many school playtimes offer little opportunity for children to move. There might not be much in offer beyond a few painted lines on a playground, areas of the grounds may be closed in wet weather, or inappropriate clothing might be restricting activities like running and climbing . As a result, some children spend much of their time waiting for break to be over or standing at the edge of the playground watching instead of having fun.
The good news is that schools can make playtimes more active without buying expensive new equipment. Low-cost playtime improvements can start with making the most of the time children have, reviewing how the school grounds are used, and rethinking adult roles and attitudes. These ten active play ideas will provide inspiration for school leaders that want to give children more opportunities for active play every day.
Short summary
Children are more likely to move at breaktime when they have enough time, space and freedom to choose how they play. This article looks at ten practical changes schools can make to protect playtime, source more resources for play, open up the grounds, introduce active uniforms, and help adults support freely chosen play.
Why active play at breaktime matters
UK Chief Medical Officers recommend an average of at least 60 minutes of physical activity each day for children. In Sport England’s Active Lives Children and Young People Survey 2024-25, 49.1% of children and young people in England met the guideline. Active play was the most common activity, at 64%. The survey shows that active play is already a common way to move, even though more than half still fall short of the daily guideline.
Breaktime is also being squeezed. A UCL study comparing data from 1995, 2006 and 2017 found that children aged five to seven had 45 fewer minutes of breaktime each week in 2017 than children the same age in 1995. The researchers found that almost 60% of schools withheld breaks when children or classmates had behaved poorly or needed to finish work.
The benefits of improving playtimes in schools include increased physical activity, opportunities for social and emotional development, and happier children. Active play can look like running and chasing, and also happens while children dig, carry, build, or role play. Prioritising playtime gives children a chance to be active in all these ways and more.
Ten active play ideas for schools
Protect playtime
Keep breaktime protected and do not shorten it or withhold it as a sanction. Children need time in the day for movement, connection and freely chosen play. If work runs over or a routine is delayed, find a way to manage it that doesn’t impact playtime. When staff protect playtime consistently, children know that it is valued and that they can count on having time to play every day.
Open more of the site year-round
Look beyond the tarmac playground. The school field, a grassy slope, the woodland edge or an outdoor classroom may offer room to run, climb and roam. Notice which areas stay closed in wet or cold weather, and create a wet-weather plan that keeps suitable parts in use for as much of the year as possible. This can mean opening a smaller number of areas, checking surfaces and setting clear boundaries rather than shutting the whole site. Review access as seasons and conditions change.
Choose clothing with movement in mind
Clothing has an impact on how children play. If shoes or clothes make climbing, running, jumping, hanging upside down, or getting muddy difficult, children may hold back. Choose clothing that lets children move freely and play fully. OPAL is a founding partner of the Active Uniform Alliance, which advocates for active school uniform. Our article on why the latest uniform guidance matters for children’s play explains how uniform can support movement across the day.
Add loose parts
Crates, tyres, planks, fabric and boxes can often be sourced at low or no cost. Once checked and stored safely, these loose parts invite children to carry, drag, stack, balance, build and climb. Children can adapt them as their play changes, so resources create opportunities for movement without prescribing one game. Start with a small range and a clear system for checking, moving and storing materials. Learn more about loose parts play.
Let children lead
Freely chosen play gives children control over what to do and how to do it. When children guide their own play, they can shift between chasing, carrying, climbing or building as interest changes. That creates more routes into movement than relying on one organised activity.
Rethink adult roles
The way adults respond can either open up or narrow children’s play opportunities. Lunchtime teams can observe before stepping in, check whether anyone needs support to join, and give children time to work through manageable challenges. Adults should intervene when someone is unsafe or needs help, but they do not have to direct every activity. A calm response that makes room for play can keep children moving while clear, shared boundaries help everyone know what is acceptable.
Take a risk-benefit approach
Climbing, chasing, balancing and rough-and-tumble play can look uncertain, but challenge is part of active play. Use a risk-benefit approach: look at what children gain, such as a chance to practise judging distance, speed and when to stop, alongside possible harm. Then agree boundaries that fit the setting. Be specific about hazards such as an unsafe surface or overcrowding. Avoid rules that remove a whole kind of play when a smaller change could manage the risk.
Widen what active means
Active play goes beyond football and running. Digging, den building, carrying materials, dancing and balancing all involve physical movement. A child who avoids ball games may spend time shifting materials or engaging in an active game they have made up. Notice these forms of movement during playtime observations and keep resources available to support different interests. The aim is to widen the choices, not assign activities.
Give space to more than one kind of play
When one game or piece of equipment takes up most of the playground, children who want another way to play actively may have nowhere to go. Observe traffic, queues and unused edges, then use the grounds to allow several kinds of play to happen at once. A route for wheeled toys, a space for ball games and a quieter area for construction can reduce competition for the same patch.
Ask children what they need to move more
Ask children which areas they are most physically active in, where they feel crowded and what keeps them on the sidelines. Talk with different age groups and children with different access needs. Listen as well as watch: the choices children make at playtime can reveal what helps or hinders movement. Tell them which suggestions the school will try, then check whether it helped. When children see their ideas come to life, they will feel ownership of their playtimes and feel excited to contribute more ideas and feedback.
Making active play last
The changes you make are more likely to last when all staff understand why they matter and are part of the journey to improving playtimes. Agree a play policy and what the daily routines will be, and create a playtime induction for new staff. Think about how resources are stored, what happens in wet weather and how staff respond to challenge. Check the play environment regularly with children and lunchtime teams, then update plans as play patterns or seasons change. Shared expectations help make sure playtime is prioritised every day. Read how to create an outdoor play policy that actually works in schools for more guidance.
Why you can trust OPAL
Outdoor Play and Learning (OPAL) CIC has worked with more than 2,000 schools across the UK and has expanded internationally. The OPAL Primary Programme supports primary schools through a structured process of observation, action planning, training and mentoring. Schools work with an OPAL mentor to review the conditions that shape play, including the grounds, staff practice and the school’s approach to risk. The programme helps leaders embed improvements across the school so that freely chosen play is supported as part of everyday life.