Edmonton (Alta.) - 1981 - A play spaces policy for the City of Edmonton (1981-12-31) by Edmonton Tower Resource Centre Online Library

SD L BRARY

II R050/2189/1981 PLAY-SPACES POLICY, EDMONTON, EDMONTON -PARKS-AND-

4399

PLAY SPACES POLICY

THE CITY OF

PARKS AND RECREATION

ENTERED

ccxj

R050 2189 1981

7.7:7

1 3 1982

Darcattment A .0 . 4399

A PLAY SPACES POLICY FOR THE CITY OF EDMONTON

Planning Dopaztmeni

LIBRARY ?he City of Edmontrt,

PREPARED BY DESIGN SECTION PROPERTY DEVELOPMENT BRANCH EDMONTON PARKS AND RECREATION

EDMONTON, ALBERTA, CANADA 1981 12 31

TABLE OF CONTENTS Table of Contents List of Figures Letter of Transmittal Acknowledgements Summary Introduction Objectives Recommendations CHAPTER I

PURPOSE I. Goal II. Objectives of the Policy

CHAPTER II

PHILOSOPHY AND PSYCHOLOGY OF PLAY

Philosophy of Play Psychology of Play A) Aspects of Development:

Physical Creative Intellectual Emotional Social

B) Phases of Development:

Sensorimotor Preconceptual Intuitive 'Concrete Operations' 'Formal Operations'

CHAPTER III TYPES OF PLAY SPACES What are Play Spaces? Playground Age Levels Activity Play Zones I. Traditional Playgrounds II. Creative Playgrounds III. Adventure Playgrounds IV.Hebertisme Parks and Fitness Trails V. Combination Playgrounds

PAGE CHAPTER IV

PLAY SPACES FOR EVERYONE

I.Primary Playground Site II.Secondary Playground Site III.Play Spaces for Special Interest Groups A. For Schools (On School Property) B. For Day Care Centres C. For Disabled Centres D. For Senior Citizen Centres E. For Multi-Housing Units F. For Teen Centres CHAPTER V

OTHER OPPORTUNITIES FOR PLAY

I.Play and Buildings II.Play on Closed Streets and Lanes III.Play on Sidewalks and Walkways IV.Play on Roof-tops and Platforms V.Play with Portable Equipment (Port-a-Parks) CHAPTER VI

PLAYGROUND SITE ANALYSIS/EVALUATION

I. Criteria for Selection of the Site A. New Neighbourhoods B. Older Neighbourhoods II. Criteria for Design of the Site A. Development of Programme Requirements B. Site Survey and Analysis CHAPTER VII

PROGRAMNE DEVELOPMENT COMPONENTS I.Soft Landscaping II.Hard Landscaping III.Materials Standards IV.Design Standards V.Performance Standards A. Safety Aspects B. Vandalism Control

PAGE CHAPTER VIII

CONSTRUCTION AND MAINTENANCE STANDARDS

117

I. Construction Standards II. Maintenance Standards CHAPTER IX

PUBLIC PARTICIPATION

131

Neighbourhood Parks Planning Process Community Recreation Needs Study CHAPTER X

LEADERSHIP

137

CHAPTER XI

EVALUATION

143

APPENDICES: A. PROGRESS REPORT AND TIME-LINE FOR STUDY PROPOSAL

149

B. BIBLIOGRAPHY

151

C. STANDARD CONSTRUCTION DETAILS (PLANS AND SPECIFICATIONS) . .

165

D. GUIDELINES FOR PARK MAINTENANCE STANDARDS MANUAL

169

E. PARK MAINTENANCE TECHNICAL STANDARDS MANUAL

171

F. NEIGHBOURHOOD PARKS PLANNING PROCESS (MANUAL)

173

G. COMMUNITY RECREATION NEEDS STUDY MANUAL

175

H. COMPARISON OF REPORTED ACCIDENTS OCCURRING IN/ON EDMONTON PARKS AND RECREATION FACILITIES/PARKS, 1974-1979 . . . 177 I. DETAILED BREAKDOWN OF REPORTED ACCIDENTS OCCURRING ON EDMONTON PLAYGROUNDS, 1974-1979

179

DETAILED BREAKDOWN OF REPORTED ACCIDENTS OCCURRING IN DAY CAMPS IN RAVINES, 1974-1979

180

J. CITY OF EDMONTON PLAYGROUND EVALUATION

181

K. COMMON CONSTRUCTION AND INSTALLATION PROBLEMS

183

L. GLOSSARY OF TERMS AND DEFINITIONS

185

M. FOOTNOTES

203

-vLIST OF FIGURES PHOTOGRAPHY CREDITS o An asterisk (*) indicates document photography by DANNY A. GASPARIK o A *identifies photography courtesy the QUEEN ELIZABETH PLANETARIUM o All other document photography by FRANK GASPARIK and RICK CLOUTIER

FIGURE 1. Purpose (Chapter I). 2. Philosophy and Psychology of Play (Chapter II) 3. Physical Development 4. Creative Development 5. Intellectual Development 6. Emotional Development. 7. Social Development . 8. Sensorimotor Phase . 9. Preconceptual Phase. 10. Intuitive Phase 11. Concrete Operations Phase 12. Formal Operations Phase. 13. Teenagers 14. Types of Play Spaces (Chapter III) 15. Traditional Playgrounds. 16. Creative Playgrounds . 17. Adventure Playgrounds. 18. Hebertisme Parks and Fitness Trails . . 19. Combination Playgrounds. 20. Play Spaces for Everyone (Chapter IV) 21. Playgrounds for Schools (On School Property) . 22. Playgrounds for Day Care Centres 23. Playgrounds for Disabled Centres 24. Playgrounds for Senior Citizens' Centres

PAGE

FIGURE

PAGE

25.

7 10 12 13 14 15 18 19 20 21 22 23 25 30 32 33 34 36 39 44 48 50

Playgrounds for Multi-Housing Units 26. Playgrounds for Teen Centres 27. Other Opportunities for Play (Chapter V). 28. Play in Yards 29. Play and Buildings. . 30. Play on Closed Streets and Lanes 31. Play on Sidewalks and and Walkways 32. Play on Rooftops and Platforms 33. Play with Portable Equipment 34. Playground Site Analysis/ Evaluation (Chapter VI) 35. Site Survey and Analysis. Programme Development 36. Components (Chapter VII) 37. Soft Landscaping Form 38. 39. Hard Landscaping 40. Design Standards 41. Construction and Maintenance Standards (Chapter VIII) 41-2. Performance-Oriented Maintenance System. . . 42. Public Participation (Chapter IX) 43. Leadership (Chapter X). • 44. Evaluation (Chapter XI) • 45 Appendices

54 56 61 65 66 67 68 71 72 75 84 87 90 92 98 104

115 125 129 135 141 147

el THE CITY OF

mon on

MEMORANDUM

PARKS AND RECREATION

1981 12 31

Our Reference: 17202

Memorandum to:

H. N. Monroe General Manager

Subject:

PLAY SPACES POLICY

Further to your directive given at the 1981 11 20 Executive Meeting when the captioned Play Spaces Policy was given Executive approval, the final policy is now submitted for distribution. It is hoped that the policy will be frequently used by departmental staff to meet our objectives in the development of play spaces for everyone. Finally, it is hoped that through distribution of this policy, Edmontonians will gain a better insight into the complex process of developing play spaces and providing play opportunities for everyone.

(l‘f\-0" . "•—(s D. De Shane Manager Property Development Branch DD:NN:nln

191 4200

ACKNOWLEDGEMENTS In 1979 the Design Section included the preparation of a Play Spaces Policy in its objectives. The Manager of the Branch, David De Shane, provided positive direction and support. The research, format, and writing were assigned to Nikki Nicholson. Technical support was freely given from the Landscape Architects: Bryce Card, Rick Cloutier, Scott Kenny, Frank Gasparik, and Daniel Wilson. Two drafts were prepared and circulated throughout the Department. This final document includes the input acquired from these circulations and represents approximately eighteen months of teamwork. Graphics for the document became the joint responsibility of Rick Cloutier and Frank Gasparik. Their design efforts resulted in the decision to use local Edmonton photographs depicting the concepts and A professional photographer, philosophies discussed in the text. Danny A. Gasparik, was engaged to photograph Edmontonians playing in Edmonton play spaces and to capture that feeling play arouses in each one of us. All photographs in the document identified by an asterisk (*) were taken by Danny Gasparik. The photographs identified by a if were taken by the Queen Elizabeth Planetarium staff. The remaining photographs in the document were taken over several years primarily by Rick Cloutier and Frank Gasparik. All revisions to the graphics were completed by the Planetarium staff. Special acknowledgements are in order to the former Research and Planning Section (now Policy and Planning Branch) for preparation of its manuals the Neighbourhood Parks Planning Process and Community Recreation Needs Study which are included as Appendices F and G in the document and form an integral part of the planning and developAppreciation is given to Myrtle Leadlay, ment of a play space. Special Interest Groups Planner, for her input on play for the disMajor input also was provided by the abled and senior citizens. manuals Guidelines for Park Maintenance Standards and Park Maintenance Technical Standards Manual jointly prepared by the Operations Branch and Major Facilities Branch. These manuals are included in the document as Appendices D and E. Appreciation and acknowledgement is also made to the Recreation Development Division of Alberta Recreation, Parks and Wildlife (now Alberta Recreation and Parks) for use of their definitions excerpted from A Glossary of Common Recreation Terms. These definitions appear in Italic Courier script in the Glossary of Terms and Definitions included in the text as Appendix M. Appreciation is given to Stephen Moir, former Supervisor of Recreation Planning, and John Morley, Director of the Southwest District, for editing the text. Finally, appreciation is expressed to the Design Section Secretary, Diane Kirstiuk, who typed the document, and to all those who contributed to the document through their comments and suggestions.

AdVVV VVIIS3Al1f103X3

PLAY SPACES POLICY Executive Summary & Recommendations PA KS AND RECREATION

EXECUTIVE SUMMARY SUMMARY

When Edmonton hosted the 1978 Commonwealth Games, its park and recreation system became known to many people of many lands.

The

beautiful North Saskatchewan River valley and ravine system, Capital City Recreation Park, Commonwealth Stadium, Kinsmen Sports Centre, Argyll Velodrome, Strathcona Shooting Range, William Hawrelak Park and the Muttart Conservatory have received world-wide publicity and recognition.

Yet it is not only these major facilities and the

quantity of city-level parks that make a city liveable.

The

day-to-day recreation needs of the individual, particularly the young, are usually only met through the neighbourhood park. This facility encourages a sense of community and allows its residents to actively participate and provide for their own recreation needs. This concept of citizen participation was recognized and encouraged by the Edmonton Parks and Recreation Master Plan, 1979-1983 through its emphasis on the development of neighbourhood parks and facilities.

In order to keep abreast of Edmonton's rapidly growing population and to ensure consistent and quality development of the neighbourhood parks, it was deemed imperative to prepare a formal policy affirming our philosophy of play and its significance in the development of the individual. This philosophy is sustained through Edmonton Parks and Recreation's support of various types of play spaces and provision of different opportunities for play.

Notwithstanding the importance of a consistent understanding of this philosophy and role, the most essential aspects of this policy are the statements regarding site selection and the actual design of the site incorporating the needs of the neighbourhood residents.

This

discussion together with design, materials, performance, maintenance, and construction standards forms the essence of this policy. Compliance with these standards will ensure a quality park that meets the needs of its users.

Consistent with our philosophy of leadership is our support and encouragement of public participation in the provision of park and recreation facilities.

To ensure that public participation does not

simply remain a stated philosophy, Edmonton Parks and Recreation has established a neighbourhood parks planning process. To expedite this process, two comprehensive manuals of departmental instructions have been prepared outlining the planning of a neighbourhood park together with determining community recreation needs.

Finally, the summation of this policy is the provision of a methodology for evaluating the practical aspects of the established standards and processes.

Included in this methodology are quantitative and

qualitative measurement criteria to ensure conformity to the standards and continuing, constant improvement. Foremost in this methodology is a regular evaluation of the policy itself and provision is made for its evaluation in conjunction with other departmental policies.

INTRODUCTION

When the Edmonton Parks and Recreation Master Plan, 1979-1983 focused on the development of neighbourhood and district level open space, it was imperative that we review the development of existing parks and the presence of development standards. Analysis during the preparation of the Master Plan indicated that existing parks were not always completed according to their site development plans and that standards were not always consistent.

Primarily, the parks required more extensive

landscaping and additional amenities such as park furniture to facilitate their image as neighbourhood parks and to better meet the needs of their users.

The Master Plan identified those parks which

require new landscape construction, those parks which require landscape redevelopment and those parks which require landscape completion within the five year life of the Master Plan. Since 1979 Capital Budgets have recognized and will continue to recognize these established priorities.

This policy emphasizes the neighbourhood park because the essence of a park and recreation system should be the neighbourhood park. Major city-level facilities and district parks because of their uniqueness receive wide-spread publicity and public support.

But it is the

local neighbourhood park that should be used most frequently and should play the greater role in meeting the needs of the individual. A park that satisfies the needs of the users will be used.

This

cannot happen without a plan and without standards to ensure the plan is properly implemented and without public participation to ensure that needs are identified and met in the development of the plan. Foremost in the development of a plan is the recognition that people and neighbourhoods are dynamic: growing, changing and aging.

Although much has been written about play and the requirement of play in the development of man, there are almost no municipal government policies incorporating this research into plans of action.

This

policy is our beginning. The literature was analyzed in conjunction with our existing practices and standards to prepare our formal policy outlining our philosophy of play and stating standards governing the development of neighbourhood parks in the City of Edmonton. This will serve as direction for its implementation and will provide a vehicle for public participation and awareness.

In order to ensure a common understanding of the various technical terms used throughout the text, a glossary of terms and definitions is included in Appendix L. The manuals prepared outlining the parks planning process and community recreation needs study are included in Appendices F and G respectively. Standards governing the development of parks and construction of play equipment together with their maintenance are discussed in Chapters VII and VIII and Appendices C, D, and E respectively.

â&#x20AC;&#x201D; xiv â&#x20AC;&#x201D; Finally, because the policy is extensive, an Executive Summary and Recommendations were provided as a separate booklet in addition to the actual policy document. The recommendations have been identified as either policy or implementation ones and are also included as a summary at the end of their respective chapters. OBJECTIVES OF THE POLICY 1. To prepare a glossary of technical and common terminology to ensure consistency of understanding; 2. To incorporate innovative ideas already successfully tried in Edmonton in the past and in other cities; 3. To delineate the roles and responsibilities in developing these play spaces by: a)

Providing play opportunities to meet "The Needs" of all age groups including special interest groups;

Providing leadership and programming for these play spaces;

Ensuring consistent standards in the design, construction, installation and maintenance of play spaces and play equipment;

Providing programmes which teach organizational administrative skills, programme planning and leadership;

Encouraging public participation and providing a method to maximize this participation; Serving as a public resource to private agencies, private developments and other public agencies in providing play opportunities;

g) Using innovative planning practices in policyâ&#x20AC;&#x201D;making decisions in order to provide play opportunities outside the Department's mandate or funding responsibilities and/or possibilities; 4. To provide a formal written policy and procedure manuals for design, construction, installation and maintenance standards; 5. To prepare a written evaluation procedure to ensure that play space standards are consistently being improved and future needs are being met.

'ic

OGOtittAONO

REODWADIONTIONS

RECOMMENDATIONS

SNOUVON3M003H

enb Recomin ations5

RECOMMENDATIONS:

A. POLICY RECOMMENDATIONS

A.1 That a philosophy of play be adopted that recognizes play as a fundamental need of man; (Chapter II)

A.3 That the departmental policy be continued of providing one play space per neighbourhood which is designated a Primary Playground Site on Parks-owned property and is planned and designed to accommodate the complete spectrum of play from pre-schooler to adult; (Chapter III)

A.4 That the departmental policy be continued of recognizing that each neighbourhood is unique and may have special situations and/or circumstances which warrant the need to develop a Secondary Playground Site; (Chapter IV)

A.5 That the departmental policy be continued governing the development of Playgrounds on School Property as established in the Departmental Instructions approved 1980 09 01; (Chapter IV)

A.6 That the departmental policy be continued of developing all new play spaces with barrier-free access/egresses and that all play spaces being redeveloped incorporate these barrier-free-access features such as entrance walks, curb-cuts, and removal of fences where feasible; (Chapter IV)

A.7 That the departmental policy be continued of improving the play environment in neighbourhood parks and generally in the urban environment through a tree planting, reforestation and naturalization programme; (Chapter VII)

A.8

That the departmental policy be continued of vandal-proofing designs to reduce maintenance costs and increase safety for the users; (Chapter VII)

A.9

That the departmental policy be continued of supporting public participation and involvement in the planning and development of parks; (Chapter IX)

A.10 That the Play Spaces Policy be evaluated and updated in conjunction with other departmental policies; (Chapter XI)

IMPLEMENTATION RECOMMENDATIONS

B.1 That the practice be continued of modifying existing Traditional Playgrounds through the replacement of old metal equipment with creative play equipment and/or redesign of the playground to better serve all ages and to allow stimulation of all developmental skills; (Chapter III)

B.2 That 1982 Capital Budget Funds be committed for the development of an Adventure Playground pilot project; (Chapter III)

B.3 That if the Adventure Playground pilot project proves successful and feasible that consideration be given for the development of Adventure Playgrounds in each of the other four Maintenance/Recreation Districts; (Chapter III)

B.5 That commitment be given for development of more hiking and biking trails throughout the River Valley and Ravine system; (Chapter III)

B.6 That Capital Budget Funds be committed for the development of a totally barrier-free playground in Rundle Park adjacent to the ACT Recreation Centre for the Disabled to provide integrated play opportunities; (Chapter IV)

B.7 That the practice be continued of providing technical and professional advisory assistance to private agencies desiring a private playground in order to increase the development of quality play spaces providing play opportunities; (Chapter IV)

B.8 That the practice be continued of committing capital budget funds for completion of the play space if development of the play space was not completed during the year originally scheduled; (Chapter IV)

B.9 That commitment be given for operation of teen centre facilities in each of the Maintenance/Recreation Districts to provide teenagers with opportunities for social interaction with their peers; (Chapter IV)

B.10 That the practice be continued of providing detailed design review of all medium and high density commercial developments and large multiple family projects to increase play opportunities at street level on site in accordance with the Land Use Bylaw; (Chapters IV-17)

B.11 That Edmonton Parks and Recreation request the Joint Planning Committee established in conjunction with the Joint-Use Agreement to review the existing utilization of all nonoperational school buildings to ensure optimum availability for public, cultural and recreational activities; (Chapter V)

B.12 That the playing fields associated with all non-operational schools which the Joint Planning Committee has recommended for lease to private organizations be excepted out of the lease to ensure the retention of all open space governed by the Joint-Use Agreement being available for public recreational use especially in those neighbourhoods deficient in parkland; (Chapter V)

B.13 That innovative design ideas including court games on hardsurfaced areas be prepared and incorporation of these ideas be encouraged on urban sidewalks, suburban walkway systems, park walks and even private driveways to increase the play opportunities and experiences available; (Chapter V)

B.14 That permanent year-round mini-parks for passive play opportunities be designed for incorporation within the urban sidewalk system in high density areas to facilitate the requirement for intensification of development in parkland deficient areas; (Chapter V)

B.15 That the Design Section prepare booklets outlining the design process in developing a play space and that these booklets be made available to encourage a wider understanding of the complex process engaged in developing a plan; (Chapter VI)

B.17 That the Design Section prepare booklets outlining our Design Standards together with examples of what needs are met or experience gained through use of an individual piece or combination of pieces of play equipment and that these booklets be made available to the public; (Chapter VII)

B.18 That all new play equipment designs be submitted to the Supervisor of Safety for his (her) review in the initial departmental circulation prior to approval of the design; (Chapter VII)

B.19 That the Design Section undertake further research of our Performance Standards to ensure that innovative materials and designs are not eliminated in our play equipment construction; (Chapter VII)

B.20 That the Design Section in concert with the Safety Section initiate and develop an educational public relations programme to inform and assure the public that safety features are considered in conjunction with our standards governing Design, Materials, Performance, Construction and Maintenance when designing play equipment; (Chapter VII)

B.21 That the Standard Construction Details booklet be included as an appendix to this Policy; (Chapter VIII)

B.22 That the District Maintenance personnel establish a regular inspection schedule and standard checklist for play equipment and that the Property Development Branch in concert with the Operations Branch continue providing workshops to ensure that required standards and specifications are clearly understood and that good communications between departmental personnel are fostered; (Chapter VIII)

B.23 That the Guidelines for Park Maintenance Standards manual and Park Maintenance Technical Standards Manual be included as appendices to this Policy; (Chapter VIII)

B.24 That the Community Recreation Needs Study and Neighbourhood Parks Planning Process manuals be included as appendices to this Policy; (Chapter IX)

B.25 That Edmonton Parks and Recreation continue its support and provision of programmes, workshops and seminars to develop leadership and administrative skills for its community volunteers; (Chapter X)

PLAY SPACES POLICY

PARKS AND RECREATION

FIGURE: 1 CHAPTER

PURPOS

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CHAPTER I

PURPOSE

I. GOAL

Consistent with Edmonton Parks and Recreation's goal of ensuring that "citizen's of Edmonton have opportunities for personal growth in their leisure time ... "1, this policy discusses how to achieve this goal as it pertains to the development of the neighbourhood park. The policy focuses on the neighbourhood park because it "is, or should be, the heart of our park and recreation system."2

In order to ensure that play opportunities and experiences were being provided for all Edmontonians, an assessment of existing neighbourhood park/playgrounds and Edmonton Parks and Recreation's role and responsibilities in the development of these play spaces was required. This evaluation began with a two-day workshop held in January/February 1979 entitled Edmonton Playgrounds: Today and Tomorrow.

The Workshop identified a number of objectives: 1. To encourage among Department personnel, the exchange of ideas, technical knowledge and experience in the development of play spaces and play equipment; 2. To identify the types of play spaces and play equipment existing and/or available; 3. To assess the Department's performance in meeting "The Needs" of all age groups including special interest groups in existing play spaces; 4. To assess the design, construction, installation and maintenance standards for existing play spaces and play equipment;

-4-5. To assess the incorporation of safety and functional aspects within existing design specifications and construction standards; 6. To assess the amount and type of vandalism occurring in existing play spaces and to existing play equipment; 7. To assess the Department's leadership role with respect to developing programmes for play spaces and utilizing play equipment in these programmes; 8. To assess public participation at all age levels in the development of existing play spaces and to encourage participation in the future; 9. To assess the philosophy and development of play spaces in other cities and to compare these to Edmonton; 10. To review films, book and periodic literature and reports on the philosophy and development of play spaces and play equipment throughout the world; 11. To formulate policies, procedures, performance standards and evaluation methods for play spaces and play equipment to ensure the attainment of the Department's goal. The Workshop evaluated the Department's success in meeting these objectives and determined that these objectives should be incorporated in a major formal policy statement on play space development.

II. OBJECTIVES OF THE POLICY

Based on the Workshop assessment, this formal policy statement includes those objectives listed above, plus ... 1. To prepare a glossary of technical and common terminology to ensure consistency of understanding; 2. To incorporate innovative ideas already successfully tried in Edmonton in the past and in other cities;

-5-

3. To delineate the roles and responsibilities in developing these play spaces by:

Providing play opportunities to meet "The Weeds" of all age groups including special interest groups;

Providing leadership and programming for these play spaces;

Ensuring consistent standards in the design, construction, installation and maintenance of play spaces and play equipment;

Providing programmes which teach organizational administrative skills, programme planning and leadership;

Encouraging public participation and providing a method to maximize this participation;

Serving as a public resource to private agencies, private developments and other public agencies in providing play opportunities;

Using innovative planning practices in policymaking decisions in order to provide play opportunities outside the Department's mandate or funding responsibilities and/or possibilities;

To provide a formal written policy and/or procedure manual for design, construction, installation and maintenance standards;

To prepare a written evaluation procedure to ensure that play space standards are consistently being improved and future needs are being met.

These objectives are directed toward encouragement of even greater play opportunities and experiences.

14510Eit:'

FOGURE: 2 CHAPTER

PHILOSOPHY AND PSYCHOLOGY OF PLAY

-9 CHAPTER II

PHILOSOPHY AND PSYCHOLOGY OF PLAY

I. PHILOSOPHY OF PLAY

To understand play is to understand the essence of man. Much has been written on play behaviour since the "surplus energy theory of play" was first attributed to J.C.F. Schiller in 1795.

These various theories

are described and criticized by Joseph Levy

in Play Behaviour: a

Man/Environment Interaction Model. He lists six theories as follows: 1. 2. 3. 4. 5. 6.

The The The The The The

classical theories of play behaviour; psychoanalytic theories of play behaviour; developmental theories of play behaviour; ecological theories of play behaviour; psycho-social theories of play behaviour; arousal theories of play behaviour.3

He concludes that none of these theories adequately explain why man plays.

Levy thinks that the study of play behaviour must yet be

subjected to a scientific inquiry rather than the less precise common sense approach.

We will leave this research to the academics, noting only that man does indeed play and that play is considered a major component of childhood experience.

The various theories accept play as essential to the

proper development of the adult personality and character.

Through

play the child learns, grows, tests, evaluates, analyzes and is conditioned to accept the social values of his culture. Therefore, it is imperative that the child be provided with a variety of play opportunities to enable him to grow into a healthy, secure, confident adult. Since play is a life-long activity, a philosophy of play must recognize not only the child's needs, but also those of the adult.

FIGURE:3

physical development

When thinking of adult play, generally what comes to mind is the term leisure.

As with the concept of play, the concept of leisure has

evolved and developed over time until today leisure has come to mean a time of self-growth and re-creation. Since there is no age level when man ceases to grow and through his play re-create, play opportunities must be provided for every age and everyone.

In short, Edmonton Parks and Recreation recognizes the importance of play and supports a

"philosophy of play"

which encourages the

provision of play opportunities for all.

II. PSYCHOLOGY OF PLAY A. ASPECTS OF DEVELOPMENT: PHYSICAL, CREATIVE, INTELLECTUAL, EMOTIONAL, SOCIAL

The development of the individual is a complex process and culminates in the development of

skills essential to a good adjustment in

society. These skills are physical, intellectual, creative, emotional and social in nature.

By providing progressively challenging

opportunities for children to utilize, practise and develop these

skills, play can help children to reach their full potential.

But

skills must be practised or they are lost. Playing throughout life contributes to the maintenance and perfection of these essential skills. Levy writes: ... man is an organism that abhors tranquility, certainty, boredom, sterility and total predictibility. The classical notion that man is motivated only by survival needs cannot be supported in light of contemporary deductive and inductive research...This makes it most critical that play scientists give careful consideration to the design of play environments for all levels of stimulus-seeking individuals.4 Edmonton Parks and Recreation strongly supports this premise and shall address the development of these skills by providing a variety of play opportunities and experiences for all ages.

FIGURE: 4

creative development

•••.;,,,;:.::.i:.&.0*.:::§:i:•::',::M

FIGURE: 5

intellectual development

emotional development

FIGURE: 7

social development

-16 B. PHASES OF DEVELOPMENT: SENSORIMOTOR, PRECONCEPTUAL, INTUITIVE, CONCRETE OPERATIONS, AND FORMAL OPERATIONS PHASES

Richard Dattner in his Design for Play5 identified five phases in the development of children.

These are the Sensorimotor, Preconceptual

Intuitive, Concrete Operations and Formal Operations

Phases.

The I Sensorimotor i Phase spans the period from birth to 18-24 months of age when the child first learns language.

In this phase the child

progresses from the passive use of his instinctive reflexes, such as sucking and crying, to the more active responses such as his demand for relief from hunger and discomfort, or his simple expression of anger or frustration. Here too, the child begins to learn to co-ordinate his activities, to become aware of depth and space, to move within this space, to observe others and to attempt to imitate their behaviour by following a series of simple steps in order to experience a sense of achievement.

Jean Piaget in his

Play, Dreams and Imitation in

Childhood termed this period 'Practice Play' which is characterized by constant repetition until the child feels he has mastered an activity. Edmonton play spaces and play equipment must stimulate this important phase of early childhood development.

The 'Preconceptuall Phase involves make-believe or symbolic play and occurs during the time the child is 18-24 months of age to 4 years. Here again the child learns language and imitates the activity of others while pretending that objects in his world are objects of the real world.

This phase as with the earlier phase can be stimulated

through the play space.

During the period from 4 to 7 years of age the child passes through the Intuitive' Phase. Here the child attempts to form logical conclusions based on his experience and attempts to become more of a social being. Stimulation of this phase is also required in Edmonton's existing play spaces.

- 17 -

During the time from 7 to 12 years, the child becomes very interested in playing with other children and in playing games with rules. The phrase

Concrete Operations

Phase identifies his interest in concrete

objects and events. He attempts to put into practice his ever growing social skills but he has not yet learned to appreciate abstract concepts. Edmonton play spaces are and will continue to be well-suited to this development phase.

The

final or 'Formal Operations' Phase

is often reached with the

formation of adult intelligence during the period 12-13 to 15-16 years of age. Here the child is more concerned with form than content. He is more able to appreciate abstract concepts and develops logical systems of deduction leading to conclusions.

In addition to addressing the five phases of childhood development, Edmonton's play spaces should consider the leisure lifesytle of teenagers.

Jim Morgenstern, in the article "Planning Parks with

Teenagers" described an innovative research technique to discover the true

"Needs" of teenagers. The technique involved a "simulated park

planning exercise" which provided "teenagers with an opportunity to design a park to complement their lifestyle." The results showed that the teenagers had two major concerns:

to increase opportunities for

social interaction and to participate in athletic recreational activities.

However, when space constraints were introduced, they

eliminated the recreational facilities in favour of the social interaction opportunities.

In the exercise, they included a community centre but also set a high priority on many informal, adult unsupervised focal points such as picnic shelters, barbecue pits, and clusters of picnic tables set in natural areas with sufficient seclusion to allow peer interaction. In short, teenagers felt that ...'hanging out' was a legitimate leisure-time activity that should be accommodated in the parks..."7 separated from direct adult supervision.

FIGURE: 8

sensorimotor phase

FIGURE: 9

preconceptual phase

FIGURE: 10

intuiitive phase

FIGURE: 11

concrete operations phase

FIGURE: 12

formal operations phase

teenagers

-24 In addition to addressing the teenagers Â° needs, Edmonton play spaces must include areas for adults. Areas for families, where adults can supervise pre-schoolers as well as areas for quiet contemplation would complete the ideal play space.

SUMMARY

In summary, it is important that the psychology of play be understood so that children are better provided with every opportunity to develop their skills and to progress through the various phases of development toward adulthood. Edmonton play spaces must stimulate these phases of childhood development as well as provide areas for continued re-creation into adolescence and throughout adulthood.

POLICY RECOMMENDATIONS

A.1 That a philosophy of play be adopted that recognizes play as a fundamental need of man; (Chapter II)

FIGURE: 14 CHAPTER

Ill

TYPES OF PLAY SPACES

- 27 CHAPTER III

TYPES OF PLAY SPACES

WHAT ARE PLAY SPACES? This policy is directed towards the development of neighbourhood parks in Edmonton. The neighbourhood park is frequently referred to as the community park and playground because the site usually contains a community league building and a playground.

We have termed the neighbourhood park a play zone because the word

play space

or an activity

playground

immediately evokes the image

of swings and slides for many people.

Within the context of this

policy, a

playground

be the entire

may be just a part of the

play space

or it may

if it was developed to meet the needs of a

specific age group or special interest group such as a Day Care Centre. Each requirements.

play space

is developed to meet particular programme

That is, each space must accommodate a specified

activity or variety of activities such as organized sports and children's play. Play spaces are to be designed to meet the needs of their intended users.

We have emphasized the pre-schooler in his developmental stage because the child's need for stimulation is greater than the adult's and the child's sphere of movement is closer to the neighbourhood park. Skills not learned in childhood may never become incorporated in the adult. Heredity only determines potential; environment advances or retards this potential. Play spaces designed to achieve greatest developmental potential in the child can broaden opportunities and experiences for the teenager and adult in later years.

The term play space in its broadest sense encompasses play in all environments. The types of play spaces usually developed today are

- 28 -

formal play environments where the child learns and develops his physical, creative, intellectual, emotional and social skills. They are places where the adult contemplates, observes or re-creates himself through passive or active participation.

For play spaces in Edmonton we have divided the various age groups into three distinct

Playground Age Levels, namely:

Pre-schooler, Junior

and Senior. Although the age groups within these levels are not rigid, they are based on the different degrees of proficiency in physical,

skills generally attributed to that age Because the developmental skills are different for the three

mental or social developmental group.

levels and because conflicting types of activities need to be separated from each other as well, we have further subdivided the play space into Activity Play Zones within each play space.

PLAYGROUND AGE LEVELS:

Pre-schooler Level The playground and equipment designed for this level and Activity Play Zone(s) takes into consideration the needs of children from birth to six years of age; Junior Level Developmental skills at the Junior Level are generally attained in the age group of six to twelve years; consequently play equipment and (the) Activity Play Zone(s) are specific to this age group; Senior Level Senior Level skills are generally attained after the age of twelve years. Thus Activity Play Zones in this level of play space should also provide elements that will satisfy the needs of teens and adults. ACTIVITY PLAY ZONES: The size of the Activity Play Zone and the number and choice of equipment is determined by the needs defined in the Programme

- 29 Requirements, the capital development funds available, and the constraints of the site such as the shape, topography and total area available. Each Activity Play Zone should be separated by buffer zones and circulation routes in order to make the play space safe and at

There are five types or categories of play spaces used in Edmonton: the Traditional Playground, the Creative Playground, the Adventure Playground, the Hebertisme Park and Fitness Trail, and the Combination Playground.

I. TRADITIONAL PLAYGROUNDS The Traditional Playground is the familiar one with steel swings, slides and teeter totters standing alone serving only the child's physical needs. The modern trend in keeping with a stronger philosophy of play is to phase out traditional playgrounds, replacing old equipment with creative play equipment and other modifications in order to better serve all aspects of a child's development as well as the needs of teenagers and adults. In Edmonton, the Traditional Playground will be phased out with the exception of the re-created historical Gyro Park Playground on 1920 Street in Fort Edmonton Park.

However,

development and redevelopment of any play space is always subject to community input and the redeveloped Traditional Playground in Tipton Park in 1980 personifies how the residents were able to retain their 'historical' park through the Neighbourhood Parks Planning process.

II. CREATIVE PLAYGROUNDS The Creative Playground is more innovative and is usually designed by the adult to nurture all aspects of the child's development. A notable exception to the usual adult design in Edmonton is the highly

FIGURE: 15

traditional playgrounds

-31-

successful Garneau Creative Playground, largely designed through the participation of Garneau school children as a project for the International Year of the Child in 1979*.

Natural Elements such as

sand, water, wood, rubber and rock are the raw materials of the Creative Playground. A landscaped, natural setting for these elements encourages their use. This play space, as its name suggests, attempts to stimulate more than just the physical development of the individual. The Creative Play Space encourages a variety of activities and games, together with crafts, puppet shows, family activities, observation and passive recreation. Picnic tables with checker board and backgammon tops, benches, barbecue stoves and horseshoe pitches can also be used as an integral part of the Creative Playground. When all of these elements are blended skillfully in a well-landscaped setting to take optimum advantage of sun, shade and breezes, successful playgrounds are the result. In Edmonton, Creative Playgrounds are the major type now in use and will probably be the most widely constructed in the near future.

III. ADVENTURE PLAYGROUNDS

An Adventure Playground is defined as one built by children under adult supervision. Essentially, an Adventure Playground is a play space that is supplied with 'scrap' materials which children use to build huts, forts, towers and other apparatus. As well they can light fires, cook food, care for animals, garden or perhaps think. To some adults the Adventure Playground seems a 'Junk Yard', but remarkably, children make order of the chaos while developing social skills such as co-operativeness and responsibility. In the Adventure Playground, the child may experience what he sees the adult do while working.

The

child learns by doing, sees the relation between cause and effect. He is able to control or manipulate his environment in the Adventure Playground. Earth, water and fire, the natural elements of the world, are essential ingredients in the Adventure Playground.

*See Neighbourhood Parks Planning Process, pages 27-30.

FIGURE: 16

creative playgrounds

adventure playgrounds

Hebertisme parks and fitness trails

-35 William Vance in his Guide to the Development of the Adventure Playground expressed the idea of the Adventure Playground well: Very simply, the philosophy behind the movement for Adventure Playgrounds is a return to the vacant lot. It is a release from the structured atmosphere that is so typical of our Traditional/Conventional parks and play areas. It relates very closely to the old adage about the child who ignores the new toy to play with the box it came in.8 Edmonton presently operates structured programmes in Buena Vista Park, Quesnell Ravine and Kinnaird Ravine that closely resemble Adventure Playgrounds in many ways, but are referred to as environmental playgrounds and day camps.

The Edmonton Playgrounds: Today and Tomorrow Workshop recognized the versatility of the Adventure Playground used on a year-round basis and recommended initiation of an Adventure Playground pilot project. Research from around the world on Adventure Playgrounds was gathered and a project plan has been initiated in the Mill Woods area.

This department recognizes that the project plan must incorporate public participation to a high degree because community involvement and support is essential to the successful operation of an Adventure Playground. The Department continues to pursue the pilot project to realization in 1982.

IV. HEBERTISME PARKS AND FITNESS TRAILS

Another type of play space ideally suited for use in ravine and wooded areas is the Hebertisme Park, which is a type of unstructured, aerial physical fitness course. In a book on the subject, Claude Cousineau described it as:

FIGURE: 19

combination playgrounds

- 37 simply another outdoor physical activity challenging the child and even the adult, with the fun of travelling through a network of natural and man-made obstacles. It takes place in a forested area and ropes, logs, rocks and trees are utilized in a creative way in order to provoke a variety of so-called natural movements. Bebertisme is another opportunity for the participant to discover his own potential and limitations in moving about in the natural enviromment.9

An additional benefit of this type of structure is that participants learn how to calculate risk and understand the consequences of their actions. Since the emphasis in Hebertisme is on new experiences, this type of play space should not be static. Frequent change of obstacles and obstacle location will prevent monotony thereby keeping the play space challenging.

Hebertisme Parks have been attractive, temporary features of some Edmonton summer day camps developed at Buena Vista and Whitemud Ravine.

The Fitness Trail differs from the Hebertisme Course only in that the Trail is a more structured programme on permanently located equipment.

There are fitness stations and fitness trails developed in

Kinsmen Park and Kinnaird Ravine.

V. COMBINATION PLAYGROUNDS

Combination Playgrounds incorporate aspects of several playground types. Many of the existing playgrounds in Edmonton are Combination Playgrounds containing both Traditional and Creative play equipment. It is anticipated that areas for Adventure Play and/or specialized equipment and areas where disabled children and adults can play in an integrated setting will be added to playgrounds according to the needs defined.

- 38 POLICY RECOMMENDATIONS

A.2 That the departmental policy be continued of designing play spaces with Activity Play Zones which encourage stimulation of physical, intellectual, creative, emotional and social developmental skills for all phases of development from infant to adult; (Chapter III) A.3 That the departmental policy be continued of providing one play space per neighbourhood which is designated a Primary Playground Site on Parks-owned property and is planned and designed to accommodate the complete spectrum of play from pre-schooler to adult; (Chapter III)

IMPLEMENTATION RECOMMENDATIONS

B.1

That the practice be continued of modifying existing Traditional Playgrounds through the replacement of old metal equipment with creative play equipment and/or redesign of the playground to better serve all ages and to allow stimulation of all developmental skills; (Chapter III)

B.2

That 1982 Capital Budget Funds be committed for the development of an Adventure Playground pilot project; (Chapter III)

B.3

That if the Adventure Playground pilot project proves successful and feasible that consideration be given for the development of Adventure Playgrounds in each of the other four Maintenance/ Recreation Districts; (Chapter III)

B.4 That commitment be given for development of (a) permanent Hebertisme Course(s) in the River Valley and Ravine system regularly utilized for Day Camps to provide year-round Day Camp experiences; (Chapter III) B.5 That commitment be given for development of more hiking and biking trails throughout the River Valley and Ravine system; (Chapter III)

0 -u

AGURE: 20 CHAPTER

PLAY SPACES FOR EVERYONE

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-41 CHAPTER IV

PLAY SPACES FOR EVERYONE

This policy is directed towards the development of the open space in the Neighbourhood park.

Based on the hierarchy established for the

preparation of the Edmonton Parks and Recreation Master Plan, 1979-1983, Neighbourhood Level Open Space serves people within one kilometer of their residence.

In Edmonton, a Neighbourhood is that

normal geographic area designated for community league purposes or that geographic area identified as the catchment area of a public elementary school. A population between three to five thousand people normally supports a community league and normally generates enough children to support a public elementary school.

I. PRIMARY PLAYGROUND SITE

Each neighbourhood will have a Primary Playground Site usually developed on Parks-owned property and generally in association with an elementary school.

The major portion of the Department's Capital

Development Funds designated for that Neighbourhood will be expended on this site. This site will be of a general nature, planned and designed to accommodate the complete spectrum of play from pre-schooler to adult.

As children grow and experience play activities in their

environment, they progress from one level to another. It is critical, therefore, that the play opportunities provided on this site allow for such progression and indeed encourage it. The various

Activity Play

Zones will provide a spectrum of play experiences to stimulate the different age levels identified as users.

If a further need is

established, the Primary Playground Site should include integrated play for disabled children and adults.

-42 -

Edmonton Parks and Recreation, within budget guidelines, shall provide its normal complement of services to this Primary Playground Site. The process of developing this site includes the following steps: a) Selection of the site; b) Development of programme requirements through public participation; c) Design; d) Construction; e) Maintenance; 0 Programme supervision as required; g) Public liability.

II. SECONDARY PLAYGROUND SITE Edmonton Parks and Recreation recognizes that each neighbourhood is unique and special circumstances may warrant the need to develop a second playground. These needs, as accepted by the Policy and Planning Branch and Property Development Branch are based on the following criteria: a) b) c) d) e)

Population density of the neighbourhood; Number of children present; Age Distribution of the children; Type and number of existing amenities readily available; Presence of man-made barriers such as major arterials or railroads; f) Presence of major natural barriers such as ravines; g) Actual demand for a playground; h) Cost of the playground in terms of priority of desired amenities. Such special situations/circumstances can be identified: a) When a neighbourhood lacks suitable playground facilities and adequate park space to accommodate these facilities; b) When a neighbourhood is divided by a major barrier into two or more separate and distinct sub-neighbourhoods; c) When the presence of a special facility such as a school, day care centre, disabled centre, teen centre or senior citizen centre determines a specific need in a neighbourhood which cannot be fulfilled through the existing playground.

-43 In these special situations, Edmonton Parks and Recreation may approve, within budget guidelines, the development of a secondary playground. The location of this site would be determined by funds and/or site availability usually on Parks-owned property.

If the secondary

playground is to be located on property other than Parks-owned, the pertinent facts regarding responsibilities will be discussed under Playgrounds for Special Interest Groups. The complement of services provided for Secondary Playground Sites is the same, within budget guidelines, as that provided for the Primary Playground Site. Decisions relating to the approval of the Secondary Playground Site always involve public participation.

The decision-making process

together with Department personnel responsibilities, is described in the manuals entitled Community Recreation Needs Study Manual and Neighbourhood Parks Planning Process Manual as well as in Chapter IX: Public Participation of this document. These Secondary Playground Sites may be developed as any one of the types discussed earlier (Traditional, Creative, Adventure, Hebertisme Parks or Combination Playgrounds) and may have areas or specialized play equipment for specific identified needs.

The Secondary Play-

ground Site in a Neighbourhood divided by a major barrier is developed similar to the Primary Playground Site but developed to a lesser degree.

In certain circumstances, Edmonton Parks and Recreation may

determine that the Primary Playground should be relocated to the site of the Secondary Playground.

III. PLAY SPACES FOR SPECIAL INTEREST CROUPS

Facilities such as Day Care Centres, Schools, Teen Centres, Disabled Centres and Senior Citizen Centres generate specific needs and hence require specialized play space design.

Individuals attending such

facilities are termed Special Interest Groups by the Department.

FIGURE: 21

playgrounds on school property

- 45 The facilities may be public or private. A secondary playground may be required because the Primary Playground is not accessible or because the specific need cannot be satisfied.

If the playground to be

developed is to be a public playground, then funding may be available within budget guidelines. However, if the playground is to become a private playground, then Edmonton Parks and Recreation will act in an advisory capacity to develop play opportunities.

A. FOR SCHOOLS (ON SCHOOL PROPERTY)

In a great number of Edmonton Neighbourhoods, the school(s) and park are adjacent to each other.

Following the guidelines established

through the Joint-Use Agreement,1Â° the playground is constructed on Parks-owned property and all the facilities are shared with the two School Boards. Yet Edmonton Parks and Recreation recognizes that each Neighbourhood is unique; that the school(s) may not be adjacent to the park; or that other special situations may arise identifying the need for an additional playground within that Neighbourhood.

To clarify

such situations, this Policy has established the guidelines for the development of Playgrounds on School Property. This portion of the policy has been approved and was adopted by Edmonton Parks and Recreation on 1980 09 01 as Departmental Instructions relating to Playgrounds on School Property.

Based on the justification criteria for development of a Secondary Playground Site outlined on page 42, following are the guidelines pertaining to the development of Playgrounds on School Property: 1. a) When a Neighbourhood lacks suitable playground facilities and adequate park space to accommodate these facilities, Edmonton Parks and Recreation, consistent with the Joint-Use Agreement, would approve the development of a playground on a school site and would provide the same complement of services, within budget guidelines, as provided for the Primary Playground Site;

-46 b) When a Neighbourhood is divided by major arterial roads or freeways into two or more separate and distinct sub-Neighbourhoods, Edmonton Parks and Recreation would identify one site as the Primary Playground Site and the other site(s) as the Secondary Playground site(s). The location of the site is determined by funds and/or site available and although wherever possible is located on Parks-owned property, it may be located on school property. Here again, Edmonton Parks and Recreation, within budget guidelines, would provide the same complement of services as provided for the Primary Playground Site; In special circumstances, it may be determined that the Primary Playground Site should be relocated to the School site. In this case, the playground located on the school property will be identified as the Primary Playground Site and the existing playground will be re-identified as the Secondary Playground site; c) When the presence of a special facility determines a specific need in a Neighbourhood which cannot be fulfilled through the existing playground, Edmonton Parks and Recreation would approve the development of a playground in a location suitable for that need. The full complement of services, within budget guidelines, are provided to this site by Edmonton Parks and Recreation. In the event that a need is demonstrated for the development of a playground on school property in a community where a suitable Primary Playground already exists, but the need demonstrated is of low priority within the Edmonton Parks and Recreation budget guidelines, then the following may occur: 2. a) Where the school or community group has accepted responsiblity for construction and funding, Edmonton Parks and Recreation shall provide the following services for project approval: Assistance in selecting a site within the school property; ii) Assistance in determining programme requirements; iii) Assistance in the preparation of a site design and master plan;

-47 iv) Assistance in the preparation of working drawings and specifications; v) Periodic on-site supervision and site inspection as requested and/or required during the construction phase; vi) Final approval and acceptance of the contruction; (vii) Maintenance according to the terms of the Joint-Use Agreement and written acceptance of the Department; viii) Public liability as it relates to maintenance; 2. b) Where the school or community does not wish to construct the playground, then Edmonton Parks and Recreation is prepared to enter into a contract with the school, community group or agency to construct the playground at cost plus an overhead administration charge; This request from the school, community group or agency must be received prior to July first of the year prior to construction in order that it may be included in the Department's work schedule.

B. FOR DAY CARE CENTRES Edmonton has one municipally operated Day Care Centre at the Glengarry Community Services Centre in Glengarry District Park. Its playground was specifically designed to meet the needs of the pre-school children attending the centre. The play space and play equipment for day care centres must focus on those aspects of child development stressed in the sensorimotor, the preconceptual and intuitive phases.

The

dimensions of the play equipment will be a scale suitable for the pre-school child. It is important that facilities be provided for the adult supervisor or parent and that an indoor, all-weather play space also be provided for year-round use.

In the event that Edmonton operates another public day care centre, Edmonton Parks and Recreation is prepared to provide its full complement of services should a need be demonstrated for a special playground. Edmonton Parks and Recreation is prepared to assist any privately-operated day care centre desiring or requiring a private playground with the following services:

FIGURE: 22

playgrounds for day care centres

-49 a) Assistance in selecting a site; b) Assistance in determining programme requirements; c) Assistance in the preparation of a site design and master plan; d) Assistance in the preparation of working drawings and specifications; e) Assistance in the installation and construction of the playground; 0 Provision of maintenance subject to a Maintenance Agreement.

C. FOR DISABLED CENTRES

The concept of integrated play between able-bodied and disabled children and adults is an important vehicle for the promotion of greater comfort between the disabled and the community at large. In this setting, a climate is created where the child through play (whether it be real or imagined) learns to cope with the world around him, begins to develop social skills and learns to control and coordinate his movements.

This integrated play environment also

provides stimulation for his sensory perceptions of touch, sight, sound and smell and meets his emotional needs of give and take, aggression and regression, domination and submission.

The concept of barrier-free-access playgrounds for use by the disabled is gaining wider acceptance. Standard designs can be modified so that almost all of the equipment is accessible to disabled children and adults. A proto-type barrier-free-access playground was constructed adjacent to the Capilano School and Community League.

Besides its

usual enrollment of 120 able-bodied students, this public elementary school presently has an enrollment of 23 mentally disabled children with physical disabilities.

These disabled children have visual and

other perceptual difficulties in addition to being confined to a wheelchair.

The Capilano Playground programme and the operation of a group home for the disabled was strongly supported by the school, local churches,

FIGURE: 23

playgrounds for disabled centres

- 51 community organizations and residents during public meetings.

This

playground is the Primary Playground Site in the Capilano Neighbourhood and was constructed on School Property. This is a practical example of how playground design can meet the specific needs of a neighbourhood.

Most play equipment can be adjusted to make it suitable for the disabled and most play spaces can be made accessible to wheelchair-bound people but the playgrounds themselves cannot economically be redesigned to provide the necessary hard surface circulation routes between the individual components. Edmonton Parks and Recreation will construct barrier-free-access playgrounds and where the need has been identified as with the Capilano Creative Playground, will construct barrier-free play spaces.

Private institutions providing services to the disabled should be encouraged to construct barrier-free playgrounds with specially-fitted equipment in order that the disabled may benefit from the most recent philosophy of play. Edmonton Parks and Recreation has prepared concept design plans for both the Glenrose School Hospital and the Elves Memorial Centre. A playground for the Elves Memorial Centre has now been constructed based on a private design.

As with privately-operated day care centres, Edmonton Parks and Recreation is prepared to offer the same assistance for disabled centres to develop playgrounds: i) Assistance in selecting a site; ii) Assistance in determining programme requirements; iii) Assistance in the preparation of a site design and master plan; iv) Assistance in the preparation of working drawings and specifications; v) Assistance in the installation and construction of the playground; vi) Assistance in adjusting existing playground designs to make suitable for the disabled; vii) Provision of maintenance subject to a Maintenance Agreement.

FIGURE: 24

playgrounds for senior citizens' centres

-53 Edmonton Parks and Recreation has a Recreation Planner specifically qualified as an advisor to the disabled and senior citizens.

This

Planner conducts research and acquires information which is available on providing integrated playgrounds as well as therapeutic playgrounds for the disabled. This information and liaison with disabled groups has been used for development of programmes in the past.

The

Department and the Associated Canadian Travellers have developed activities for the disabled in an integrated setting. The Department is also committed to building a barrier-free playground adjacent to the centre.

D. FOR SENIOR CITIZENS CENTRES

Statements presented here for policy formulation are based on recommendations made in "The City of Edmonton Policy on Senior Citizens' Centres"' and "A Plan for Recreation Services to Seniors"12.

The

first was a survey prepared by Edmonton Social Services and was directed towards increasing the co-ordination and efficiency of the delivery of services including recreation and leisure opportunities to senior citizens.

The second, prepared by the Department, defined

Edmonton Parks and Recreation's role with respect to this delivery and determined policies to guide the future provision of those services.

Presently, the City of Edmonton operates two Senior Citizens' Recreation Centres. One facility is located in Airway District Park and has limited access to outdoor senior citizens' park facilities other than those available in a central court yard.

The proposed

future acquisition of several private parcels in the immediate area of the centre will enable a development plan to be completed providing

FIGURE: 25

playgrounds for multi â&#x20AC;¢ housing units

-55 -

more outdoor recreation facilities. The other senior citizens' centre, situated in a Neighbourhood Level play space, Cherrydale Park, has facilities and landscaping provided in accordance with this policy.

In addition to providing leisure opportunities for the two existing Department-operated Senior Citizen Recreation Centres, the Department leases land to a number of other senior citizen organizations. This policy is also directed towards the development of Neighbourhood Parks and the provision of leisure opportunities for this age level within these parks.

It is intended that Primary Playground Sites will

integrate this need as it is identified.

Finally, this policy is also directed towards those private agencies or privately-owned facilities catering to senior citizens and desiring landscaped parks or facilities for their residents. Here again, Edmonton Parks and Recreation is prepared to offer the same assistance as indicated for privately-operated day care centres or disabled centres on page 47, 49 and 51 of this chapter.

. FOR MULTI-HOMING UNITS

Consistent with Recommendation VI-5 of The Edmonton Parks and Recreation Master Plan, 1979-1983 That the construction of junior play lots, games rooms and other recreation facilities in multi-family housing projects be a requirement of the developer under the City's Zoning Bylaw and Land Use Classification Guide,13 playgrounds for multi-housing units are being provided through development agreements in Edmonton on land leased to the Alberta Housing Corporation.

By entering into such agreements, the City of

Edmonton can fulfill its objective for using innovative planning/design practices, thereby allowing involvement in policy-making decisions in order to provide play opportunities outside the City's direct control.

FIGURE: 26

playgrounds for teen centres

- 57 The Land Use Bylaw of the City of Edmonton, Bylaw #5996, passed on 1980 08 03, has included provisions to encourage better family-oriented housing by stating: New standards for separation spaces and amenity areas have been included throughout all medium and higher intensity residential districts and should result in developments more attractive for families; and Large multiple family projects or groups of adjacent projects above a certain size would be subject to a detailed design review to facilitate the implementation of the City's proposed Design Guidelines for Multiple Family Housing.14 Since multi-housing development can increase the overall population density of a neighbourhood, playgrounds become an important amenity. The design of such playgrounds can cater to special needs.

For

instance, a pre-schoolers' playground must be strategically located to allow parents to keep a close eye on their children while performing home-making duties.

F. FOR TEEN CENTRES

During 1980 Edmonton Parks and Recreation operated a teen centre from a room in Clarke Stadium in the inner city area. Field personnel acted in an advisory capacity and the teens established their own programme, decorated the room, supplied their own furnishings and even managed their own discipline concerns. The programme was very successful and field personnel have strongly recommended that a new facility be made available in order that the teenagers can feel a sense of ownership and take direct responsibility for their own programming.

Studies are

underway regarding the incorporation of teen drop-in centres in multi-use facilities in District Parks and/or in conjunction with Community League facilities. Needs will be identified through public participation and programs will be implemented, given the necessary budgets.

-58 Additionally there are several teen drop-in centres operated by various organizations and assistance is available to provide recreational facility planning from Edmonton Parks and Recreation.

POLICY RECOMMENDATIONS

A.5 That the departmental policy be continued governing the development of Playgrounds on School Property as established in the Departmental Instructions approved 1980 09 01; (Chapter IV)

IMPLEMENTATION RECO NDATIONS

- 59 -

That commitment be given for operation of teen centre facilities in each of the Maintenance/Recreation Districts to provide teenagers with opportunities for social interaction with their peers; (Chapter IV)

A1:131dVH9

FIGURE: 27 CHAPTER

OTHER OPPORTU RIES FOR PLAY

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- 63 CHAPTER V

OTHER OPPORTUNITIES FOR PLAY

Opportunities for play exist in many places beside the Neighbourhood school and park site. Children first learn to play in the confines of their home or yard.

Later they venture out into their immediate

surroundings often playing in the lane or street. As they become older and more mobile, their territory expands and a greater number and variety of play experiences are sought throughout the neighbourhood on adjacent streets, in old buildings and vacant lots, and neighbourhood park and school grounds.

A constructive philosophy of play should

recognize these spaces and their potential in providing better and more opportunities for play.

I. PLAY AND BUILDINGS

The climate and relatively short summer season in Edmonton encourages development of play opportunities in buildings. Play opportunities are encouraged in Community League Buildings, Recreation Centres and in Community Schools under the Joint-Use Agreement. But play opportunites can also be encouraged in less obvious settings, particularly where people are required to wait.

Since Edmonton Parks and Recreation is

required to review all major development applications, it can and should encourage such places as shopping malls, airports, train stations, bus depots, hospitals, clinics, and doctor's offices to provide indoor play opportunities and experiences.

It is through play in buildings that the greatest participation in visual and performing arts, cultural and craft activities such as photography, drawing, painting, ceramics, macrame, drama and other social and cultural activities is increasing.

This is according to

the results of a survey carried out in conjunction with the preparation of The Edmonton Parks and Recreation Master Plan, 1979-1983.15

- 64 The Master Plan also recognized that declining enrollment in central areas of the City is threatening the possible closure of school buildings. Frequently the buildings are leased privately or to other agencies resulting in the building and playing fields being no longer accessible to the public for recreational opportunities. Edmonton Parks and Recreation should be given the opportunity to assess all non-operational school buildings together with their playing fields before the building is leased because there is a definite shortage of facilities for indoor recreational and cultural use as well as open space particularly in the inner city area. Every opportunity must be used to enrich the life of the individual through year-round participation in recreational and cultural activities.

In the urban community, buildings create their own spaces and site character, thereby providing the scope for numerous play opportunities. Many new buildings are being constructed without the nooks and crannies, and steps and ledges that some remember as unique, interesting play spaces.

Developers should be encouraged to

re-introduce these and to include recessed blackboards, arrangements of colored blocks, mirrors or tiles, or even slides adjacent to stairs in order to create more potential play experiences for children and adults. These provisions might even reduce the vandalism and graffiti that are so prevalent on urban buildings.

II. PLAY ON CLOSED STREETS AND LANES Edmonton Parks and Recreation encourages the closure of certain local streets, especially in older neighbourhoods which are often deficient in parkland by modern standards. These hard surface areas can then be

FIGURE: 28

play in yards

FIGURE: 29

play and buildings

FIGURE: 30

play on closed streets and lanes

FIGURE: 31

play on sidewalks and walkways

- 69 programmed as such or can be consolidated with existing parkland. Two such closures occurred in the Spruce Avenue and Holyrood Neighbourhoods enabling the redesign of sports fields, eliminating the overlapping fields and providing a more productive, safer environment for children.

It now remains for Edmonton Parks and Recreation to prepare a policy for programming the land created from the road closures.

In the downtown area, the use of closed roadways has been studied to determine how this new space might be used for play and leisure purposes.

In Edmonton, two projects are presently in the planning

stages, the Rice Howard Mall and the China Town Mall proposals will present space for play opportunities (spontaneous as well as programmed) to occur.

Edmonton Parks and Recreation should monitor

these developments, encourage future ones, and actively be involved in their planning, designing and programming.

III. PLAY ON SIDEWALKS AND WALKWAYS Many innovative ideas already exist for play opportunities and experiences on Sidewalks and Walkways. Edmonton Parks and Recreation has developed a Creative Playground by enlarging a walkway in the Caernarvon Neighbourhood.

The cost was jointly shared with the

Developer and Cowillunity League.

The walkway can safely accommodate

such age-old games as hop scotch and marbles.

Potential also exists for abandoned right-of-ways to be developed as bikeways as was the case in the Groat Estates Subdivision, b.nd Lauderdale and Rosslyn Neighbourhoods in Edmonton. An abandoned railway line through Mill Creek Ravine is also planned to become a bikeway link with the existing bikeway network of Capital Recreation Park.

City

- 70 Innovative ideas which already exist for play opportunities on sidewalks include such diverse things as: 0 Manhole or catch basin covers suitable for marble games ii) Sidewalks with lines and squares embedded in the concrete for games such as hop scotch, skipping and marbles; iii) Benches adjacent to fire hydrants or at corners to provide resting areas for mothers with young toddlers, senior citizens, or pedestrians desiring a rest; iv) Cobblestones used in some areas in the sidewalk to provide imaginative play opportunities by their form, texture and color.

IV. PLAY ON ROOF-TOPS AND PLATFORMS If play on roof-tops and other flat areas were more often encouraged, this would be an excellent use of an otherwise unused downtown open space resource.

Besides recreation facilities such as tennis,

roof-tops can accommodate gardens and other informal play spaces.

Edmonton Parks and Recreation has supported the concept of downtown mini-parks in the streets, and the addition of landscaping, benches and tables onto plazas to give it more human-scale such as exist adjacent to the AGT Tower.

Colorful canopies, benches and tables have

transformed the ACT Plaza into a restful, landscaped setting.

The

canopies and landscaping will provide shade and some protection from prevailing winds thereby encouraging year-round use of the Plaza. Programming the Plaza with special events such as artists' and craft displays or cultural activities should complete the transformation of the Plaza from a windswept, uncomfortable thoroughfare to a pleasant people park.

FIGURE:

play on rooftops and platforms

FIGURE: 33

play with portable equipment

- 73 -

V. PLAY WITH

PORTABLE

EQUIPMENT (PORT-A-PARKS)

The introduction of portable equipment or Port-a-Parks in downtown locations can provide needed play spaces for users such as day care centres.

Edmonton Parks and Recreation has one set of portable

playground equipment available for use on a limited booking basis to Day Care Centres and other groups.

"The On-Street Mini Parks" in the downtown core can also be considered Port-a-Parks. A pilot project of three mini-parks was undertaken in the summer of 1978. They consisted of modular components assembled on a street in a parking stall. The project was supported by the City of Edmonton's Planning Department and Edmonton Parks and Recreation in conjunction with the Downtown Tree Committee.

Post-construction

evaluation of the Mini-Park Project has shown that these were well received and that the number of sites should be increased. During the winter months, these parks are dismantled and the modular components are stored.

SUMMARY

In summary, there are many opportunities for play in areas other than formal playgrounds. With the cost of land escalating and high rise densities in the central core increasing much opportunity remains for encouragement of private agencies and developers to provide play opportunities and passive recreation.

New ideas have already been

implemented in Edmonton and other major cities, but there is a wealth of opportunity available for further pilot projects in the City of Edmonton.

- 74 IMPLEMENTATION RECOMMENDATIONS

B.10 That t': practice be continued of providing detailed design review of all medium and high density commercial developments and large multiple family projects to increase play opportunities at street level on site in accordance with the Land Use Bylaw; (Chapters IV-V)

B.11 That Edmonton Parks and Recreation request the Joint Planning Committee established in conjunction with the Joint-Use Agreement to review the existing utilization of all non-operational school buildings to ensure optimum availability for public, cultural and recreational activities; (Chapter V)

IA E131dVHO

FIGURE: 34

CHAPTER PLAYGROUND V I SITE ANALYSIS/EVALUATION

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- 77 CHAPTER VI

PLAYGROUND SITE ANALYSIS/EVALUATION

I. CRITERIA FOR SELECTION OF THE SITE

A playground's success is often measured by its frequency of use. A good location for the playground helps to ensure frequent use. The selection of a site for a particular neighbourhood is dependent on the type of neighbourhood and the unique characteristics of that particular neighbourhood. It is necessary to differentiate the site selection process for a new unsubdivided neighbourhood as opposed to an older neighbourhood where the subdivision process is already completed.

A. NEW NEIGHBOURHOODS

In a new neighbourhood, land is acquired through public reserve dedicated from the subdivision process under provisions of the Planning Act where: "The aggregate amount of land provided under subsection (1) of the area remaining in the deducting the land required to reserve. "16

that may be required to be shall not exceed 10 per cent proposed subdivision after be provided as environmental

Since the total amount of land within the neighbourhood boundary determines the amount of reserve dedication available, it would be in order to outline the procedure required for designing a neighbourhood school and park site in an area under subdivision in Edmonton. The several necessary steps involved in the three major phases prior to City Council's approval of a Neighbourhood Plan are detailed below. I. CONCEPT PLAN P SE (

STRUCTURE P )

a) The developer submits an Area Structure Plan to the

- 78 City Planning Department who coordinates the circulation of the plans to all other civic departments; b) Edmonton Parks and Recreation coordinates the review of the plans with the two School Boards with regard to their requirements and submits to the Planning Department, the requirements for parks and schools together with a concept plan for each of the neighbourhoods within that Area Structure Plan; c) The Planning Department then calculates the amount of reserve dedication to see if they can meet our requirements and identifies our reserve dedication entitlement; d) If the reserve dedication entitlement meets our requirements, then the detailed preliminary procedure can commence. However, if the reserves are not sufficient to meet the neighbourhood school and park requirement, then the Developer must provide additional non-reserve land or re-design the plan. Land for District School and Park sites is obtained through reserve dedication and acquisition.17 If the Developer chooses to re-design the plan rather than provide additional land, then the negotiations continue until the problem has been resolved and the Planning Department has been informed of our final requirements; e) The Planning Department then requests the Developer to submit a preliminary plan based on our final requirements.

2. PRELIMINARY DETAILED PLAN P

S (NET

:I' I URMOOD

STRUCTURE

PLAN)

0 The Developer prepares the preliminary detailed plans and submits them to the City Planning Department for circulation to all other civic departments; g) Edmonton Parks and Recreation reviews the plans with

- 79 the two School Boards again with regard to the following considerations: Configuration of the school and park site; Frontage provided for building locations; Access, egress and fire access provided; Future servicing requirements for utilities; Parking areas; Functional relationship between the school(s) and neighbourhood park with its community league buildings; vii. Presence of any encumbrances such as utility or pipe-line easements; viii. Adjacent land uses; ix. Presence of natural treed areas; Type of topography x. xi. School Program, that is, the type of school (elementary or junior high), the School acreage for playing fields requirements and the size of the school building; xii. The Park Program is reviewed with the Operations Branch District personnel to ascertain the Neighbourhood Park acreage and facility requirements, the District Park acreage and the District Park facility requirements (for example arena, pool) and the number, size and type of playing fields required; i. ii. iii. iv. v. vi.

h) If the plan meets with Edmonton Parks and Recreation's and the two School Boards' approval, then the Planning Department is notified in writing of the acceptance of the Neighbourhood Plan. However, if the Plan does not meet with our approval due to a major concern (for example, the playing field requirement cannot be accommodated within the configuration of the school and park site), then we will submit our amended plan showing the preliminary site development plan together with our concerns in order to negotiate an acceptable solution. 3. FINAL DETAILED PLAN PHASE i) The Planning Department submits Edmonton Parks and Recreation's approved plan to the Technical Review Committee for review and recommendation to the Municipal Planning Commission. Any concerns which the Technical Review Committee have are resolved directly with the Developers; j) The plans approved by the Technical Review Committee are then submitted to the Municipal Planning Commission for final approval.

â&#x20AC;&#x201D; 80 â&#x20AC;&#x201D; The primary consideration for site selection of a school and park site in a new neighbourhood is a central location with good visual, pedestrian and vehicular access to maximize accessibility and safety for children.

Most frequently, playground sites are immediately

adjacent to a public elementary school creating a consolidated neighbourhood school and park site which becomes the

focal point for the learning and recreation activities of school age children)-8 Being adjacent to a school and its playing fields intensifies the overall use of the entire school park site negating the duplication of the fields and facilities.

A substantial reduction in the overall

maintenance cost is realized because of this situation. The shared use of these facilities is in accordance with the Jointâ&#x20AC;&#x201D;Use Agreement.19

B. OLDER NEIGHBOURHOODS

Most older neighbourhoods are deficient in parkland, because subdivision occurred prior to provisions of the Planning Act. In these older neighbourhoods, the main consideration in selecting a park site frequently is the funding available to purchase the land required. Some considerations that are observed in selecting an area for purchase for parkland include: 1. 2. 3. 4. 5. 6. 7.

Is the land vacant? What is the condition of the existing structures? Are the owners willing to sell? Is it possible to acquire a consolidated site? What is the estimated final purchase price for the total site? How long will it take to acquire a consolidated site? How much land is required?

- 81 8. If some land already exists can it be " more intensively developed with facilities and amenities to provide a broader range of recreation facilities for a greater number of people? 1120

Many of the older neighbourhoods have high density development, high land values and little parkland.

Often in such circumstances, the

decision is one of more intensively developing existing land with facilities and amenities (because land purchase is virtually impossible). Such intensive development will occur in Garneau, Oliver and Strathcona as recommended by the Edmonton Parks and Recreation Master Plan, 1979-1983.21

GENERAL CRITERIA GUIDE-LINES FOR SELECTION OF A SITE

Following are guidelines that Edmonton Parks and Recreation recommends in the selection of a suitable site to develop as a neighbourhood park: Good visual, pedestrian and vehicular access; Location central to the neighbourhood; Non-conflicting adjacent land use; Good drainage of the site; Topography of the site; Type of soils and its relation to planting, soft and hard landscaping; 7. Area and shape of the site relative to the function and to adjacent land uses; 8. Accessibility of utilities;

1. 2. 3. 4. 5. 6.

SUMMARY In summary, all of these concerns would be identified, and after careful analysis, selection of the site would occur. On occasion, a site location will be pre-determined, as often happens with a donated site, and although the location of the site is final, an analysis of the site must still occur prior to the design stages.

- 82 II. CRITERIA FOR DESIGN OF THE SITE

In order to prepare a satisfactory site design, two broad categories must be identified and analyzed. termed "The Needs" and "The Site

These broad categories can be enities and Site Constraints".

Identification of "The Needs" involves public participation and the process is called "The Development of the Programme Requirements".

A. DEVELOPMENT OF PROGRAMME REQUIREMENTS

Because public participation is vital in the development of programme requirements, Edmonton Parks and Recreation has prepared two manuals entitled "Community Recreation Needs Study Manual" and "The Neighbourhood Parks Planning Process" to facilitate this participation. (These two Manuals are discussed more fully in Chapter IX: Public Participation.)

Considerations

addressed

in "The

Development

Programme

Requirements" are: 1. History of the Neighbourhood and/or Park; 2. Socio-economic and demographic profile of the Neighbourhood; a) Population, density and ethnic character; b) Age/sex distribution; c) Zoning and residential breakdown; d) Owner/renter ratio; e) Presence of special group facilities such as Disabled Centres, Senior Citizen Complexes, Nursing Homes, Private Schools, Hospitals, et cetera; 3. Circulation pattern including the presence of natural barriers such as ravines and the presence of man-made barriers such as railroad tracks, or major roads; 4. Presence of existing recreational facilities or amenities; 5. Preferences in terms of What experiences and play opportunities the neighbourhood populace desires; 6. Priority of desired amenities relating to budget constraints and/or staging of the completion of the play space.

- 83 When the programme requirements have been determined and analyzed, they are given to the designer who further analyzes them and applies them to "The Site Amenities and Site Constraints".

B. SITE SURVEY AND ANALYSIS

The designer in his analysis considers the following attributes of the space and the anticipated design:

1. Area and configuration of the site; 2. Topography of the site; 3. Vegetation and existing ground cover; 4. Characteristics and properties of the soil; 5. Hydrology of the site including drainage; 6. Climatic conditions including year-round usage; 7. Adjacent land uses and amenities available; 8. Visual, pedestrian and vehicular access; 9. Vandalism and safety aspects; 10. Location and availability of utilities including lighting; 11. Internal circulation patterns and separation of activity play zones; 12. Screening of the site and buffering of the activity play zones and circulation routes; 13. Ease in maintenance logistics; 14. Flexibility and adaptability of the design for future development or redevelopment; 15. Selection and/or design of play apparatus to satisfy the expressed play experiences and recreational "Needs"; 16. Budget constraints.

The designer, then having become thoroughly cognizant of the Neighbourhood's "Needs" as identified in the programme requirements, and having reviewed the existing Site Amenities and Site Constraints as

FIGURE: 35

site survey and analysis

-85 identified in the "Site Survey and Site Analysis", intuitively and analytically proceeds through a creative process to synthesize these two basic components of the site design into several design concept plans.

If the budget is too limited to meet the recreational needs, then the designer will propose a staging process for development.

In staging

the development, the following criteria must be observed:

1. Each stage should be complete to itself; 2. Each stage should be logical for future expansion; 3. Each stage should fulfill some of the basic recreational needs as outlined in the programme objectives.

These design concept plans are then circulated to the various branches of Edmonton Parks and Recreation, the two School Boards and the Neighbourhood community groups in order that a final plan might be approved and the play space eventually constructed.

IMPLEMENTATION RECOMMENDATIONS

FIGURE :36

/ H,RPROGRAMME VII DEVELOPMENT COMPONENTS

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-89 CHAPTER VII

PROGRAMME DEVELOPMENT COMPONENTS

Programme Development Components are the individual elements that comprise a play space and together they, or perhaps one imposing component may, establish Site Character or Site Expression.

These

components are the sum total of the landscaping, circulation routes, play equipment, the relationship of one apparatus to another and the play patterns that might develop, as well as those other amenities present such as the benches, tables, water, sand and indeed sun, sky and shadow patterns, together with the response these components elicit from the user.

Play spaces then are comprised of Organic (Soft Landscaping) and Inorganic (Hard Surfacing) substances.

This chapter discusses the

design and selection of these substances such that "The Needs" of the users are met within a functionally safe and aesthetically pleasing play environment that is economically feasible

To understand this

objective further this policy identifies and discusses the inter-relationship of these components and how each play unit experience helps to fulfill the users' "Needs" within the context of Edmonton Parks and Recreation's comprehensive Materials, Performance and Design Standards.

I. SOFT LANDSCAPING

Soft Landscaping includes all those organic substances that comprise a play space: trees, shrubs, flowers, sod and seeded turf in harmony with the natural or man-made topography of the site and surrounding area. A basic set of criteria for the selection of the individual components of Soft Landscaping has been identified and will be discussed within the appropriate sub-section.

FIGURE: 37

soft landscaping

- 91A. TREES AND SHRUBS

The major components of Soft Landscaping are the trees and shrubs. There are three basic categories of trees and shrubs selected for inclusion in Edmonton. the "Experimental".

These are the "Native", the "Introduced" and

"Native" trees are those trees which grow here

naturally. "Introduced" trees can be defined as those trees imported from another area in order to increase the selection of plant material readily available.

This category can be further identified as

"Introduced varieties which have already proven hardy and those trees which are not tolerant of all conditions.

The third category

"Experimental" trees are those trees which have either not been tested in this area or have proven intolerant of climatic or edaphic (soil) conditions in some areas of Edmonton. The selection of this type of tree must be done with caution but should not be eliminated from consideration.

The use of "Introduced" or "Experimental" trees is based on hardiness ratings for Edmonton described by local nursery associations or the "Canadian Plant Hardiness Zone Nap" published by the Plant Research Institute of the Canada Department of Agriculture.

There are ten

different zones in Canada and these are further subdivided into "a" and "b" zones.

Edmonton is identified as being in Zone 3a.

Professor

R.H. Knowles of the Department of Plant Science at the University of Alberta writes: Zone 3 is favoured by a longer growing period and a wider variety of plants can be successfully grown as a result.. .Certain factors will make it possible to grow plants successfully beyond their region of adaptation by contributing the means whereby the plant gains the necessary time to mature, e.g. large cities often generate enough heat to ward off the danger of fall frosts and may thereby effectively extend the growing season within their area of influence.L2

OM ' 7i.vr,ny /

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FIGURE: 38

high

form

- 93 The three categories may be of either type, the deciduous tree or the coniferous tree. Deciduous trees can be defined as those trees which usually lose their leaves in the autumn.

Coniferous trees, with the

exception of the Larch tree which bears deciduous leaves, are evergreen and usually bear cones. Edmonton Parks and Recreation has prepared an approved Tree and Shrub List" from Which the Landscape Architects select plant material to perform various functions in play spaces.

This list was based on

hardiness ratings and includes both the scientific and common name and additional information in a key indicating the following:

a) Multi-stem, Hybrid or Standard Form; b) Type (Deciduous or Evergreen) c) Height, Spread and Form at Maturity; d) Flower - for example: 6-W - White Flower in June; e) Fruit - for example: 8-B - Black fruit in August; 0 Foliage Colour and Texture - Fine, Medium and Coarse; g) Fall colour according to colour code; h) Bark colour according to colour code; i) Recommended Planting Distance; j) Hardiness (where #1 = very hardy; 42 = kills back occasionally to snow level) k) Form according to code indicating whether Climbing, Columnar, Globular, Low, Pendulus, Pyramidal, Spreading, Trailing or Upright; (Figure 38)

Edmonton Parks and Recreation operates a nursery (Bremner Nursety) from which trees may be ordred.

Plant material is also purchased from

local and district nurseries and in some cases from out-of-province operations. This approved List is being revised and will form part of this document as policy.

-94 A particularly helpful book is Professor Knowles' "Woody Ornamentals for the Prairie Provinces"24 but there are a number of other publications from the Alberta Department of Agriculture which give basic horticultural information.

Specifications for landscaping are

listed on the individual design plans and are based on The City of Edmonton's Servicing Standards Manual25 and the Canadian Nursery Trades Association's Guide Specification for Nursery Stock26.

1. CRITERIA FOR THE SELECTION OF TREES AND SHRUBS

Criteria other than hardiness are used in the selection of trees and shrubs for a particular site and application. These criteria are: a) Climatic conditions: i) ii) iii) iv)

Amount of sunlight or light available; Amount of moisture available; Mean temperature in a sheltered or unsheltered location; Absence or presence of prevailing winds;

b) Edaphic conditions (Soil conditions) i)

Type of soil - clay is heavy and hard to work; - sand/gravel is light and easy to work; - normal loam, a mixture of clay, sand and humus is the ideal type;

ii) Reaction of the soil - relates to the acidity or alkalinity of the soil which is measured on a PH scale of 0-6 (Acid), 7 (Neutral) and 8-14 (Alkaline). Most plants grow best in a neutral soil or slightly acidic soil with a PH of about 6. Plants which grow well in high Lime (Alkaline or basic) soils are: Caragana, Elaeagnus (Russian Olive), Halimodendron (Salt Tree), Hippophae

- 95 (Sea-Buckthorn), Juniperus (Juniper), Picea (Spruce), Potentilla (Cinquefoil), Rhamnus (Buckthorn), Rhus ( Sumac), Rosa spinossima (Scotch or Burnet Rose), Shepherdia (Buffalo-Berry), Syringa (Lilac), Tamarix (Tamarisk) c) Other Considerations: Ease of propagation; Ease of maintenance; Freedom from disease, susceptibility to wood rot or insect infestations; Availability and/or cost; Absence of bad habits such as fruit drop, winter injury, fruit on female trees, fluff from female trees, late leaf drop, deciduous twigs or suckering habit; Topography of the site as it relates to design and drainage; Colour whether from flower, fruit, foliage, bark or fall colour; Height and spread as it relates to space available; Form as it relates to Site Expression from a climbing, columnar, globular, low, pendulus, pyramidal, spreading trailing or upright form (Figure 38) Desired functional response that is whether it will provide a wind, visual, or noise barrier, shade, or ornamental value; Presence of restrictions such as pipelines, sewers and powerlines; Adjacent land use; Natural tendencies of children to climb trees, break branches, et cetera. The designer, then having become thoroughly cognizant of site constraints and amenities, selects his plant material for a given design based on the effect to be achieved or on the use the plant will serve. For example, the designer would use different trees to provide wind, visual and/or noi9e barriers than to provide shade or ornamental value. Shade trees usually have dense foliage and large canopies while shape and colour are considered for ornamental purposes. As well trees provide oxygen and moisture to the atmosphere and may attract birds and small animals such as squirrels and chipmunks. Birds and animals help make the urban environment less sterile.

- 96 Tree types are identified on the design plan and details regarding tree height, Caliper: "On ornamental trees, caliper refers to the diameter of the trunk measured at 12" (31 cm) above ground as the tree stands in the nursery.

On fruit trees, caliper shall be measured at 2" (5

cm) above the bud union."27, planting and perhaps maintenance conditions are also included in the planting specifications noted on the drawings. Whenever planting is to be done by other than Edmonton Parks and Recreation staff, a guarantee under contract is provided for the adherence of these specifications to the approval of the Parks and Recreation's Project Manager for Landscape Construction.

B. GROUND COVERING PLANTS

Ground Covering Plants refer to materials other than grass that are used to cover the soil beneath trees and shrubs, or in areas where it would be unwise to grow lawn-grass.

Edmonton Parks and Recreation

utilizes an approved list with specifications entitled: Covering Plants for Use in Edmonton, Alberta.28

Ground

This list is also

presently being revised and will form part of this document as policy. Examples of Ground Covering Plants are horizontal shrubs such as the Juniper, Dogwood and Cotoneaster. The criteria for selection of this type of plant material together with specifications are essentially the same as for trees and shrubs. C. FLOWERS (PERENNIALS, BIENNIALS AND ANNUALS) Flowers provide colour from early spring to late autumn and are often planted in borders or in beds for ease of maintenance and to provide a unified appearance. The difference between the three basic types refer to their growing cycle. Annuals complete their growing cycle in one year whereas Biennials grow vegetatively during the first year and die during the second year after fruiting and flowering.

Perennials

persist for several years usually with new herbaceous growth.

- 97 Flowers are grown in Edmonton Parks and Recreation's green houses and Muttart Conservatory. Each year the District Supervisor of Maintenance requests the number of plants of each type he requires from a prepared list previously supplied by the Conservatory to the Districts and the Designers.

This existing List29 of approved herbaceous perennials includes the Nomenclature (Scientific or Botanic and Common or Popular Names) height, recommended planting distance, flower, structure or form, desired location, suitability specifications together with a section listing Stock on Hand with the date and number of beds available. A proposed annual revision of this List will form a part of this document as Policy.

D. SOD AND SEEDED TURF

The use of sod or seeded turf is dependent on several factors such as the final use, slope of the area and amount of ground cover required, the lapse of time before the site will be used, and the budget. Details regarding sod and seeded turf are included in the specifications and noted on the working drawings. These specifications include the mixture of grass seed, the rates of application, the amount of fertilizer, the type of soil and the sub-soil preparation.

guarantee under contract is provided for the adherence of these specifications when planting is to be done by other than Edmonton Parks and Recreation staff. These specifications are also included in The City of Edmonton's Servicing Standards Manual.3Â°

II. HARD LANDSCAPING

Hard landscaping includes all inorganic substances that comprise a play space.

These elements can be divided into categories; namely,

Surfaces, Edges, Furnishings and Play Equipment. sub-divided as follows:

These are further

FIGURE: 39

hard landscaping

-99 -

A. SURFACES

Sub-surfaces that Edmonton Parks and Recreation uses include: a) b) c) d)

Sand base; Clay base; Granular base; Cement stabilized base;

Hard surfaces that Edmonton Parks and Recreation uses include: a) Asphalt; b) Concrete; c) Asphalt Planking; d) Paving Stone (Interlocking and Non-Interlocking); e) Paving Block (Interlocking and Non-Interlocking; 0 Wood Planking; g) Stone and River Rock; Soft Surfaces that Edmonton Parks and Recreation uses include: a) b) c) d) e) f)

Sand; Pea Gravel, Marble Chips; Wood Chips; Pine Cones; Shale; Crusher Chips;

B. EDGES

Containment Edges that Edmonton Parks and Recreation uses include: a) Railway ties; b) Wooden Poles (Vertical and Horizontal); c) Concrete Curbing or Retaining Walls; d) Combined Concrete Walls and Curb Edges; e) Concrete Walks; 0 Pressure treated timbers;

- 100 C. FURNISHINGS AND PLAY EQUIPMENT

Furnishings and Play Equipment materials that Edmonton Parks and Recreation uses include: a) b) c) d) e)

Wood (Finished Lumber and Natural, Dead Trees for Climbing); Plastic and/or Fiberglass; Concrete; Metal; Rubber (New and Used Tires - Heavy Equipment, Regular Car and Truck); 0 Sewer Pipes (Plastic, Metal and Concrete); g) Cables and Chains; h) Screened Playground Sand; i) Water; j) Rocks; k) Rope; Hard Landscaping substances require much more stringent Materials, Performance and Design Standards than Soft Landscaping substances do by the very nature and variety of the substances as well as by their use. We have included the Specifications of Soft Landscaping within each sub-section but the Standards and Specifications for Hard Landscaping substances will be listed under individual sections for clarity and necessary detail.

III. MATERIALS STANDARDS

All materials utilized for playground construction by Edmonton Parks and Recreation must conform to standards approved by the following: a) The Alberta Uniform Building Standards Act. Regulations, 1978 b) National Building Code of Canada; c) Building Standards for the Handicapped (Supplement NBC, No. 5); d) Fire Performance Ratings (Supplement NBC, No. 2); e) Canadian Construction Safety Code; f) Span Tables for Wood Joists, Rafters, Trusses and Beams; g) List of Standards Referenced in the National Building Code;

- 101 h) Canadian Standards Assocation; i) Canadian Government Specifications Board; j) Canadian Lumber Standard; k) American Society for Testing and Materials Standards; 1) Climatic Information for Building Design in Canada; m) Climatic Data for Building Design in Alberta;

Edmonton Parks and Recreation shall provide specifications for each design plan in accordance with the approved materials standards and those specifically indicated in the following manuals: a) City of Edmonton. Planning Department. Land Development Co-ordination Branch. Servicing Standards Manual. Fourth Edition. Edmonton, 1979; b) Edmonton Parks and Recreation. Planning and Development Branch*. Hardsurfacing Specifications. Edmonton, n.d. (sic 1979); c) Edmonton Parks and Recreation. Planning and Development Branch*. Tennis Court Specifications. Edmonton, n.d. (sic 1979); d) Edmonton Parks and Recreation. Planning and Development Branch*. Specifications for the Supply and Delivery of Sand for Horticultural, Playground and Mortar Uses. Edmonton, n.d. e) Edmonton Parks and Recreation. Development Division*. Playground Apparatus. Specifications. Edmonton, n.d. 0 Edmonton Parks and Recreation Development Division*. Standard Construction Details. Edmonton, n.d. (sic 1979) (First Edition 1968) g) Edmonton Parks and Recreation. Development Division*. Craft Tables Specifications. Edmonton, 1970. h) Edmonton Parks anl Recreation. Development Division*. Playground Shacks Specifications. Edmonton, 1970.

*Now called Property Development Branch

- 102 i) Edmonton Parks and Recreation. Development Division*. Metal Buildings (Specifications); Edmonton, 1967; j) Edmonton Parks and Recreation. Development Division*. Specifications for the Supply of Chainlink Fence Material. Edmonton, 1968; k) City of Edmonton. Engineering and Transportation Department**. Asphaltic Hot Plant Mix Pavements Type 1. Edmonton, 1975; 1)

City of Edmonton. Planning Department. The Land Use Bylaw of the City of Edmonton. Bylaw 5996 (Office Consolidation No. 1, July 1980) Edmonton, 1980.

Many of these specifications are presently under review and will be updated and revised annually or as required. Each will be referred to more specifically in this document under the Chapter entitled: Construction and Maintenance Standards.

Basically materials are tested for durability, longevity, structural integrity, combustibility, abrasiveness and stability.

These are the

qualities that were tested in the foregoing manuals.

DESIGN STANDARDS

Design Standards are established to ensure that the users' "Needs" are being met.

These are the standards that pay particular attention to

the range of experiences that children are offered and allowed to control.

It is extremely important that the child be allowed to

manipulate his environment in some way. Equipment or combinations of play equipment are selected and designed to optimally provide these experiences .

* Now called Property Development Branch ** Now called Engineering Department

- 103 -

Design Standards commence with the utilization of materials that meet the recognized Materials Standards and are designed to meet a specific need or several needs. The detailed working drawings must conform to Construction Standards.

Although these standards are inter-related,

the following must be considered in setting design standards:

a) Providing a variety of shapes and sizes; b) Providing a variety of textures and colours; c) Providing a variety of functions; d) Providing a variety of closures; e) Including safety features; f) Providing vandal-proof features; g) Providing features for ease in maintenance; h) Providing features for comfort; i) Providing flexibility, adaptability, complexity and graduating challenges; j) Providing for a sequence of play activities; k) Providing features to develop rhythm and balance; 1) Providing features to develop educational aspects; m) Providing features that address creative and cognitive play allowing for the testing of ideas, exercising ingenuity and satisfying curiosity; n) Providing features that allow for quiet or individual play; o) Providing features for every sense experience including sound and smell; p) Providing features that allow disabled users to experience play; q) Providing features for adult supervision where required;

FIGURE: 40

design standards

- 105 We are all familiar with playground equipment that addresses physical play by providing opportunities to climb, shinny, slide, hang, balance, swing, lift, push and pull.

Other physical activities such as

throwing, catching and bouncing develop eye-hand coordination, two-hand coordination and perceptual awareness as well as muscle development. Swinging aids in the development of kinesthetic and visual sensations of equilibrium and balance.

But we are not so familiar with play

equipment and play spaces that provide for social, creative, cognitive and quiet play. Social skills and language are developed through the provision of places for dramatic play whether through puppets or real-life imitation by playing house, doctor, merchant, and such. Materials that are easily moved and of a variety of textures such as stone, sand, water, ropes, pots and pans, dress-up clothes and even chimes, water bells and springs provide stimulation for creative, cognitive and social play. These are all considerations in designing play spaces and play equipment.

Edmonton Parks and Recreation has designed many pieces of play equipment to provide a variety of experiences and the choice to manipulate or control these experiences. The specifications for their design, materials, con3truction and installation are included in the book entitled Standard Construction Details which forms an integral part of this policy in Appendix C. This book is revised annually and is continually being reviewed. Before inclusion in the book, the plan is circulated to Edmonton Parks and Recreation personnel and the two School Boards.

Following approval of the plan, one Prototype or

standard model is constructed and tested. Inclusion of the plan in the book does not preclude changes to the design, materials or construction specifications since the piece of equipment is continually being evaluated in the field through monitoring of its use. This evaluation establishes the Performance Standards.

- 106 V. PERFORMANCE STANDARDS Performance Standards for play equipment are primarily concerned with reducing safety hazards and vandalism without compromising the original function. These Standards are required based on the National Building Code of Canada's definition of Performance: Materials, systems and equipment shall possess the essential properties necessary to perform their intended functions. When required by the 'authority having jurisdiction', materials, systems or equipment shall be tested to determine the suitability for their intended use.31 It is this definition of Performance that relates directly to play spaces and playground equipment since the approved materials are now being used in a totally different function within the playground environment than was intended.

That is to say 'sewer pipes' and

'rubber tires' were not tested for a swinging, crawling or climbing function.

Performance Standards then determine the suitability of

approved materials within the function of their design and construction. A recent study Safety in Children's Formal Play Environments concludes that: Performance Standards are preferable to Design Standards because the focus is on hazards rather than on specific pieces of equipment. Once a safety requirement is established based on performance it can apply to any given piece of equipment.32 But it is important to remember that: ...In creating an environment to fulfill such purposes, one obviously presents certain elements that have potential danger. The problem is to minimize such dangers without destroying the usefulness and integrity of the play environment.3i

- 107 -

A. SAFETY ASPECTS The issue of safety is an important concern in formal play spaces primarily because of the age of the average user. A prime factor to be considered in any discussion of safety is accident prevention. Studies have shown that the necessity for protection decreases as user education becomes more effective. However, with young children, safety education becomes less effective as the age of the child decreases. Herein lies the dilemma.

How do we create formal play environments

where children are protected from danger but still contain those elements of adaptability, flexibility, complexity, variety and challenge that are so necessary for meaningful play?

Play encompasses gaining experience and controlling that experience. It is with the control of that experience that risk is introduced. Without risk and challenge, the playground would go largely unused. The problem is then to reduce risk by minimizing the hazards without reducing the challenge.

There are three categories of hazards that should be identified as possibilities for occurrence on or with playground equipment:

a) Those directly attributable to design or construction defects; b) Those directly attributable to improper installation or maintenance; c) Those directly attributable to human judgement, not product defect.

-108 -

The first category is a concern here in this Chapter with our discussion of Performance Standards.

The second

category will be

discussed with Chapter VIII: Construction and Maintenance Standards, while the third category will be discussed in Chapter X:

Leadership

since supervision and programming can reduce this hazard somewhat.

Performance Standards ensure that safety features included in the design fulfill the anticipated result and test the approved materials within the function of the design. Use and misuse of play equipment is given equal treatment in a Performance test since playground equipment is not labelled with instructions for use.

Labelling might in fact

stagnate imagination, creativity and the endless possiblities for play on any given piece of equipment.

Paul Wilkinson in his summary in Safety in Children's Formal Play Environments indicates that the two goals of any safety programme should be the elimination of serious injuries and the minimization of minor injuries. He suggests five ways to meet these goals:

a) Eliminate obvious sources of danger (e.g., sharp edges, protrusions, hard surface materials); b) Construct equipment from safe, durable materials; c) Install and maintain the equipment properly; d) Educate children about safety and supervise them where necessary; e) Adopt performance standards which apply to all playground equipment, based on potential hazards.34

- 109 His summary concludes by indicating that "Indeed, few accidents can be directly related to equipment design, equipment failure, maintenance, or construction."35 In March 1980, Edmonton Parks and Recreation compiled a comparison chart for reported accidents occuring in/on our facilities/parks during the years 1974-1979 (Appendix H) as well as a detailed breakdown of playground accidents and ravine day camp accidents (Appendix I).

The results in both cases corroborate Mr.

Wilkinson's conclusion that to date few accidents have been related to design or construction concerns.

The establishment of comprehensive

Materials, Design, Performance, Construction and Maintenance Standards as Departmental Instructions should help to continue our l goodf record.

VANDALISM

Webster's New Collegiate Dictionary defines vandalism as the "willful or malicious destruction or defacement of public or private property", and is therefore a major concern in any large urban centre.

During our discussion of Design Standards, (Section 4 of this Chapter), we indicated that the designer considered provisions for vandalproofing play equipment through use of new materials or by altering particular features. Yet, statistics show that vandalism in terms of numbers of incidents and in terms of dollars lost is increasing. It is obvious that specific action and planned programmes are necessary in order to reduce vandalism.

In order to determine action to combat or reduce vandalism, one must attempt to understand the root causes of vandalism.

Frank Kershaw

cites "breakdowns in family life, split marriages, lack of parental guidance and discipline..." and other "human sociological factors"36 as these root causes. He further states that other contributing factors

- 110 in large urban centres are the presence of "alienations, frustrations, and pressures".36 He indicates that statistics confirm that the presence of natural amenities and opportunities for play and recreation help combat vandalism.

Mr. Kershaw suggested several methods for vandal-proofing parks as: a) Establishment of a reporting/recording system of all vandalism acts to help alert designers and planners to required changes for future plans and specifications; b) Location of buildings near major access roads with regular police surveillance via a good service road; c) Location of buildings in clusters to combine functions and to increase activity; d) Provision of adequate exterior lighting for security surveillance, orientation and public access through specific attention to design; e) Provision of tamper-proof, unbreakable designs; 0 Selection of vandal-proof materials with on-going research for supply; g) Standardization of materials, especially plumbing materials, to reduce repair costs and to prevent further or irreparable damage; h) Adoption of a community-oriented, innovative programme to create pride and respect for community and public property.37 These suggestions were confirmed in a study completed in 1961 for the Park Education Committee of the American Institute of Park Executives*. entitled:

The study originally appeared as a doctoral dissertation "An ialysis of Effective Practices Employed to Reduce

Vandalism in Park, Recreation, and Combined Departments in American Cities of Over 50 Thousand Population".

The dissertation was published

* Now the National Recreation and Park Assoc-int-inn

in Vandalism; How to Stop It , by George T. Wilson who concluded that vandalism could be minimized by: a) Designing, planning, and constructing areas, facilities, buildings, and equipment upon proven principles of sound use based on practices found to be effective; b) Carrying out a program of preventive maintenance, accompanied by immediate repair or replacement; c) Involving patrons in planning processes; d) Establishing sound regulatory rules based on good understanding of human nature; e) Carrying out a continuing educational program aimed at wise use; f) Patrolling areas on a reasonable patrol schedule;38 g) Carefully selecting leadership to avoid conflict situations and making adjustments as needed; h) Adequately lighting of areas, facilities, and buildings; i) Providing a dynamic, well-balanced program that meets the needs of the constituents; j) Working closely with other community agencies; If vandalism does occur are met, the vandals restitution made either work or money, or by money. 38

after all these conditions must be apprehended and by the vandals in terms of the parents in terms of

Edmonton Parks and Recreation endorses these suggestions and conclusions and has recently become involved in an interdepartmental task force to combat vandalism.

This Task Force will be evaluating

- 112 -

whether these aforementioned conditions are being adequately met in Edmonton and will be looking for other solutions cognizant of the time and situation. Results of this study will be incorporated within this policy.

SUMMARY

In summary, Edmonton Parks and Recreation's Performance

Standards

include the following considerations:

a) Ensuring structural integrity; b) Ensuring stability; c) Ensuring durability; d) Ensuring longevity; e) Protecting edges, protrusions and crush points; 0 Reducing abrasiveness without eliminating texture; g) Providing vandal-proof features; h) Ensuring the provision of energy-absorbing surfaces beneath and around playground equipment; i) Eliminating openings that may entrap; j) Ensuring that surfaces have friction to provide resistance to slipping when grasping, walking or climbing; k) Ensuring a safe separation distance between Activity Play Zones; 1) Ensuring proper circulation routes and buffer zones.

Further to these considerations, Edmonton Parks and Recreation must establish a procedure to provide less subjective standards than presently exist.

For example, the quality of abrasiveness is a

subjective standard because it is difficult to measure quantitatively. The concern here is that what is abrasive to some may be simply texture to the next or, what is abrasive in misuse may be texture in proper use. With subjective standards, there is a real danger of eliminating

- 113 innovative materials or design through over-concern. Further study and research is warranted in order that a methodology for evaluating nonquantitative Performance Standards can be established.

Finally, not withstanding the inter-relationship of all the standards, Edmonton Parks and Recreation supports the need to employ the services of qualified, professional people to plan, design and develop play environments. These designers strive to prepare innovative designs for playground equipment, to aid development of significant patterns of play, and to research behavioural aspects found in the designed play spaces.

An example of original research affecting local designs is the application of Lance H. Wuellner's "Forty Guidelines for Playground Design"39 against designs appearing in our "Construction Details Book" which is widely used throughout Alberta, and indeed Canada. Research, creation through design and construction, and continual evaluation are embedded in the standards established for the development of playground equipment design and play space opportunities in Edmonton.

POLICY RECOMMENDATIONS

A.7

That the departmental policy be continued of improving the play environment in neighbourhood parks and generally in the urban environment through a tree planting, reforestation and naturalization programme; (Chapter VII)

A.8 That the departmental policy be continued of vandal-proofing designs to reduce maintenance costs and increase safety for the users; (Chapter VII)

- 114 -

IMPLEMENTATION RECOMMENDATIONS

B.16 That the Design Section prepare booklets outlining the basic set of criteria for the selection of the individual components of soft landscaping together with the approved Lists and Specifications and that they be made available to the public; (Chapter VII) B.17 That the Design Section prepare booklets outlining our Design Standards together with examples of what needs are met or experience gained through use of an individual piece or combination of pieces of play equipment and that these booklets be made available to the public; (Chapter VII) B.18 That all new play equipment designs be submitted to the Supervisor of Safety for his (her) review in the initial departmental circulation prior to approval of the design; (Chapter VII) B.19 That the Design Section undertake further research of our Performance Standards to ensure that innovative materials and designs are not eliminated in our play equipment construction; (Chapter VII) B.20 That the Design Section in concert with the Safety Section initiate and develop an educational public relations programme to inform and assure the public that safety features are considered in conjunction with our standards governing Design, Materials, Performance, Construction and Maintenance when designing play equipment; (Chapter VII)

FIGURE: 41

CHAPTER CONSTRUCTION AND VIII MAINTENANCE STANDARDS

- 117 CHAPTER VIII

CONSTRUCTION AND MAINTENANCE STANDARDS

A Play Space design will not fulfill its desired objectives unless the design standards and specifications in the detailed working drawings are followed during construction, installation, and maintenance. To that end, a comprehensive set of

Construction and Maintenance

Standards must be established and implemented.

In 1979 a survey of Edmonton Parks and Recreation playground equipmentÂ° evaluated useage, durability, resistance to vandalism, aesthetic appearance, correctness of installation and the level of maintenance. An ordinal scale consisting of five rating categories was used for the survey, with "1" indicating a poor rating and "5" indicating a very good rating. (See Appendices J and K for the forms used).

Analysis of this survey indicates that: Construction/installation deviations from the standard details/design can significantly impair both the function and safety of playgrounds.-

The function of a play space is to meet "The Needs" of the user and to provide a "safe" play space designed to eliminate minor or serious injuries.

Adherence to

Materials, Design and Performance Standards

should eliminate any dangerous equipment.

If good installation

techniques and construction details and specifications are followed, the result will be a quality project, completed on time and within budget that can be maintained and properly evaluated.

In order to

achieve these objectives, Construction and Maintenance Standards for use in Edmonton have been identified.

- 118 I. CONSTRUCTION STANDARDS

Construction Standards have been developed for Soft and Hard Landscaping for grading, installation of utilities, staking and planting, and construction of playground equipment, park Furniture and other amenities. These

Construction Standards were developed to meet the stan-

dards identified in specialized manuals such as The Servicing Standards Manual, The Hard Surfacing Specifications, The Standard Construction Details and the specifications provided on individual plans or working drawings. More specifically, these Construction Standards ensure:

a) That the grades and topography are constructed in accordance with the design plan unless prior approval of the Landscape Architect or Project Manager for Landscape Construction is received. These approved changes should be noted on the working drawings; b) That utilities are staked and installed in accordance with the design specifications; c) That all seeding and planting is in accordance with the planting specifications unless prior approval of the Landscape Architect or the Project Manager for Landscape Construction is received. These changes should be noted on the working drawings; d) That the materials used for

Hard Landscaping are

done in accordance with the specifications listed on the design plan unless prior permission has been granted by the designer or Project Manager for Landscape Construction. These materials should be identical in terms of type, standard and structural dimension;

- 119 -

e) That park furniture is constructed and installed according to the design plan unless changes have been agreed upon by the designer and the Project Manager for Landscape Construction in consultation with the Construction Section;

0 That playground equipment is constructed and installed according to specifications as shown on the design plan unless prior permission has been granted by the designer in consultation with the Project Manager for Landscape Construction. This installation includes: i)

The specified surface beneath and around the equipment;

ii) The specified safe separation distance between the Activity Play Zones; iii) The specified protection of edges, protrusions and crush points; iv) The elimination of openings which may entrap; v)

The inclusion of all safety and vandal-proof features;

vi) The inclusion of materials specified in the design plans; g) That precautions are taken while construction is in progress to prevent use of the equipment and to eliminate accidents ocurring from this improper use; h) That the construction site is kept clean and free of debris at all times to ensure safety of the workers and to discourage trespassers;

- 120 -

i) That periodic site inspections are undertaken by the Project Manager for Landscape Construction to ensure that construction and installation are proceeding according to plan and to ensure good communication channels are established between the designer and construction foreman.

Deviations from the approved design plan during construction or installation can significantly impair both the function and safety of playgrounds in the following ways:

a) The equipment designed for the different Playground Age Levels takes into consideration the physical characteristics of the intended age group and the dimensions of the equipment are scaled to their physical capabilities. Deviations from age specifications for playground equipment construction may prevent proper intended use of the equipment and may constitute a safety hazard;

b) Play equipment is also organized within each Activity Play Zone according to type and style of use.

Passive activities such as sitting and

crawling should not be mixed with activities such as sliding and swinging to avoid potential conflicts. Cognitive or social play zones are passive in nature while the active activities are grouped within a physical play zone in order to provide opportunities for both experiences within the same play space without conflict. Similarly, individual or group equipment may require a safety or buffer zone to prevent encroachment of incompatible types of play activities. Such zones are based on the

sphere of influence required for

- 121 that particular type of activity.

For example,

the sphere of influence for fixed equipment is less than that for equipment which imparts momentum such as slides and swings to a radius up to seven metres; Equipment should be placed in a protective area removed from circulation or traffic routes.

The

design, however, must also allow for creative play patterns and sequential flow of activities.

For

example, a crawling movement often leads to a climbing activity which may lead to a sitting activity and so on; c) Foundations not buried below grade increase the chance of injuries and may also create maintenance problems; d) Equipment such as tires must have properly placed drainage holes to prevent accumulation of stagnant water. Ponding in the play space resulting from improper placement of drainage tiles should not occur; e) Paints and stains which are non-irritating and not toxic to the skin should be used in accordance with the design specifications; 0 Nuts and bolts must be countersunk to eliminate protrusions which may lead to unnecessary cuts and scrapes or even more serious injury. When play spaces and play equipment are designed to meet "The Needs" of the user and are constructed and installed according to the design plan and specifications, safety is enhanced while vandalism and maintenance concerns are reduced. Through the provision of planned contruction and

-122 -

installation training programmes, increased awareness of problem areas can be improved leading to overall better construction and installation.

II. MAINTENANCE STANDARDS

In 1978 Edmonton Parks and Recreation developed and established Park Maintenance Standards42 in order to provide a systematic basis of maintaining park areas and facilities at prescribed levels of service. Many reference sources were used in the preparation of the Department's manual and one of the more important reference source was W.H. Bumgardner's definition of Maintenance Standards as an:

equation of the qualitative and quantitative levels to which maintenance tasks should be accomplished.43

The development of Park Maintenance Standards provides the opportunity for on-going evaluation and improvement in the use of play spaces and playground equipment.

Additionally, the Park Maintenance Standards

gives a guide for the proper maintenance and subsequent enjoyment of playground equipment.

Edmonton Parks and Recreation's Park Maintenance Standards were developed by a Task Force Committee with participants from the Operations Branch and the Major Facilities Branch. Their report was completed early in 1979 and was immediately put into practice.

To understand the basis of Park Maintenance Standards for the maintenance of open space, it is necessary to appreciate the terms "Levels of Service" and, "Key Result Area" .

The first term

refers to the degree or extent of maintenance while the second term refers to the object or area that is being maintained.

- 123 -

The Task Force Conduit tee for the Establishment of Park Maintenance Standards established three

These

Levels of Services

for each activity.

Levels of Service for the maintenance of open space in Edmonton

can be classified as "A

"B Level"

maintenance through intensive.

Level",

These

the most intensive level of

and finally,

"C Level" the least

Levels of Service are applied to such specific

maintenance activities in Edmonton as benches, playgrounds or turf grass maintenance.

Each of these specific maintenance activities is called a Rey Result Area and the Level of Service applied to it is dependent upon the location of the maintenance activity. Usually activities located in a major park or the Civic Centre will receive the most intensive level of maintenance or "A Level" service while activities in undeveloped parks will receive a "C Level" service.

Level" service. All other parks receive a

For example, the maintenance of a playground in a

major park will mean it will be maintained more intensively than a playground in a neighbourhood park or an undeveloped park. The excerpt from Guidelines for Park Maintenance Standards (as shown on page 124) should clarify these differences on the degrees or Levels of Service devoted to the maintenance of various playgrounds.

The Task Force also recognized that Park Maintenance Standards were only one component of a Maintenance Management System.

workshop/seminar was conducted as a training mechanism to explain standards to field and supervisory staff in order to obtain their necessary support not only for Park Maintenance Standards but also for other components of a Maintenance Management System.

Accordingly a two-day

"Workshop"

on Maintenance Standards was held in

September of 1979 for all field and design/drafting personnel. All participants were provided with an Information Package entitled "Managing our Maintenance Program"44 and George 0. Grant, an authority on Maintenance Management Systems, was invited as a guest lecturer.

- 124KEY RESULT AREA LEVEL A

LEVEL B

LEVEL C

No broken or dangerous equipment

Some broken equipment but none dangerous

All equipment must be secure

All equipment is secure

Clear of debris and litter (paper, glass, wood, etc.)

Some accumulation of litter and debris but no glass

No depressions under equipment

Depressions under equipment

Sand maintained in a sanitary condition

No ponding

Natural drainage

Sand to level specified in plans

Low in sand or overflow

All equipment is painted and/or stained

Equipment has worn paint and/or stain

All equipment has definite wear on paint and/or stain

Security lighting is 100% functional

No vegetation

Vegetation around curbing and fences acceptable

Natural vegetation growth acceptable

Waste containers

No waste containers

Wading pools have no cracks in concrete, no litter or debris, all outlets working and good drainage

Wading pools have hairline cracks in concrete but holds water, some litter and debris, all outlets working, adequate drainage

Wading pools must comply with Provincial regulations (Department of the Environment)

Wading pools not operated

PLAYGROUNDS"

- 125 During the "Workshop" , Mr. Grant described a Maintenance Management System as being comprised of four phases:

Developing a Work Program;

ii)

Budgeting and allocating resources;

iii) Authorizing and scheduling work; Reporting and evaluating performance; which are elaborated

iv)

on in Figure 4l-2.45

PROGRAM DEVELOPMENT

BUDGET PREPARATION

AUTHORIZATION

CONTROL

II .

take inventory

â&#x20AC;&#x201D;_

control 4 expenditure

expenditure

, 2

define activities

approve budget

1 4

1 3 establish service levels

determine work methods

9 review and modify budget

establish performance standards

6 develop work program

!budget

' status ireport

........j

assign men & material

control operations 1 I

I 5

12 authorize work program

8 calculate budget

r I_ scheduli ng rprocTucTiZyi 1 I

r I-- - - 0 accomplishi ment , report L.......---

7 establish unit costs

FIGURE:41-2 PERFORMANCE-ORIENTED MAINTENANCE SYSTEM

1 I I

1 1-4 I- 4

-126 The benefits of a Park Maintenance Management System were well summarized by G. 0. Grant: 1. Maintenance Budget is supported by a rational, articulated Work Program; 2. Work Program is, in effect, an expression in work terms of Management's Policies (Service Levels); 3. Resources are compatible with the Work Program; 4. Simple, immediate feedback reports exist which - are directed to the appropriate managers; - allow specific and immediate corrective actions; 5. Work Program is simply and specifically communicated to every foreman; 6. Scheduling of work minimizes time wasting; 7. Budget control is positive; 8. System tangibly reflects the consequences of Management actions.47 In December 1981, the Operations Branch and Major Facilities Branch submitted for implementation and distribution the Park Maintenance Technical Standards Manual. This Manual, included in the document as Appendix E, is an additional component of the Department s Maintenance Management System and is intended to serve "as a basic training tool" for all field staff. Development of the remaining components of the Maintenance Management System are continuing and upon their completion, the Play Spaces Policy will be updated to include the complete system.

- 127 -

SUMMARY

This demonstrates how Construction and Maintenance Standards are interrelated with the Materials, Design and Performance Standards.

The

consistent application of such a program will ensure proper and continued maintenance.

Also, consistent application allows for

evaluating and monitoring the relative success of the play environment and play equipment together with minimizing serious accidents and reducing minor accidents.

IMPLEMENTATION RECOMMENDATIONS

B.21 That the Standard Construction Details booklet be included as an appendix to this Policy; (Chapter VIII)

B.23 That the Guidelines for Park Maintenance Standards manual and Park Maintenance Technical Standards Manual are included as appendices to this Policy; (Chapter VIII)

XI E1 31dVHO

FIGURE: 42 CHAPTER

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- 131 -

CHAPTER IX

I; LTC PARTICIPATION

The outbreak of World War I and the disruptued economic situation caused the cessation of park development in Edmonton. In 1917 a group of concerned citizens organized the first community league and gave birth to public participation in parks and recreation facility development. This participation increased and changed over the years to include real involvement in the decision-making process.

During the 1977-78 preparation of the Edmonton Parks and Recreation Master Plan, 1979-1983,

public participation included public sub-

missions, a community recreation survey, a community league survey and public meetings. An Edmonton Parks and Recreation Department objective "to stimulate public, private and commercial involvement in the development of recreation facilities and the delivery of recreation programmes"48 was fulfilled with the implementation of The Neighbourhood Parks Public Participation Programme as a pilot study between January and June 1979. Observations and recommended techniques were synthesized from comments on the pilot study and developed into a manual outlining the Department's commitment to public participation and delineating the roles and responsibilities of various personnel in meeting this commitment.

This

Manual, entitled

The Neighbourhood

Parks Planning Process forms an integral part of this policy and is included as Appendix F.49

The 'Manual describes the minimum level of public participation acceptable to Edmonton Parks and Recreation during the planning process adopted for all types of ueighbourhood park development.

An ongoing

evaluation and review of the public participation format will ensure that it continues to meet its goal and objectives.

-132 The objectives outlined in this Manual include: i)

To create a standarized programme format for public participation in the parks planning process;

ii)

To maximize residents participation in the neighbourhood parks planning process;

iii)

To ensure that the process is flexible enough to meet the needs of those communities who wish to become more involved in the planning of their neighbourhood parks;

iv)

To secure approval of park design from the community;

To continue evaluating the public participation process 50

From an evaluation of the pilot study on the Neighbourhood Parks Public Participation Programme and the Federation of Community Leagues' Leadership Development Programme, a second manual entitled Community Recreation Needs Study Manual 5 -was drafted to help community groups and District Recreation Co-ordinators carry out their own Community needs study. A needs study is an evaluation of the recreational requirements, wants and desires of the community. 52 This Manual provides the procedures required to decide upon, conduct and analyze a needs study with a minimal amount of aid. 53 The Community Recreation Needs Study Manual forms an integral part of this policy and is included as Appendix G.54

Edmonton Parks and Recreation is not alone in its commitment to public participation in the planning process.

Direction and support

was shown by Mayor Purves in his June 1978 appointment of eleven members to the Mayor's Advisory Committee to provide ongoing citizens input to the Edmonton Municipal General Plan. The Planning Department

- 133 distributed the Plan during the preparation process to other Civic Departments as well as to Provincial and Federal Government Departments for review and comment. The public participation programme included citizens' workshops, open houses, newspaper articles, displays, information centres and the publication of progress reports. Individuals and special interest groups were also encouraged to present briefs.

The City of Edmonton is totally committed to public participation and has expanded greatly on the minimum requirements legislated in The Planning Act, 1977: "A Council shall, during the preparation of a general municipal plan, provide an opportunity to those persons affected by it of making suggestions and representations ."55 The Municipal General Plan discussed various considerations of public participation during its preparation such as: i)

What planning decisions should involve citizen participation?

ii)

At what stage should citizens be involved?

iii)

What are the time requirements and costs of citizen participation?

iv)

How should participation be designed to account for the different interest levels and capabilities of communities?

What resources of the City might be required to assist citizen involvement? 36

Policies will be established to encourage effective participation at the City-wide, District and Neighbourhood Park level.

The expertise

and experience Edmonton Parks and Recreation has gained through our Parks Planning Process and Community Recreation Needs Study will contribute to a comprehensive, effective public participaton policy for

-134the City of Edmonton that will enable the citizens of Edmonton to have real involvement in the decision making process of planning their urban environment.

POLICY RECOMMENDATIONS

A.9

That the departmental policy be continued of supporting public participation and involvement in the planning and development of parks; (Chapter IX)

IMPLEMENTATION RECOMMENDATIONS

B.24 That the Community Recreation Needs Study and Neighbourhood Parks Planning Process manuals be included as appendices to this Policy; (Chapter IX)

XE131dVH9

FIGURE: 43 CHAPTER

LEADERSHIP

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- 137 CHAPTER X

LEADERSHIP

Leadership, as defined by the Recreation Development Division of Alberta Recreation, Parks and Wildlife Department is "the ability of one person or a group of people to assist others to recognize goals of common interest and to stimulate or to guide them to achieve these goals"57

In this respect there are four broad aspects of Leadership:

Planning,

Assigning Responsiblity, Information Giving and Skill Teaching. Edmonton Parks and Recreation provides Leadership in the attainment of its goal when it: 1. Provides a variety of play opportunities for all ages such that each may grow personally through the use of his leisure time; 2. Acts in an advisory capacity to private agencies, private developments and other public agencies to provide play opportunities outside the Department's mandate or funding responsibilities; 3. Encourages involvement by community and other organizations to meet community recreation needs; 4. Develops leadership training opportunities; 5. Encourages volunteers to become involved in the planning, administration and evaluation of recreation programmes; 6. Encourages and initiates public participation in the planning of neighbourhood and other parks, and/or facilities; 7. Provides a variety of programmes to meet its citizens.

The Needs" of

This Leadership occurs as each individual of Edmonton Parks and Recreation carries out his individual duties.

Leadership is there when

the Landscape Architect designs a playground or tennis court; when the

- 138 Forestry personnel plant or prune a tree; when the Maintenance personnel cut the grass, construct a picnic table or develop a playground; when the District Recreation Co-ordinator advises a Community League or other organization or helps plan a programme to meet "The Needs" of the citizens in his area; when the Playground Leader supervises a day camp or other programme; when the Instructor teaches a tennis class; or when the Artifacts Curator re-creates Edmonton's past through one of his authentic displays. In the area of Leadership: The role of Edmonton Parks and Recreation should be dynamic: to adjust to changing needs and respond to new directions in recreational opportunities. Programmes should be designed to contribute to the growth, develoment and satisfaction of individuals and to encourage achievement, physical well-being, appreciation of beauty and adventure through new experience. Experimental programmes in which individuals would be free to explore and to develop creativity and life-time interests, should be encouraged 58 While community involvement is important, funds for public recreational services are often limited.

A positive policy is one which directs

funds towards assisting community groups rather than providing programme services directly.

To this end, Edmonton Parks and Recreation has stated that its primary role is to ensure that a wide variety of programmes are available to all residents. Wherever possible, other organizations and agencies will be encouraged to provide these programmes. The City's involvement in direct programming will be limited to providing recreational opportunities where an identified need is not being met."

- 139 With the aim of co-ordinating available community resources, the City will make every attempt to maximize resources avoid duplication facilitate co-operation among agencies involve communities in planning and administering their own recreational services The City's resources will concentrate on: advisory and consultative service, publicity, planning and research, leadership development, developing new programmes and community education.60 Over the next five years, Edmonton Parks and Recreation will be placing increased emphasis on

Volunteer Leadership Development Services.

co-operation with other recreational, educational, and social agencies such as the Federation of Comffiunity Leagues, Grant MacEwan Community College and the Provincial Departments of Culture and Recreation, and Parks and Wildlife, Edmonton Parks and Recreation will be developing programmes, workshops and seminars to develop leadership and administrative skills in community volunteers.

Edmonton Parks

and Recreation also stimulates public, private and

commercial involvement in the development of recreational facilities and the delivery of recreational programmes as outlined in Chapter IV: Play Spaces for Everyone and Chapter V: Other Opportunities for Play.

Finally, Edmonton Parks and Recreation also provides programmes, and it is here that another important aspect of

Leadership

is experienced.

Adventure Playgrounds in particular require an exceptional playleader who can create an atmosphere for the playground user. The playleader must keep the playground supplied with loose materials and maintain a watch for safety without subverting the children's spontaneous play.

-140 Concerning playgrounds, all aspects of Leadership are important and should be sustained while at the same time encouraging private agencies and volunteer organizations to provide their own recreational services through advisory and consultative services, publicity, research, leadership development and community education.

IMPLEMENTATION RECOMMENDATIONS

CHAPTER XI

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- 143 CHAPTER XI

EVALIENICI:

Evaluation is the process of determining by careful appraisal the significance or worth of something whether it is a programme, policy, standard, or the use of play equipment on the playground.

Evaluation

is an integral aspect of the planning process because it relates so closely to the quality of the physical recreation experience.

Ideally Evaluation is an on-going process to ensure that playground standards are consistently being met and improved and that ever-changing "Needs" are satisfied.

Evaluation should begin with an assessment of the goal and objectives of the organization together with an assessment of its philosophy. The goal of this policy is synonymous with Edmonton Parks and Recreation's goal and philosophy as outlined in the Edmonton Parks and Recreation Master Plan, 1979-1983. attain this goal.

The objectives of the Policy endeavour to

In order to more clearly differentiate how this

Policy complements and yet differs from the Master Plan, it

necessary to differentiate between "goals" and "objectives". A goal is a statement of broad direction, purpose or intent based on the identified needs of the community. A goal is general and timeless; that is, it is not concerned with a specific achievement within a specified time period. An objective is a desired accomplishment which can be measured within a given time frame. Achievement of the objective advances the system toward a corresponding goal. Accordingly, objectives must be developed that support and contribute to achievement of the established goals.61 By analyzing these definitions, we can determine that the objectives of the Play Spaces Policy were in fact based on achieving Edmonton Parks and Recreation's goal and that these objectives are not in conflict with the objectives set by the Department.

-144â&#x20AC;&#x201D; These objectives are specifically oriented towards the 'Neighbourhood Park or Play Space' recreation needs.

rather than the broad spectrum of recreation and The play opportunities and play experiences then,

are those that can be suitably incorporated within a neighbourhood park setting.

In evaluating the objectives of this Policy as outlined in Chapter I, it is necessary to establish the criteria for setting objectives: 1. Objectives must describe the intent. The intent is the outcome, be it a change in knowledge, attitude, behaviour, awareness, skill, design, or facility. To clearly convey the intent, one or more objective statements may be needed for each goal; 2. Objectives must be specific. objective must establish:

To be specific, the

a)the target at which the objective is directed. This may be a person, a group, a facility or in essence to whom or to what the objective is directed; b) the task of the objective. In essence, the task is the outcome of the objective; c) the specific time frame in which the task will occur or the target date for the completion of the task; d) the important conditions under which the task is to occur; 3. Objectives must be measurable. The objectives must be stated so that your intent for accomplishment is understood by others. Through establishing the evaluative tool (i.e. observation, written exam, demonstration), you and others will be able to assess the accomplishment of the objective; 4. Objectives must work towards the accomplishment of the goal. The objectives must be evaluated that they are in tune with the goal statement and philosophy; 5. Objectives must ALLOW for the accomplishment of themselves. The objectives will have to be assessed to ensure that they are neither too hard nor too easy.62

-145 A methodology for evaluation of these objectives includes the following: 1. A general review of departmental objectives and the Policy Statements; 2. A periodic and comprehensive review of the components of a play strategy including the philosophy, design, maintenance, participation, and even the evaluation method itself; 3. A periodic review and analysis of playground use. This might involve irregular site visits, user counts, or time-lapse movie film to determine play sequence and to focus in on user response; 4. An annual review of accident reports to analyze the type and cause of playground accidents in order to determine and evaluate the safety and efficiency of the playground and playground equipment. The analysis would include analysis of the type of reporting to determine relevance as a playground statistic;63 5. An annual review and analysis of all news media reports of incidents relating to the playgrounds and the equipment within the playgrounds to determine the impact of the response; 6. An annual review of vandalism cases to determine whether design improvements, user education, or better supervision could reduce vandalism; 7. An annual review of current literature on playground design and playground management;64 8. An annual questionaire review of playground design and playground development including playground equipment construction for personnel involved in playground design development, construction and supervision;b5 9. Organization of general workshops for construction and maintenance to encourage departmental communication in the exchange of ideas, technical knowledge and experience in the development of play spaces and play equipment ;66

-146 -

10. Maintain a library to collect various reports, books, pamphlets, newspaper accounts and magazine articles about innovative ideas or innovative playgrounds in other cities, both nationally and internationally as a source of reference. These references should be both current and historical.

IMPLEMENTATION RECOMMENDATIONS

A.10 That the Play Spaces Policy be evaluated and updated in conjunction with other departmental policies; (Chapter XI)

S 3010N3ddV

FIGURE: 45

APPENDICES

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-149-

PLAY SPACES POLICY WORK SCHEDULE

APPENDIX A

YEAR

1979

I1981

1980 1

MONTH

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ONE ,

PLI

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TASK

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Branch Meeting

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Literature Review 44

PHASE FIVE . PHASEFOURPHASETHREEPHA SETWO

PHA SE

Data Collection Outline and Timeline Summary of Concept

i i

INTERIM REPORT Report Writing Photography Review Interim Report DRAki POLICY

, ,

Draft Plan Writing Circulation & Review Graphics Preparation FINAL POLICY Revision & Inclusion of Recommendations Inclusion of Graphics EXECUTIVE APPROVAL Circulation & Review Final approval Final Printing & Distribution

—4: —I<

- 151 APPENDIX B

BIBLIOGRAPHY

BOOKS AND PERIODICALS A. Alberta Advisory Board on Recreation for the Disabled andAlberta Department of Recreation, Parks and Wildlife. Recreation Services to Special Groups Section. Evaluation: a Planning Guide for Recreation. Edmonton, Alberta, Department of Recreation, Parks and Wildlife, 1978. Alberta Agriculture. Alberta Horticulture Guide. Revised 1980. Edmonton, 1980. (Agdex: 200/01) Alberta Agriculture. Lawn Building and Maintenance. Revised 1980. Edmonton, 1980. (Agdex: 273/20) Alberta Agriculture. Planting Trees and Shrubs. (AC 1679) Edmonton, 1979. (Agdex: 275/22) Alberta Agriculture. Provincial Tree Nursery. Annual Report. Edmonton, 1980. Alberta Agriculture. The Pruning Manual. (AC 1505) Revised 1977. Edmonton, 1977. (Agdex: 270/24) Alberta Agriculture. The Rock Garden. (AC 1243) Edmonton, 1971. (Agdex: 271/17) Alberta Agriculture. Tree and Shrub Diseases and their Control. Edmonton, 1978. (Agdex: 275/635-4) Alberta Department of Municipal Affairs. Inter-Agency Planning Branch. Planning Services Division. Planning in Alberta; a Guide and Directory. Edmonton (by Graham Murchie, David Stuart and Neil Taylor) Edmonton, 1978. Alberta Labour. Building Standards Branch. The Alberta Uniform Building Standards Act. Regulations 1978. Edmonton, 1978. Alberta Recreation, Parks and Wildlife. Recreation Development Division. A Glossary for Common Recreation Terms. Edmonton, 1978. Alberta Recreation Parks and Wildlife. Recreation Development Division. Playground Development Guide. Edmonton, 1978. Alberta. Statutes of the Province of Alberta, 1977. Chapter 89. The Planning Act, 1977. Edmonton, 1977. Alberta. Statutes of the Province of Alberta, 1977. The Recreation Development Act, 1968.

- 152Allen of Hurtwood, Lady Marjorie. Planning for Play. London, Thames and Hudson, 1968. American Society of Landscape Architects Foundation. Barrier Free Site Design. Washington, D.C., U.S. Department of Housing and Urban Development. Office of Policy Development and Research, 1974. (H-2002-R) Axline, V.M. Play Therapy. New York, Ballantine Books, 1969. B. Bailey, L.H. and Bailey, Ethel Zoe. Hortus Second; a Concise Dictionary of Gardening and General Horticulture. New York, MacMillan Company, 1947. Bengtsson, Arvid. Adventure Playgrounds. London, Lockwood, 1972. Bengtsson, Arvid. Environmental Planning for Children's Play. New York, Praeger, 1970. Beres, Larry. Working Definitions Relative to Recreation; Prepared for the Alberta Government Recreation Committee. Edmonton, 1971. Bollinger, Stefan. "Urban Landscapes - Rooftop Parks and Gardens." Recreation Canada. Canadian Parks/Recreation Association. Volume 36/5/1978. Borough of York. Department of Parks and Recreation. Let's All Go to Glencedar Creative Playground. Borough of York, n.d. Borough of York. Department of Parks and Recreation. Playleader. Borough of York, n.d. Brockman, C. Frank. Trees of North America; a Field Guide to the Major Native and Introduced Species, North of Mexico. New York, Golden Press, 1968. Brommer, Gerald F. Movement and Rhythm. Worcester, Massachusetts, Davis Publications, 1975 (Principles of Design) Brommer, Gerald F. Space. Worcester, Massachusetts, Davis Publications, 1974 (Elements of Design) Brower, Sidney. "Streetfront and Sidewalk; That's Where the Action Is, Baltimore Study Shows." Landscape Architecture. July 1973 (Pages 364-369) Bumgardner, Walter H. "How to Develop a Maintenance Standards Program" in a Management Guide for Members, National Institute on Parks and Grounds Management. Appleton, Wisconsin, Madison Publishing Division, 1978

- 153 C. Calgary. Parks and Recreation Department. Devonian Gardens. Calgary, n.d. Canadian Commission for UNESCO. "Working Definition of Culture." Bulletin. January, 1978. Canadian Construction Catalogue File. Sweet's Catalogue Services, Scarborough, McGraw-Hill Information Systems, 1979. Canadian Nursery Trades Association. Guide Specification for Nursery Stock. Cooksville, Ontario, n.d. (B.C.I. No. 52 - Landscaping) Caplan, Frank. The Power of Play. Garden City, N.Y., Anchor Press, 1973. Cass, Joan. The Significance of Children's Play. London, Botsfield, 1971. Central Mortgage and Housing Corporation. Neighbourhood Improvement Program. Delivery System Evaluation. Ottawa, 1976. (Manual No. 1, Research Design) Central Mortgage and Housing Corporation. Site Planning Criteria. Ottawa, 1977. (H.H.A. 5143-9/77) Charbonneau, Andre. "Helping Disabled Older Adults Enjoy Leisure." Leisurability. Volume 7, No. 1, January 1980. (Pages 17-21) Children's Environments Advisory Service. Adventure Playground Information Kit No, 2. Ottawa, Central Mortgage and Housing Corporation, 1977. Children's Environments Advisory Service. Creative Playground Information Kit No. 1. Ottawa, Central Mortgage and Housing Corporation, 1978. Children's Environments Advisory Service. Design Guidelines: Play Opportunitites for School-Age Children, 6 to 14 years. Central Mortgage and Housing Corporation, 1979. Children's Environments Advisory Service. Play Spaces for Preschoolers; Design guidelines for the Development of Preschool Play Spaces in Residential Environments. Central Mortgage and Housing Corporation, 1978. (N.H.A. 5138-3/78) City of Edmonton. Corporate Policy Planning Office. Local Policy Plan, 1980-1984. Volume 1: Summary; Volume 2: Background and Functional Area Plans. Edmonton, 1979. City of Edmonton. Planning Department. The Land Use Bylaw of the City of Edmonton. Bylaw 5996, Office Consolidation No. 1, July 3, 1980. Edmonton, 1980.

- 154City of Edmonton. Planning Department. A New Land Use Bylaw for Edmonton; a Preview Draft, Edmonton, 1979. City of Edmonton. Planning Department. Zoning Bylaw and Land Use Classification Guide. Office Consolidation, Copy No. 7. Edmonton, June 1978. City of Edmonton. Planning Department. Land Development Co-ordination Branch. Servicing Standards Manual. Fourth Edition. Edmonton, 1979. Cook, Walter L. Manual and Survey for Public Safety for Park and Recreation Departments. Wheeling, West Virginia, American Institute of Park Executives, Inc., 1962 (Management Aids Bulletin No. 20) Cooper, Clare C. "Adventure Playgrounds. Landscape Architecture> October 1970. Cousineau, Claude. Hebertisme; a Challenging Outdoor Activity. Ontario. Ministry of Culture and Recreation. Sports and Fitness Division, 19--. The Creative Child and the Arts; a Background Paper Prepared for the National Workshop on the "Creative Child": Promise of the 80's". Ottawa, Ontario, May 17, 1980. Creative Play Resource Bank. Play Pac. Ontario. Ministry of Community and Social Services. Toronto, 1972. Creativity, Children and Schools Workshop; a Background Paper Prepared for the National Workshop on the "Creative Child: Promise of the 80's. Ottawa, Ontario, May 17, 1980. D. Dattner, Richard. Design for Play. New York, Van Nostrand Reinhold Company, 1969. De Chiara, Joseph and Koppelman, Lee. Planning Design Criteria. New York, Van Nostrand Reinhold Company, 1969. De Shane, David. "From My Corner It's Obvious... Parks Should be Redefined." Recreation Canada. Canadian Parks/Recreation Association. No. 30/5/72. (Pages 27, 28, 29, 32). De Shane, David. "From My Corner It's Obviously.. .a Time for Changing the Neighbourhood Park." Recreation Canada. Canadian Parks/Recreation Association. No. 30/2/72. (Page 3) De Shane, David. "Playgrounds are not Kid's Stuff But Should Adults Design Them?" Recreation Canada. Canadian Parks/Recreation Association. No. 29/4/71. (Pages 23, 24, 25, 26, 27, 28, 30). Duquette, Ron. "T.O.P.S.: a New Mod Squad in Action" (Vandalism) Recreation Canada. No. 2 April 1979. (Page 5)

- 155E. Edmonton Parks and Recreation. Edmonton Parks and Recreation Master Plan, 1970-1980. Edmonton, 1972. Edmonton Parks and Recreation. Edmonton Parks and Recreation Master Plan, 1979-1983. Edmonton, 1979. Edmonton Parks and Recreation. Ground Covering Plants for Use in Edmonton, Alberta. Edmonton, 1967. Edmonton Parks and Recreation. Metal Buildings (Specifications) Edmonton, 1967. Edmonton Parks and Recreation. 1968 Listing of Herbaceous Perennials. Edmonton, 1968. Edmonton Parks and Recreation. Nursery Stock Inventory. Edmonton, n.d. Edmonton Parks and Recreation. Tree and Shrub List. Edmonton, n.d. Edmonton Parks and Recreation. Development Division. Specifications. Edmonton, 1970.

Craft Table

Edmonton Parks and Recreation. Development Division. Apparatus Specifications. Edmonton, n.d.

Playground

Edmonton Parks and Recreation. Development Division. Shacks Specifications. Edmonton, 1970.

Playground

Edmonton Parks and Recreation. Development Division. Specifications for the Supply of Chainlink Fence Material. Edmonton, 1968. Edmonton Parks and Recreation. Operations Branch and Major Facilities Branch. Guidelines for Park Maintenance Standards. Edmonton, February, 1979. Edmonton Parks and Recreation. Planning and Development Branch. Hard Surfacing Specifications. Edmonton, n.d. (sic 1979) Edmonton Parks and Recreation. Planning and Development Branch. Specifications for the Supply and Delivery of Sand for Horticultural, Playground and Mortar Uses. Edmonton, n.d. (sic 1979) Edmonton Parks and Recreation. Planning and Development Branch. Tennis Court Specifications. Edmonton, n.d. (sic 1979) Edmonton Parks and Recreation. Planning and Development Branch. Current Planning and Design Section. Standard Construction Details. Revised Annually. Edmonton, n.d. (sic 1979) Edmonton Parks and Recreation. Planning and Development Branch. Research and Planning Section. Community Recreation Needs Study Manual. Edmonton, 1980.

- 156 Edmonton Parks and Recreation. Planning and Development Branch. Research and Planning Section. Cultural Services in Edmonton; Identification of Unmet Needs. Background Paper No. 3, Cultural Policy Development. Edmonton, 1980. Edmonton Parks and Recreation. Planning and Development Branch. Research and Planning Section. Cultural Services in Selected Municipalities. Background Paper No. 4, Cultural Policy Development. Edmonton, 1980. Edmonton Parks and Recreation. Planning and Development Branch. Research and Planning Section. Downtown Amenities Plan. Terms of Reference. Edmonton, 1980. Edmonton Parks and Recreation. Planning and Development Branch. Research and Planning Section. Expressions of Culture. Edmonton, 1979. (Report No. R-09-79) Edmonton Parks and Recreation. Planning and Development Branch. Research and Planning Section. Neighbourhood Parks Planning Process. Edmonton, 1979. Edmonton Parks and Recreation. Planning and Development Branch. Research and Planning Section. The Value of the Arts. Background Paper No. 2, Cultural Policy Development. Edmonton, 1979 (Report No. R-12-79) Edmonton Parks and Recreation and Edmonton Federation of Community Leagues. President's Manual. Edmonton, 1979. Edmonton Parks and Recreation and Edmonton Public School Board and Edmonton Separate School Board. Joint-Use Agreement. Edmonton, 1980. Ellis, M.J. Why People Play. New Jersey, Prentice-Hall, Inc., 1973. F. Finland. Ministry of the Interior. Division for Planning and Building. Principles of Planning the Living Environment. Helsinki, 1978. Friedberg, Paul M. Playgrounds for City Children. Washington, D.C., Associates for Childhood Education International, 1969. Friedberg, Paul M. and Berkeley, E.P. Play and Interplay. London, MacMillan Company, 1970. Friendly, Martha and Hill, Fred. "The Whole City Catalogue Project." Recreation Canada, Canada Parks/Recreation Association. October 1979. G. Gatto, Joseph A. Color and Value. Worcester, Massachusetts, Davis Publications, 1974. (Elements of Design) Gatto, Joseph A. Emphasis. Worcester, Massachusetts, Davis Publications, 1975. (Principles of Design)

- 157 Gold, Seymour M. Urban Recreation Planning. Philadelphia, Lea and Gabiger, 1973. Gordon, Ronnie. The Design of a Pre-School Therapeutic Playground: An Outdoor Learning Laboratory. New York, University Medical Center, Institute of Rehabilitation Medicine, 1972. (Rehabilitation Monograph 47) Graham, David. "Capilano Playground: A Park Designed for All Children." The South Edmonton Examiner. Edmonton, Alberta, Wednesday, November 21, 1979. Grant, George O. Managing our Maintenance Program; a paper presented to the Canadian Parks/Recreation Association, Annual Conference. Corner Book, Newfoundland, Roy Jorgensen Associates of Canada, Ltd., Management Consultants, August 17, 1976. Griffin, James M. Landscape Management. Los Angeles, California, Landscape Contractors Association, 1970, H. Handbook of Landscape Architectural Construction. McLean, Virginia, The Landscape Architecture Foundation, 1976. Heron, R.P. A Status Study of Playgrounds (City of Edmonton, Alberta) Edmonton, 1974. Herron, R.E. and Sutton-Smith, Brian, Child's Play. New York, J. Wiley and Sons, 1971. Hertz, Pat. A Guide to the Development of Adventure Playgrounds in Edmonton. Edmonton, University of Alberta, 1978. Heuston, R.F.V. Salmond on Torts. London, Sweet and Maxwell Limited, 1961. Hill, Polly. Children's Play in Public Housing Projects. Ottawa, Central Mortgage and Housing Corporation, Living Places, Volume 10, No. 1, 1974. (NHA 5112) Hill, Polly. A Good Place to Bring Up Kids. Ottawa, Central Mortgage and Housing Corporation, 1978. (NHA 5200) Hill, Polly. An Overview of the Needs of Children and Youth in the Urban Community. Ottawa, Central Mortgage and Housing Corporation, 1977. (NHA 5106) Horn, George F. Balance and Unity. Worcester, Massachusetts, Davis Publications, 1975 (Principles of Design). Horn, George F. Texture. Worcester, Massachusetts, Davis Publications, 1974. (Elements of Design)

- 158Hosie, R.C. Native Trees of Canada. Ottawa, Department of the Environment. Canadian Forestry Service, 1969. Huizinga, J. Homo Ludens: A Study of the Play Element in Culture. London, Routledge and Kegan Paul, 1949. I. INNTREC (Balmer, Crapo & Associates), EDA Collaborative Inc. and Delcan, DeLeuw Cather Canada Ltd. Proposal to Complete the City of Edmonton Downtown Amenities Plan Study. Edmonton, 1980. International Playground Association. Play and Creativity - Planning the Environment and Training Leaders. Sheffield, England, 1972. Irving, Geoffrey. Playing, Working, Growing. London, Temple Smith, 1974. K. Kay, Brent. "Adventure Playgrounds and Children's Creativity." Recreation Canada. Canadian Parks/Recreation Association. October 1979. Kearley, Marlo and Hann, Fred. Ability Playground. St. John's Newfoundland and Labrador Recreation Advisory Council for Special Groups in Co-operation with Canadian Association Pippy Park Commission, 1976. Kelsey, Harlan P. and Dayton, William A. Standarized Plant Names. Second Edition. Harrisburg, Pennsylvania, Horace McFarland Co., 1942. Kenny, Scott. Landscape Construction Specifications; Workship Information Package. Edmonton, Edmonton Parks and Recreation, 1979. Kershaw, Frank. "Vandalism, It is Costing Millions; Here Are Som.e. Ways to Nip It In the Bud." Civic Public Works. April 1980 (Pages 22, 24, 25, 26) Knowles, R. H. Woody Ornamentals for the Prairie Provinces. Edmonton, University of Alberta. Faculty of Agriculture and Forestry, 1975. (U. of A. Bulletin No. 58) Kraus, Richard. Recreation and Leisure in Modern Society. New York, Meredith Corporation, 1971. L. Lambert, Jack. Adventure Playgrounds; a Personal Account of a Play Leader's Work. London, J. Cape, 1974. Levy, Joseph. Play Behaviour: A Man/Environment Interaction Model. Waterloo, Ontario, University of Waterloo, 1975. Lightbourn, Naomi. "The Arts in the Community." Recreation Canada. Canadian Parks/Recreation Association. October 1979 (Pages 29-31)

- 159 Lutzin, Sidney G. and Storey, Edward H. Managing Municipal Leisure Services. Washington, D.C. International City Management Association, 1973. (Municipal Management Series) M. Madigan, Marian East. Psychology; Principles and Applications. Fifth Edition. St. Louis, C.V. Mosby Company, 1974. Marzollo, Jean. Learning Through Play. Oxford, New York, Harper and Row, 1972. McAvoy, Leo H. "The Leisure Preferences, Problems and Needs of the Elderly." 'Journal of Leisure Research. First Quarter, 1979 (Pages 40-47) McLellan, Joyce The Question of Play. Oxford, New York, Harper and Row, 1972. Meyer, Harold D. and Brightbill, Charles K. Community Recreation; a GUide:tO Its Organization. -Third Edition. EngleWood Cliffs, New Jersey, Prentice Hall, Inc., 1969. Millar, Susanna. The Psychology of Play. New York, J. Aronson, 1974. Miller, Peggy. Creative Outdoor Play Areas. Englewood Cliffs, New York, Prentice-Hall, 1972. Moore, James M. Plant Layout and Design. New York, MacMillan, 1959. Morgenstern, Jim. "Planning Parks with Teenagers." Recreation Canada. Canadian Parks/Recreation Association. October 1979. (Pages 15-18, 36) Morley, John. Maintenance Standards Seminar; Information Package. Edmonton, Edmonton Parks and Recreation, 1979. Moss, E.H. Flora of Alberta; a manual of flowering plants, conifers, ferns and fern allies found growing without cultivation in the Province of Alberta, Canada. Toronto, University of Toronto Press, 1979. Mullen, Dorothy G. Recreation in Nursing Homes. Washington, D.C., National Recreation and Park Assocation, 1970. (Bulletin No. 88) Munch, A. "Playground Without Risks Would Not Interest Children." Leisure Forum. No. 6 (5) Nov./Dec. 1979, 12:14. N. National Playing Fields Assocation. What Is an Adventure Playground? London, 1977. National Research Council of Canada. Associate Committee on the National Building Code. National Building Code of Canada, 1977. Ottawa, 1977 (NRCC No. 15555)

- 160 Neumeyer, Morton H. and Neumeyer, Esther S. Leisure and Recreation; a study of leisure and recreation in their sociological aspects. Third Edition. New York, Ronald Press, 1958. New York City Planning Department. A Playground for All Children. Book 1: User Groups and Site Selection. Washington, D.C. U.S. Department of Housing and Urban Development. Office and Policy Development and Research, 1976. (NYC DCP-7602) New York City Planning Department. A Playground for All Children. Book 2: Design Competition Program. Washington, D.C. U.S. Department of Housing and Urban Development. Office and Policy Development and Research, 1976. (NYC DCP-76-13) New York City Planning Department. A Playground for All Children. Book 3: Resource Book. Washington, D.C. U.S. Department of Housing and Urban Development. Office and Policy Development and Research, 1978. (NYC DCP-78-12) O. Olsen, Marvin E. The Process of Social Organization: Power and Social Systems. Second Edition. New York, Holt Rinehart Winston, 1978. Ontario. Ministry of Culture and Recreation Resource Centre. A Guide to Creative Playground Development. Toronto, Ontario, 1972. Ontario. Ministry of Culture and Recreation Resource Centre. Play Pac. Toronto, Ontario, 1976. Osmundson, Theodore. "The Changing Technique of Roof Garden Design." Landscape Architecture. September, 1979. (Pages 494-503) P. Piaget, Jean. Play, Dreams and Imitation in Childhood. New York, W.W. Norton and Company, 1962. Pirone, P.P. Tree Maintenance. Fifth Edition. New York, Oxford University Press, 1978. Planning Facilities for Athletics, Physical Education and Recreation. The Athletic Institute and American Association for Health, Physical Education and Recreation, 1974. Porter, Albert W. Pattern. Worcester, Massachusetts, Davis Publications, 1974. (Elements of Design) Porter, Albert W. Space and Form. Worcester, Massachusetts, Davis Publications, 1975. (Principles of Design)

- 161 R. Raskill, Stephen. The Art of Leadership. London, Collins, 1964. Recreation Canada. "Vandalism Is a Problem But Kids Do Care." Canadian Parks/Recreation Association. No. 5 and 6. December 1979. Page 5. Rehder, Alfred. Manual of Cultivated Trees and Shrubs Hardy in North America. New York, MacMillan, 1940. Responsibilities and Rights of Aging; Background Papers. Alberta Council on Aging, Annual Conference, May, 1978. Robinette, Gary O. Landscape Architectural Site Construction Details. Reston, Virginia, Environmental Design Press, 1976. Robinette, Gary O. Off the Board/Into the Ground; Techniques of Planting, Design Implementation. Dubuque, Iowa, Kendall/Hunt Publishing Company, 1968. Robinette, Gary O. Planes, People and Environmental Quality. U.S. Department of the Interior, National Park Service. Washington, D.C. In Collaboration with the American Society of Landscape Architects Foundation, 1972. (2405/0479) Rouard, Marguerite and Simon, Jacques. Children's Play Spaces; From Sandbox to Adventure Playground, Woodstock, New York, The Overlook Press, 1977. S. San Francisco Recreation and Parks Department. Program Evaluation. Los Angeles, California, Planning Research Corporation, 1971. Sapora, Allen V. and Mitchell, Elmer D. The Theory of Play and Recreation. Third Edition, New York, Ronald Press, 1961. Schneider, J.M. "Relationship Between Locus and Activity Preferences; Effects of Masculinity, Activity and Skill." Journal of Consulting and Clinical Psychology, April 1972, 38, No. 2. Scott, Ian W. and Franks, Vivian. "Vandalism, It's Nothing to Smile About." Recreation Canada. No. 5 and 6, December 1979. (Pages 20, 21, 22, 23). Selleck, Jack. Contrast, Worcester, Massachusetts, Davis Publications, 1975. (Principles of Design) Selleck, Jack. Line. Worcester, Massachusetts, Davis Publications, 1974. (Elements of Design) Sherk, Lawrence C. and Buckley, Arthur R. Ornamental Shrubs for Canada. Ottawa, Canada Department of Agriculture, Research Branch, 1979. (Publication 1286)

- 162Shivers, Jay S. Leadership in Recreational Service. New York, MacMillan Company, 1963. Simonds, John Ormsbee. Landscape Architecture; the Shaping of Man's Natural Environment. New York, McGraw-Hill, 1961. Smigel, Ed. O. Work and Leisure. New Haven, Connecticut, College and University Press, 1963. Stone, Jeanette. Play and Playgrounds. Washington, D.C. National Association for the Education of Young Children, 1970. T. Trees and Forests in an Urbanizing Environment; a symposium. Amherst, University of Massachusetts, August 18-21, 1970, V. Vance, Bill. A Guide to the Development of the Adventure Playground. American Adventure Play Association, 1976. W. Webster, A.M. Webster's New Collegiate Dictionary. Toronto, Thomas Allen, Ltd. 1963. Weiss, C.R. Book Review of "Why People Play". Journal of Leisure Research. Summer, 1975, 5, No. 3 (Page 73) Wilkinson, Paul F. "The Impact of Safety in the Planning and Provision of Formal Play Environments." Pools, Parks and Rinks. March/April, 1977. Wilkinson, Paul F. and Lockhart, Robert. Safety in Children's Formal Play Environments; a report prepared for the Creative Play Committee of the Ontario Recreation Society and for the Ontario Ministry of Culture and Recreation. Toronto, 1976. (Report 3/77/2M) Wilson, George T. Vandalism: How to Stop It? Oglebay Park, Wheeling, West Virginia, American Institute of Park Executives, Inc., 1961. (Management Aids No. 7) Wuellner, Lance H. "Forty Guidelines for Playground Design." Journal of Leisure Research. First Quarter 1979. (Pages 4-14) Wyman, Donald. Trees for American Gardens. Revised and Enlarged Edition. New York, MacMillan Publishing Company and London, CollierMacMillan Publishers, 1965.

- 163REPORTS Aldermanic Inquiry: Alderman Leadbeater Re: Guidelines on Children's Play Space. Edmonton, Alberta, 1977 Edmonton Parks and Recreation. Maintenance and Construction Branch. Alderman Leadbeater, Re: Guidelines on Children's Play Space. Edmonton, Alberta, 1977. Edmonton Parks and Recreation. Planning and Development. Current Planning and Design Section. Comparison of Reported Accidents in/on Edmonton Parks and Recreation Facilities/Parks, 1974-1979. Edmonton, 1980. Edmonton Parks and Recreation. Planning and Development Branch. Current Planning and Design Section. Detailed Breakdown of Reported Accidents Occurrtngin Day Camps in Ravines ,1974-1979. Edmonton, 1980. Edmonton Parks and Recreation. Planning and Development Branch. Current Planning and Design Section. Detailed Breakdown of Reported Accidents Occurring on Edmonton Playgrounds, 1974-1979. Edmonton, 1980. Edmonton Parks and Recreation. Planning and Development Branch. Current Planning and Design. Play Spaces and Their Construction, Installation and Maintenance (an unpublished report) Edmonton, 1979. Edmonton Parks and Recreation. Planning and Development Branch. Current Planning and Design Section. Prospectus; Report on The Edmonton PlayGrounds: Today and Tomorrow Workshop. Edmonton, 1979. Edmonton Parks and Recreation. Planning and Development Branch. Research and Planning Section. Proposed New Neighbourhood Parkland Distribution Policy, 1979. Edmonton Parks and Recreation. Planning and Development Branch. Research and Planning Section. Preferences in the Distribution of Neighbourhood Parks; Report on the Pilot Study. Edmonton, 1980. Edmonton Parks and Recreation. Position Paper on Community Schools. Edmonton, 1980. Edmonton Business Development Department. The City of Edmonton; Climate Report. Edmonton, n.d. (sic 1979) Edmonton Corporate Policy Planning Office. Local Policy Plan, 1980-1984. Volume I: Summary; Volume II: Background and Functional Area Plans. Edmonton, 1979. Edmonton Parks and Recreation. The Joint Planning Agreement; a report. Edmonton, 1972.

- 164Edmonton Parks and Recreation. Planning and Design Section. JointUse Agreement. Edmonton, 1978. Gasparik, Frank. Report on the International Playground Association, Seventh World Congress, Carleton University, Ottawa, Canada, August 20-26, 1978. Edmonton Parks and Recreation, Edmonton, 1978.

FILMS 16mm Film: Free to Be You and Me. (42 minutes, colour) 16mm Film: We're Gonna Have Recess. (9 minutes, colour) 16mm Film: Where Can City Kids Find Adventure? (5 minutes, colour) 16mm Film: Where do Creative Children Play? (5 minutes, colour) 16mm Film: Why Man Creates. (25 minutes, colour)

- 165 -

APPENDIX C

STANDARD CONSTRUCTION DETAILS (PLANS AND SPECIFICATIONS)

BIG CITY CUBE

2X6 DECKING 8 3/4"

WAVE SLIDE

_ 8 3/40

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â&#x20AC;¢

PARKS 'AND RECREATION

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PLEASE REFER TO THE MANUAL (TABLE OF CONTENTS INCLUDED HEREWITH)

,---7ANDARD CONSTRUCTION DETAILS

-.166-

APPENDIX C

STANDARD CONSTRUCTION DETAILS (PLANS AND SPECIFICATIONS) , TABLE OF CONTENTS

PLAY EQUIPMENT SD-100 SD-101 SD-102 SD-103 SD-104 SD-105 SD-106 SD-107 SD-108 SD-109 SD-110 SD-111 SD-112 SD-113 SD-114 SD-115 SD-116 SD-117 SD-118 SD-119 SD-120 SD-121 SD-122 SD-123 SD-124 SD-125 SD-126 SD-127 SD-128 SD-129 SD-130 SD-131 SD-132 SD-133 SD-134 SD-135 SD-136 SD-137 SD-138 SD-139 SD-140 SD-141 SD-141A

Wood Foot Bridge Wood Foot Bridge Sewer Pipe Balance Beam Tire Details Big City Cubes Tire Swing Universal Joint Details - Tire Swing Harbour Series Harbour Series Harbour Series Harbour Series Harbour Series Spider Web Wood Climb-About Wood Climb-About Wood Climb-About Wood Climb-About Wood Climb-About Wood Climb-About Danish House Danish House Bunker Hill Bunker Hill Spiral Stepping Column Log/Timber Form Senior Climbers Jungle Gym and Chinning Bar Tree House Tree House Tree House Tree House Tree House Tree House Tire Wall - Tire Pyramid Suspension Suspension Suspension Suspension

Bridge Bridge Bridge Bridge

SD-142 SD-143 SD-144 SD-145 SD-146 SD-147 SD-148 SD-149 SD-150 SD-151 $D-152 SD-153 $D-154 SD-155 SD-156 SD-157 SD-158 SD-159 SD-160 SD-161 $D-162 SD-162A SD-163 SD-164 SD-165 SD-166 5D-167 SD-168 SD-169 SD-170 SD-17I SD-172 SD-173 SD-174

Multi Deck Multi Deck Multi Deck Multi Deck Multi Deck Log Cabin Pre-School Round House Log Climb Log Climb Mini Bridge Astro Cruiser Astro Cruiser Astro Cruiser Sunken Ship Crowsnest Slide and Sunken Ship Tractor-Train Tractor-Train Tractor-Train Wood Pyramid Wood Pyramid Stage Coach Stage Coach Stage Coach Stage Coach Arch Climber Playhouse Playhouse Spiral Tire Column Cable Slide Cable Slide (MultiDeck Connection) Cable Slide Cable Slide (pulley)

- 167 SPORTS:FACILITIES SD-200 SD-201 SD-202 SD-203 SD-204 SD-205 SD-206 SD-207 SD-208 SD-209 SD-210 SD-211 SD-211A SD-212 SD-213 SD-214 SD-215 SD-216 SD-217 SD-217A

Portable Poles (Basketball, Tetherball, Volleyball) Goal Posts Details Canopy. Backstop Straight Backstop Little League Baseball Field Baseball Diamond Field Layouts Field Equipment Turnbuckle Timers. Bench Acreage Requirements for Sports Field Layouts Tennis Court Construction Details Tennis Court Construction Details Jump Pits Jump Pits - Runways 1/4 Mile Track Yardage Markings Hockey Rink Penalty and Player Box for Hockey Rink Lighting Incandescent Rink Lighting Metal Halide

SD-218

Spray Pool Spray Pool Spray Pool Meter Box Details - Small Park Water Services Meter Box Detail for Small Parks Meter Box Details for Drinking Fountains

SD-310 SD-311 SD-312 SD-313 SD-314 SD-315 SD-316 SD-317 SD-318 SD-319 SD-320

Combination Hockey Rink & Tennis Courts - Incandescent SD-218A Combination Hockey Rink & Tennis Courts - Metal Halide SD-219 Tennis Courts Electrical Panel Arrangement Incandescent SD-219A Tennis Courts Electrical Panel Arrangement Metal Halide SD-220 Baseball Dugout SD-221 Field Line Marker (Wet Marker) SD-222 Field Line Marker Net Marker) Field Line Marker SD-223 (Wet. Marker) Field Line Marker SD-224 (Dry Marker) Field Line Marker SD-225 (Dry Marker) SD-226 Lawn Bowling Marker SD-227 Field Hockey Layout

PLUMBING SD-300 SD-301 SD-301A SD-302 SD-303 SD-304 SD-305 SD-306 SD-307 SD-308 SD-309

-168PARK FURNITURE SD-400 $D-401 SD-402 SD-403 SD-404 SD-405 SD-406 SD-407 SD-408 SD-409 SD-409A SD-410 SD-411 SD-412

Board Fence Wood Grate Planter Removable Wbod Boardwalk Brick Tree Well Concrete Planter Picnic Stove Installation Camp Stove Bumper Rail Duplex Bicycle Rack Backless Park Bench - Type 4B Backless. Park Bench - Type 4B-L & 4B-R Typical Wood Bench Picnic Table Log Picnic Table

SD-413 SD-414 SD-415 SD-416 SD-417 SD-418 SD-419 SD-420 SD-421 SD-422 $D-423 SD-424 SD-425 SD-426

Trail Detail Drinking Fountain Concrete Curbs Sitting Log Park Bench Bicycle Stand Bumper Posts Ski Rack Pre Cast Curbs Trash Unit Details Decorative Fence #1 Decorative Fence #2 Hemingway Planters and Benches Decorative Fence #3

For details regarding each of these Plans, please refer to the book: Standard Construction Details or the exact scale plans filed in the Design Section of Edmonton Parks and Recreation. These details are reviewed annually and revised as required,

Edmonton Parks and Recreation. Planning and Development Branch. Current Planning and Design Section: Standard Construction Details. Revised Annually. Edmonton, n.d. (sic 1979) *Now Property Development Branch. Design Section

- 169 -

APPENDIX D

GUIDELINES FOR PARK MAINTENANCE STANDARDS MANUAL

EDMONTON PARKS AND RECREATION GUIDELINES FOR PARK MAINTENANCE STANDARDS

OPERATIONS AND MAJOR FACILITIES BRANCH

EDMONTON, ALBERTA, CANADA

1979 02 01

PLEASE REFER TO THE MANUAL (TABLE OF CONTENTS INCLUDED HEREWITH)

GUIDELINES FOR PARK MAINTENANCE STANDARDS MANUAL - 170

APPENDIX D

TABLE OF CONTENTS PAGE ACKNOWLEDGEMENTS INTRODUCTION KEY RESULT AREAS Annuals Barriers - Post and Rail Baseball Diamonds - 18.3 Meters Baseball Diamonds - 27.4 Meters Benches Bowling Green Bridges - Wooden Foot Bulletin Boards Curbs Drains or Catch Basins Drinking Fountains Fences Fireplaces Football/Soccer Fields Garbage Receptacles Grills and Stoves Ice-Natural Jumping Pits Natural Areas - Maintained Parking Lots - Gravel Parking Lots - Paved Perennials Picnic Sites Playground Shacks Playgrounds Rinks - Outdoor Rinks - Snowbank Shelters Shrubs Sidewalks and Patios Signs Ski Hills Snow and Ice Removal Tables - Picnic Tennis Courts Toboggan Run Toilets - Outdoor Tracks - Running - Rubberized Tracks - Running - Shale Trails - Bicycle Trails - Horse Trails - Cross Country & Teaching Tracks Trails - Hiking and Jogging Trees Turf Grass Bibliography

1 5 5 6 7 7 8 9 10 10 11 11 11 12 13 14 15 15 16 17 18 18 19 19 20 21 21 22 23 23 24 25 26 26 27 27 27 29 29 31 31 31 32 32 32 33 35 37

- 171 -

APPENDIX E

PARK MAINTENANCE TECHNICAL STANDARDS MANUAL

PARK IVIAIIVI'TEM. --ICE

TECHNICAL STANDARD MANUAL

@itibnton

PARKS AND RECREATION

PLEASE REFER TO THE MANUAL (TABLE OF CONTENTS INCLUDED HEREWITH)

- 172 -

APPENDIX E

PARK MAINTENANCE TECHNICAL STANDARDS

MANUAL

TABLE OF CONTENTS SECTION

PAGES

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

PLANT MATERIAL ° TREES

2 3

PLANT MATERIAL ° SHRUBS PLANT MATERIAL ° BEDDING PLANTS

3-3.22

TURF

4-4.13

SPORTS FACILITIES

5-5.23

PLAY EQUIPMENT

6-6.18

PARK AMENITIES

7-7.18

TRAILS

8-8.8

GENERAL MAINTENANCE

9-9.5

SPRAYING

iv 1-1.13 2-2.9

10-10.5

Edmonton Parks and Recreation. Operations Branch and Major Facilities Branch. Park Maintenance Technical Standards Manual. Edmonton, 1981.

- 173 APPENDIX F

NEIGHBOURHOOD

PARKS PLANNING PROCESS

(MANUAL)

NEIGHBOURHOOD PARKS PLANNING PROCESS 11/4 t- )1,1,

â&#x20AC;¢

)

) .1A,e

r41; 4 N.' ;.

Cdfrionton PARKS AND RECREATION

PLEASE REFER TO THE MANUAL

- 175 -

APPENDIX G

CONIEVIU ITY RECREATION NEEDS STUDY MANUAL

PARKS AND RECREATION

PLEASE REFER TO THE MANUAL

-177-

COMPARISON OF REPORTED ACCIDENTS OCCURRING IN/ON EDMONTON PARKS AND RECREATION FACILITIES/PARKS, 1974-1979*

APPENDIX H

COMPARISON OF REPORTED ACCIDENTS OCCURRING IN/ON EDMONTON PARKS AND RECREATION FACILITIES/PARKS, 1974-1979* POOLS PLAYGROUNDS SKI HILLS SCHOOL GYMNASIUMS DAY CAMPS IN RAVINES ARENAS OTHER RECREATION CENTRES GRAND TOTAL

1974 1975 1976 1977 1978 1979 GRAND TOTAL 375 22 28 30 45 119 131 177 42 36 27 24 39 9 63 21 20 0 21 0 1 61 2 10 21 10 10 8 48 5 14 5 8 9 7 43 4 12 3 18 0 6 38 9 8 17 0 1 3 37 1 1 0 5 11 19 42

129

238

247

842

â&#x20AC;˘NOTES: Source:

These statistics were compiled from all accident reports submitted to Edmonton Parks and Recreation Administration Headquarters as they occurred. The most senior staff person present in the field at the scene of the accident prepares a report, has it signed by his supervisor and forwards one copy to the CN Tower and files one copy in his District Office.

Pools

From 1974 to the present, there are five outdoor pools. In 1974, there were 8 indoor pools; in 1975, there were 9 indoor pools; in 1976 and 1977, there were 10 indoor pools; in 1978, there were 10 indoor pools and an aquatic centre which contains 3 pools and a diving tank; in 1979, there were 11 indoor pools and an aquatic centre; in 1980, there will be 12 indoor pools and an aquatic centre. The twelfth pool is the ACT Pool which was especially designed and constructed to handicapped standards.

Arenas

From 1974-1979, there were 14 artificial ice arenas and 1 natural ice arena. In 1980, the natural ice arena was converted to an artifical ice arena.

Schools

Although there are approximately 236 public schools and 129 separate schools, no record was kept of the number of schools which offered community programmes in the evenings or week ends. It was during these programmes that these reported accidents occurred.

Recreation Centres

From 1974-1979, there were 9 recreation centres.

Ski Hills

From 1974-1979, there were 3 ski hills.

Day Camps in Ravines From 1974-1979, Day Camp programmes were offered in 5 different locations as well as a HCbertisme Course and a Physical Fitness Trail. See page 4 for a detailed breakdown. Play Grounds

During 1974-1979, there were approximately 500 play grounds* .* No record was kept of those play grounds which offered supervised play during this time period. Although we do have records of some accidents which occurred on a play ground which did not offer supervised play, it is probable that most accidents which occur on an unsupervised play ground are not reported. For a detailed breakdown of the types of accidents which occurred on these play grounds, please refer to pages 3 and 4.

Other

Facilities included here are all other facilities and programmes offered by Edmonton Parks and Recreation. Accidents were reported from the following facilities: the Planetarium the Conservatory the Zoo the Riding Academy and Equestrian Centre Fort Edmonton Museum Park William Hawrelak Fishing Pond (Fish Hooks embedded) Golf Courses a Tennis Court outside supervised activities (hay ride, roller skating rink, field trip to a fire station, a Curling Rink) m, in use annually.

March 27, 1980

- 179 -

DETAILED BREAKDOWN OF REPORTED ACCIDENTS OCCURRING ON EDMONTON PLAYGROUNDS, 1974-1G79

APPENDIX I - PART 1

NUMBER OF INCIDENTS

1. 1. I. 3 3 3 2 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Walking on logs, fell off Swing on Trapeze Bar, fell on lo:s 15 feet away Fell off large Tire Sing onto ;reen iron tc7 fence surrounditg play ground Chain on.largc Swing Set broke, child nct irjurtd Child fell off Cable Slide/Ride (ConstrLttirn not completed) Welding broke on Tire Swing, child nct in)wred Teenagers beat up nine-year-old Pushed in wading pool Child thrown into fountain

1 1 1 1 1 1 1 177

NATURE OF THE ACCIDENT Stepped on glass Fell on glass in wading pool or rock pond Tripped and fell Playing game, hit by can, rock, ball or bat Fell off Big Slide Fell off Monkey Bars Hurt finger or wrist playing ball Hit by Swing Bumped head on picnic table or door Fell off bicycle Hit head on Rocking Horse handle Children fighting (1 broke arm falling) Fell on edge of wading pool or sand box Dropped wading pool lid on foot (2 involved Surerviszrl Children collided Stepped on nail Fell off Small House Fell off Big City Cube Fell off Swing Fell off green bars around play ground Fell off wooden storage compound Slipped on rocks in rock pond, stubbed toe Scraped arm on log surrounding sand box Child threw sand at another Fell on stick Bit by dog Bit by gopher while attempting to snare gophers Fell off Teeter Totter Fell on pocket knife Fell off Merry-Go-Round onto wooden log barrier Fell over bar on Small Swings Fell off bicycle going over ramp Fell off bicycle when pedal broke Fell off Band Stand Fell on Swing trying to escape dog Child stepped on another child Child stepped on rake, hit face Hit with bicycle while playing tetherball Hit head while crawling through Sewer Pipe Hit head on basketball pole Hit with cable Cut foot walking up slide rather than ladder Fell off slide while climbing up slide rather Liar Cut knee while climbing over fence Adult tripped on gopher hole Child jumped off fence, broke wrist pelt Fell off tetherball pole while attempting to Kicked in face while playing tetherball Dislocated finger while playing on Big Tire Folding door collapsed on thumb Power mower threw rock Sliver from log surrounding sand pit Pushed off Merry-Co-Round Child threw rock at another child Child sick, threw up

37 10 10 9 6 6 6 5 5

Grand Total

1974_2979

- 180 -

APPENDIX I - PART 2

DETAILED BREAKDOWN OF REPORTED ACCIDENTS OCCURRING IN DAY CAMPS IN RAVINES, 1974-1979

DETAILED BREAKDOWN OF REPORTED ACCIDENTS OCCURRING IN DAY CAMPS IN RAVINES, 1974-1979 NUMBER OF INCIDENTS 6 4 4 4 3 3 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 48 Grand Total

Prepared By: Edmonton Parks and Recreation Current Planning and Design SM:NN:nln March 27, 1980

NATURE OF THE ACCIDENT Children collided Child stepped in gopher hole Child stepped on nail (1 rusty) Child hit by ball or can playing a game Child stepped on another child accidentally Child fell down hill Child fell or stepped on glass Child tripped or fell over or on a rock Child tripped over a root Child fell on a branch Child scraped arm on a branch Child fell down a hill on a bicycle Child fell and stubbed toe Child sprained ankle Child sprained thumb playing ball Child hit head on door Child hit head with dull side of axe, chopping wood Child cut knee with saw Child fell out of tree, broke arm Child stubbed toe on tent peg Child splashed self with hot water Child was stung by a wasp Child fell off climbing net in Hebertisme Course Child caught finger in gate on Fitness Trail Sixteen-year-old ate diefenbachia plant Adult supervisor picked up log, suffered back spasms 1974-1979

-181APPENDIX J

CITY OF EDMONTON PLAYGROUND EVALUATION CITY OF EDMONTON PLAYGROUND EVALUATION

Section II To be completed by Matntenance Staff. I. What general problems do you see with the design of playground and what additions and/or changes would you recommend to improve the design? Playground ecivilment: Layout: Location: Grass, Trees. Bushes: Fences: Other: PARK BENCHES, PICNIC TABLES, STOVES, VT CETERA 2. Would you recommend any changes In the actual building materials used In the construction of the equipment? Comments:

Check off the playground equipment your playground has, and rate each piece of equipment using the following scale: S - Very Good

- Good

3 - Average

1 - Very Poor

2 - Poor

0'1c sn"vic,

Example: X Merry-go-round 4. S.

Sewer Pipe tolance Beam

Tire Climb

tVl

ts/Sugqestos 3

Wood Foot Bridge

s o

Dig City Cubes Single itoljar

10.

Tire Swing

11.

Ship's Cabin

12.

Bridge .

13.

Spider Web

14.

Lookout

IS.

Wood Climb About

16.

Bunker N111

17.

Spring Board

18.

Spiral Stepping Column

19.

Log Form

20.

Senior Climber

21.

Jungle Gym

22.

Chinning Bar

23.

Tree House

24.

Tire Wall

25.

Tire Pyramid

24.

Tire Crawl

27.

Su:pension Bridge

28.

Multi Occ4

continued ...

- 182 -

APPENDIX J

CITY OF EDMONTON PLAYGROUND EVALUATION City of Edmonton Playground Evaluation

continued

Continued

Section ill To be completed by Maintenance Staff. I. %Chat general problems do you see with the design of playground and what additions and/or changes would Tow receemend to Improve the design./ Playground equipment: Layout: Location: ssss s Trees, Owshes: Fences: Other: papa p(NCIMS, PICNIC TABLES, MKS, AT MYRA 2. Would you recommend any changes In the actual building materials used in the construction of the aulpeeetT Comments:

Check off the playground equipment your playground has. sh4 rate each piece of equipment using the Canoeing scale: 5 - Very Good

4â&#x20AC;¢Cood

- Average

2 - Poor

I - Very Poor

0c6 I'

Example: Merry-go-mound

29.

Log Cabin

20.

Cable Slide

31.

Preschool Roundhouse

32.

Danish House

33.

Log Climb

34.

Mini Bridge

35.

Astro Cruiser

36.

Sunken Ship

37.

Tractor Train

38.

Senior Swings

55.

Junior SeIngs

40.

Senior Slide

41..

Junior Slide

42.

Castle Tower

43.

Merry-go-round

44.

Jacobs Ladder

45.

Teeter Totter

46.

4 Seater horse Ridge

47.

tints/mounds

48.

Wading/spray pool

49.

Other equipment (describe)

i 2,

A ,

2 ' 4

l'st' Comments./ Suggest Ions

SWINGS

,-• ,-, ,-, ,-. •-• ,-• ,--, .... •-• ,-, , ,- ,-, ,-,

7ri if, '" '-' if '-' Ft ,../ :V..- .=1-' tgOi' ..i . i.?,!•, " i.r"c• ' f.... 9r El t7: va 62 -'Oco Fr ...., ,., i i t • r, ' 1".. ' 1.7:1 M. ,I. - .` r; 1-.• a/ a• o, id• . ‘..' Cr, WI Al, Al All I, 0,

NXI Gt.,13ddV

OVERALL PLAYGROUNDS APPLICABLE TO MANY WOOD BRIDGE - FOOT SEPITT1ft BALANCE BEAM TIRE DETAILS BIG CITY CUBES TIRE WING HARBOUR SERIES SPIDER WEB WOOD CLIMB-ABOUT DANISH HOUSE BUNKER HILL

,,,

Le TIMB* • SENIOR CL -n: JUNGLE GYM/CHINNIN G B , 1 TREBOBS

K I 0

'f'•

MULTI DECK LOG CABIN PRE-SCHOOL ROUNDHOUSE LOG CLIMB MINI BRIDGE ASTRO CRUISER CROWSNEST SLIDE/ SUNKEN SHIP TRACTOR TRAIN WOOD PYRAMID STAG E COACH ARCH CLIMBER PLAYHOUSE SPIRAL TIRE COLUMN CABLE SLIDE

'HORIZONTAL LADDER/ MONKEY BARS ILOG CLUSTER ILOG CURBING

I—,

STANDARD DETAIL NUMBER (S).

, ,

SITE/APPARATUS DRAINAGE PROBLEMS

DESIGN DEVIATIONS FROM THE STANDARD DETAIL AT THE CONSTUCTION/INSTALLATION STAGE IMPROPER CONSTRUCTION IN TERMS OF MATERIALS' DIMENSIONS (1.E WIDTH OF BEAMS, LOG DIAMETERS) IMPROPER CONSTRUCTION IN TERMS OF SPATIAL DIMENSIONS (I.E. DiSTANCE BETWEEN STEPS ON LADDER) FOUNDATIONS NOT AT OR BELOW SUOGRADE, RESULTING IN EQUIPMENT TOO HIGH OFF GROUND NOT FLUSH WITH ONE ANOTHER , •

INTERFACES BETWEEN EQUIP /.'1D/OR EQUIPMENT AND GROUND NOT FLUSH WITH ONE ANOTHER TARDY MAINTENANCE FOLLOW-UP ON DEFECTIVE EQUIP/ENT COMPACTED SAND AROUND SLIDE/JUMP-OFF AREAS IMPROPER FINISHING (I.E. INCORRECT COUNTER SINKING, EXCESS CABLE/ WIRE LEFT EXPOSED -LACK OF STAIN ON EQUIPMENT OR SEVERAL TYPES . OF STAIN USED IN ONE PLAYGROUND

NOIIDNII SNOD

UNIOR SENIOR SWINGS EETOR-TOTTER

r T

, t; ' tfl

Appendix L

lizeOtavvwcs,

tions ecifica Sp pLAYG ROuND 4c.

01 4 1 10 01)

GLOSSARY OF TERMS AND DEFINITIONS

- 185 -

APPENDIX L A.

GLOSSARY

OF TERMS AND DEFINITIONS

Activity Play Zone: Is the space where a singular or group of related types of activity (ies) occur. A Playground is an Activity Play Zone within the broader term Play Space. Other examples of Activity Play Zones may be a 'swinging play zone' where swinging activities occur or a 'quiet Activity Play Zone' where table-top games are played or reading or just relaxing occurs. Adventure Playground: Is a play space built by children under adult supervision. The adult play leader ensures that the area is supplied with 'scrap' materials, encourages the children to utilize their own resources and ideas but does not dominate the direction of play. See also Playground. *Agreement: A valid contract duly executed and legally binding; the language or instrument surrounding such a contract. Aspects of Development: This term relates to the five developmental skills one must acquire and perfect to adjust successfully as an adult in society. These skills are physical, creative, intellectual, emotional and social development.

Barrier-Free: This term relates to accessibility, particularly with regard to disabled users. Barrier-Free accessibility includes curb cuts, ramps or gradual inclines where necessary; circulation surfaces which are firm and level, and entrances wide enough for wheel chairs. Mothers pushing strollers and children riding tricycles also require barrierfree entrances. *Budget: A detailed planned outline of all financial matters including expenditures and revenues - budgets should be prepared annually. **Capital Budget: A list of anticipated large expenses to be incurred on items of major expense, generally considered to be a one-time purchase. The term used when discussing the acquisition or construction of a facility or complex and related equipment possessing a useful life time of not less than five (5) years. **Operating Budget: A list of anticipated expenses incurred in the day-to-day operation of recreation services. Buffer Zone: This is a protective device, planting material or open area introduced to reduce noise and visual pollution an to eliminate safety hazards caused from encroachment of ifferent, potentially conflicting types of

*Alberta Recreation, Parks and Wildlife. Recreation Development Division. A Glossary of Common Recreation Terms. Edmonton, 1978.

-186*Bylaw: A Municipal law adopted by an organization chiefly for the government of its members and the regulation of its affairs; established under the terms of a Provincial Act. C. Caliper: (Caliber) On ornamental trees caliper refers to the diameter of the trunk measured at 12" above ground as the tree stands in the nursery. On fruit trees caliper shall be measured at 2" above the bud union. (From Canadian Nursery Trades Association. Guide Specification for Nursery Stock. Cooksville, Ontario, n.d. (B.C.I. No. 52-Landscaping. Note: Caliper is Edmonton Parks and Recreation's preferred spelling whereas Canadian Nursery Trades Association utilizes caliber) Canopy: This term refers to the uppermost spreading foliage portion of a tree. Capital Budget: see Budget Catholic Schools: see Edmonton Separate School Board Circulation Route: This relates to the open linkage area or walkway between different activities or clusters of playground equipment,or it may refer to the specific pedestrian domain passing through a Neighbourhood play space. Combination Playgrounds: Are comprised of aspects of Adventure, Creative, and Traditional Playgrounds. See also Playgrounds. *Community: Described as a social organization that is territorially localized and through which most members can satisfy their daily needs as well as deal somewhat concretely with common problems. (From Olsen, Marvin E. The Process of Social Organization: Power and 'Social Systems. Second edition. New York, Holt, Rinehart Winston, 1978) Community Leagues: Are voluntary associations within neighbourhoods which promote and provide recreation facilities and programmes for residents of the community. The City leases land to community leagues, provides utility installations up to the building site, assists in planning and designing facilities and provides grants for construction and operation of the facilities. (From Edmonton Parks and Recreation Master Plan, 1979-1983.)

* Alberta Recreation, Parks and Wildlife. Recreation Development Division. A Glossary of Common Recreation Terms. Edmonton, 1978.

- 187 Construction Standards: Relate to the specifications listed on the individual design plans and working drawings and to those specifications provided in various Manuals recognized by Edmonton Parks and Recreation such as the Servicing Standards Manual. Contract: A binding legal agreement between two or more persons or parties containing clauses identifying responsibilities of the separate parties. Creative Playground: A creative playground is designed by the adult to nurture all aspects of the child's development through the utilization of natural materials such as sand, water, wood, rubber and rock in a landscaped setting. Other furnishings and amenities are provided to include play opportunities for all ages. Culture: "Culture is expressed through symbolic representations of a people's world view transmitted through the media of music, drama, dance, visual arts, literature and crafts or various combinations thereof. Examples of symbolic representations may include but are not limited to: musical compositions, songs, dances, drama productions, drawings, paintings, sculptures, graphics, films, prose, poetry, weavings, pottery, jewellery, emroidery, macrame and architecture." (From Edmonton Parks and Recreation, Planning and Development Branch. Research and Planning Section, "Expressions of Culture:' Edmonton, 1979. Report No. R-09-79, p.1) D.

Day Camp: A structured outdoor programme offered to youth in Edmonton in the River Valley and Ravine System. The programme is a type of Adventure Playground in that it utilizes the natural elements of the world: earth, water and fire. The emphasis is on nature education and history. Day Care Centre: A publicly subsidized programme such as the one offered at the Glengarry Services Centre or a privately-operated facility which provides supervision and facilities for pre-school children during the day particularly for children of working mothers. Decentralized Districts Edmonton Parks and Recreation operates its recreation and maintenance programme from five decentralized Districts. Each District is managed by a District Director and a General Supervisor of Recreation, a General Supervisor of Maintenance and a General Supervisor of Facilities. The five District Directors report to the Manager of the Operations Branch.

-188Design Standards: Relate to the qualities that include features for safety, comfort, vandal-proofing, and ease in maintenance as well as providing for a range of experiences and control of these experiences. Every component of the play space is subject to a design standard but design standards are especially important with regard to play equipment primarily because of safety features. Design standards are also inter-related with Materials, Performance, Construction and Maintenance Standards. Disabled Centres: Edmonton Parks and Recreation operates the ACT Recreation Centre offering a variety of programmes for the physically, mentally and emotionally disabled. The Centre has an auditorium, social areas, craft rooms, a gymnasium and indoor swimming pool totally accessible to the disabled. The ACT Recreation Centre is located in Rundle Park. Disabled centres may also be provately-owned and operated or owned or subsidized by another level of Government. District: See Decentralized Districts. District Park: In the hierarchy of open space, the District Park in Edmonton serves a population of 40,000 to 60,000, usually within one mile of their home. It includes parks and athletic grounds of a more specialized nature than neighbourhood parks. They are designed to complement neighbourhood parks and normally serve 6 to 10 neighbourhoods. Facilities which are often included in District Parks inclUde arenas, swimming pools, tennis courts and sports fields. (Edmonton Parks and Recreation Master Plan, 1979-1983). District Recreation Co-ordinator: An employee of Edmonton Parks and Recreation reporting to the Supervisor of Recreation in his District with a professional background usually in Recreation Administration. His duties include establishing and maintaining communication channels between the Department and the community as well as acting as a resource to the community on a day-to-day basis. person Downtown Tree Coimuittee: A Society established in 1976 to beautify the downtown core of Edmonton by planting trees. The Committee received a grant from the Provincial Government's Major Cultural/Recreation Facility Development Programme matched with funds recovered by means of a linear frontage assessment of participating businesses. Maintenance costs were and are borne by Edmonton Parks and Recreation. The Committee received the support of the Chamber of Commerce and formally signed an agreement with City Council on March 10, 1977 to promote the Edmonton Downtown Tree Project.

- 189 E. "EaseMent: The legal right of access to property held by a second party usually for the purposes of servicing the land with utilities or running utility services across the land, Edaphic Conditions: Are factors relating to type, acidic or basic reaction, and/or hydrology of soil. Edmonton Federation of Community Leagues: (E.F.C.L. or E.F.C/L) The parent body for the Community League movement in Edmonton was formed in 1921 with ten community leagues members. The first of the community leagues was the 142 Street League (now called Crestwood) formed in 1917. The Federation is the representative and co-ordinating organization for 125 (1980) community leagues in Edmonton. Edmonton Parks and Recreation: The earliest reference to Parks was in 1906 with City Council's appointment of a Streets and Parks Committee. In 1912 this Committee became the first Parks Department but became defunct with the outbreak of World War I. The establishment and maintenance of Parks was a function of the City Engineers until 1947 when a separate Parks Department was created. In 1944 a Recreation Commission and later Recreation Department was established. On August 29, 1961, Edmonton Parks and Recreation was officially established with the amalgamation of the Parks and Recreation Departments with the passage of Bylaw 2202. Edmonton Public School Board: An elected Board of officials who operate approximately 200 'public' or non-denominational elementary, junior high and senior high schools in Edmonton through the levying of a 'school assessment tax' by Edmonton City Council. The design, development and maintenance of school playing fields are the responsibility of Edmonton Parks and Recreation through the Joint-Use Agreement. Edmonton Separate School Board: An elected Board of officials who operate 100 'separate' or Catholic Schools in Edmonton through the levying of a 'school assessment tax'by Edmonton City Council. The design, development and maintenanceof school playing fields are the responsibility of Edmonton Parks and Recreation through the Joint-Use Agreement. Entrapment Openings: Are small openings formed through the design of a piece of play equipment or park furnishing which may catch a part of the body particularly the head.

* Alberta Recreation, Parks and Wildlife. Recreation Development Division. A Glossary of Common Recreation Terms. Edmonton, 1978.

- 190*Environment: The aggregate of surrounding space, conditions and influences. The totality of factors external to an organism; the sum of all the external conditions and influences affecting the life and development of an organism. (From Gold, Seymour M. Urban Recreation Planning. Philadephia, Lea and Febiger, 1973) Evaluation: Is the process of determining the significance or worth of a programme, policy, standard, play equipment or whatever by careful appraisal or study. It is an integral part of the planning process. Experiences: The usually conscious perception or apprehension of reality or of an external, bodily or psychic event; knowledge, skill, or practice derived from direct observation of or participation in events (From: Webster's New Collegiate Dictionary, Springfield, Massachusetts, G. & C. Merriam Company, 1979). With regard to play, these experiences are often termed opportunities and an important aspect of these experiences is the ability to control or manipulate them in some way. For example, playing in sand or sifting sand through one's fingers or toes can be termed an "experience" and because the way or amount is endless, the opportunity offered is one of control or creativity. F.

*Facility: A physical structure and/or open space used for the operation of a program activity. (Gold, Seymour M, Urban Recreation Planning. Philadelphia, Lea and Febiger, 1973) *Feasibility Study: Assessment of the viability of a project which includes analyzing overall plans for the project and determining capital costs, operating costs, alternatives to the proposal, sites, from the project. Federation of Colimunity Leagues: See Edmonton Federation of Community Leagues. *Fitness Trails: Designated circuit involving running paths connecting a number of stops where an activity is performed using instructions and/or apparatus that will condition the participant's body. Furnishings: See Park Furnishings.

* Alberta Recreation, Parks and Wildlife. Recreation Development Division. A Glossary of Common Recreation Terms. Edmonton, 1978.

- 191G. '*Goal: Is a statement of broad direction, purpose or intent based on the identified needs of the community. A goal is general and timeless; that is, it is not concerned with a specific achievement within a specified time period. (From: San Francisco. Recreation and Parks Department. Program Evaluation. Los Angeles, California, Planning Research Corporation, 1971. Grants: Monies given as either capital or current funds to accomplish a given project or course of action. Frequently the grants are given on a matching basis. The City of Edmonton funds five grant programmes for community leagues through its current budget. These are: the Community League Grant, Community League Operating Grant, Grants to Defunct Emerging Community Leagues, The Federation of Community Leagues Operating Grant and the Construction/Renovation Grant. The five Provincial Government grants which provide capital and current funds are: the Major Cultural/Recreation Facility Development Program, Project Cooperation, The Operational Assistance Programme, Further Education Programme and Museums Grant. In addition to these grants for recreational facilities, there is a tri-governmental grant provided by the Federal, Provincial, and Municipal Governments. This grant is called the Neighbourhood Improvement Programme Grant but will be phased out. H.

Hard Landscaping: Refers tO inorganic substances that comprise a play space; the sub-surfaces, the hard and soft inorganic (sand, shale, et cetera) surfaces, the containment edges and the park furnishings (light standards, benches, picnic tables) and play equipment. H6bertisme Park: Is a type of unstructured, aerial physical fitness course designed in a ravine or naturally wooded area. The participant Csually under adult supervision or frequent maintenance checks) learns to calculate risk and understand the consequences of his action while moving through the dynamic course. Hydrology: The science dealing with the properties, distribution and circulation of water on the surface of the land (drainage), in the soil and underlying rocks, and in the atmosphere. (From: Webster's New Collegiate Dictionau. Springfield, Massachusetts, G. & C. Merriam Company, 1979.)

* Alberta Recreation, Parks and Wildlife. Recreation Development Division. A Glossary of Common Recreation Terms. Edmonton, 1978.

- 192 J.

Joint-Use Agreement: An agreement between the Department, the Edmonton Public School Board and the Edmonton Separate School Board, The first agreement was concluded on September 24, 1959 and basically stated that the school buildings were to be available to the City for recreation purposes (without charge) on evenings, weekends and holidays; and that the Edmonton Parks and Recreation facilities were to be made available to the school boards (without charge) during regular school hours. In addition, Edmonton Parks and Recreation assumed the financial responsibility to plan, develop and maintain school grounds. This agreement was revised in March 1962, January of 1966, September of 1970 and the latest agreement was formally signed on August 5, 1980. Junior Level: See Playground Age Levels.

Key Result Area: This term relates to Maintenance Standards and is defined as a specific activity, function or piece of equipment. For example: a sign may be termed a 'key result area' or the maintenance of a shrub bed may be termed a Key Result area for purposes of determining a standard for maintenance.

Land Use Bylaw: A Land Use By-Law may prohibit or regulate and control the use and development of land and buildings within a municipality as defined by The Planning Act, 1977 of the Alberta Government. This Planning Act required the passage of such a By-Law in early 1980 to replace Edmonton's previous Zoning Bylaw and Land Use Classification Guide. Edmonton's new Land Use Bylaw #5996 was adopted on July 3, 1980. Leader: A member of a group who performs a function which serves to assist others to recognize goals of common interest and to stimulate or to guide them to achieve these goals. Leadership Development: The learning of skills and techniques which will enable a person to assist a group to reach its desired goal (s). Lease Agreement: As it relates to the definition of Agreement and Edmonton Parks and Recreation, this term refers to the individual community league which leases a portion of the neighbourhood park for their buildings and facilities including parking. The agreement is duly executed by the League, the Federation and the City of Edmonton and contains the responsibilities of each of the parties to each other. The community league building and facilities form part of the site amenities/ site constraints that the designer considers in designing the play space.

* Alberta Recreation, Parks and Wildlife. Recreation Development Division. A Glossary of Commonâ&#x20AC;&#x2DC;Recreation Terms. Edmonton, 1978.

-193LeVels Of Service: Relates to Maintenance Standards where Edmonton Parks and Recreation recognizes three distinct Levels of Service. "A" Level is the 'most intensive, "B" Level is less intensive or of medium intensity while "C" Level is the least intensive or of low intensity. Liability: See Public Liability. M.

Maintenance Standards: Are the equations of qualitative and quantitative levels to which maintenance tasks should_be accomplished. (From: Rumgardner, Walter H. HoW to Develop a Maintenance Standards Program; in a Management Guide for Members, National Institute on Parks and Grounds Management. Appleton, Wisconsin, Madison Publishing Division, 1978. Major Park: In Edmonton this refers to a City-Level Open Space Park in the River Valley Ravine System or because it is the only one of its type - for example: South Industrial Sports Centre.now called John Fry Park *Master Plan: A flexible, long term, prescriptive guide for systematic and orderly selection and development of Facilities and Services for recreation purposes. (From: Beres, Larry, Working Definitions Relative to Recreation, Prepared for the Alberta Government Recreation Committee, 1971.) *Materials Standards: The elements, constituents or substances of which something is composed or can be made and the method of evaluating the quality of such substances are known as Materials Standards. Mini Park: See On-Street-Mini-Park.

The Needs: This refers to the verbalized or identified requirements for play experiences or opportunities that a particular community or neighbourhood expresses through a formal survey, telephone survey, public meetings and/or briefs. The process of determining a neighbourhood's Needs is called the Development of Programme Requirements.

* Alberta Recreation, Parks and Wildlife. Recreation Development Division. A Glossary of Common Recreation Terms. Edmonton, 1978.

-194Neighbourhood: Is defined as that normal geographic area designed for community league purposes or that geographic area identified as the catchment area of an elementary public school. A population between three to five thousand people will normally support the presence of a community league and will normally generate enough children to support the presence of a public elementary school. Neighbourhood Improvement Programme: (N.I.P.) The program was "designed to provide financial assistance for social and recreational facilities and municipal works, and other forms of local/urban infrastructure that bear upon the quality of life in low and middle income urban neighbourhoods in Canada." The Grant Program was jointly funded by the three levels of Government, the Federal, Provincial and Municipal and administered by the City of Edmonton in areas approved under the guidelines provided. (From: The Central Mortgage and Housing Corporation. Neighbourhood Improvement Program Delivery System Evaluatiou, Ottawa, 1976. Manual No. 1, Research Design). Newer Neighbourhoods: The significance of the term 'newer neighbourhood' is derived from the method of parkland acquisition through public reserve dedication from the subdivision process through provisions of the Planning Act. Six neighbourhood types were identified in Edmonton during the social area analysis undertaken to prepare the Edmontcn Parks and Recreation Master Plan 1979-1983. The neighbourhoods were grouped together on the basis of social and demographic data with similar population characteristics. 0.

Objective: An objective is a desired accomplishment which can be measured within a given time frame. Achievement of the objective advances the system toward a corresponding goal. Accordingly, objectives must be developed that support and contribute to achievement of the established goals. (From: San Francisco. Recreation and Park Department. Program Evaluation. Los Angeles, California, Planning Research Corporation, 1971). Older Neighbourhoods: As with newer neighbourhoods, the significance of the term 'older neighbourhood' is also derived from the method of parkland acquisition since the subdivision process occurred prior to the provisions for reserve dedication. Parkland in these neighbourhoods was either purchased, donated or acquired through transfer from lands purchased for other municipal purposes. Many of these neighbourhoods have parkland deficiencies created through high densities resulting from intensive land use.

- 195 On-Street Mini Park: This was a portable park concept first instituted in the downtown area of Edmonton as a pilot project in the summer of 1978. The modular components composed of park benches, waste receptacles and trees in tubs were,locatedon the street occupying one parking stall. These parks are often called port-a-parks because they are completely portable. Opportunity: This term as it relates to play spaces, is the series of experiences that are offered. A play opportunity may facilitate physical, creative, intellectual, emotional or social developmental skills through passive or active participation. *Outdoor Education: The development of the knowledge, skills and abilities that enable an individual to understand, and use the natural environment without undue impairment. H6bertisme Parks facilitate aspects of outdoor education. *Outdoor Recreation: Combines all forms of recreation that involve the use, understanding or enjoyment of the natural environment. H4bertisme Parks, Adventure Playgrounds, Fitness Trails and Day Camps are all forms of outdoor recreation. Overhead Administration Charge: Business expenses arising from the inclusion of a particular project but not directly chargeable to that project such as charges related to invoicing, et cetera. P.

Park: Public Park means development of public land specifically designed or reserved for the general public for active or passive recreational use and includes all natural and man-made landscaping, facilities, playing fields, buildings and other structures that are consistent with the general purposes of public parkland, whether or not such recreational facilities are publicly operated or operated by other organizations pursuant to arrangements with the public authority owning the park. Typical uses include tot lots, band shells, picnic grounds, pedestrian trails and paths, landscaped buffers, playgrounds and water features. (The Land Use Bylaw of the City of Edmonton, 115996, page 27). For the purposes of this Policy Statement, a park is designated to serve the residents of a neighbourhood and is usually that parcel of land that is referred to aS the neighbourhood park and community playground and contains the community league building.

* Alberta Recreation, Parks and Wildlife. Recreation Development Division. A Glossarq of Common Recreation Terms. Edmonton, 1978.

-196Park Furnishings; Includes enities such as benches, picnic tables, waste receptacles, light standards, picnic stoves and water fountains. *Participation; Public(Community): Is the process by which the public or the community as a whole becomes involved in the review and the finalization of recreation plans and projects affecting the community.. Public participation is an integral part of the planning process and is strongly encouraged and supported by Edmonton Parks. and Recreation. Performance Standards: Relate directly to safety considerations with regard to function and are inter-related with Materials, Design, Construction and Maintenance Standards. They test the material within the function of its design particularly with reference to safety aspects. Phases of Development: Relate to the stages of psychological development as the child progresses to adulthood.. In the context of this Policy Statement, we have termed the five stages as the sensorimotor, preconceptual, intuitive, 'concrete operations' and 'formal operations' phases. (From Dattner, Richard. Design for Play. New York, Van Nostrand Reinhold Company, 1969) *Philosophy: This word implies a broad but inter-related system of thinking having to do with fundamental beliefs about the nature of man, the role of government in human experience . Planning: Designing a course of action to achieve ends; . a way of defining purposes and of choosing means for attaining them; or the systematic collection, organization and processing of information to facilitate decision-making; or the anticipation of and preparation for the future; or the formulation of goals and designing means to achieve these goals. (From: Gold, Seymour M., Urban Recreation Planning. Philadelphia, Lea and Fabiger, 1973. p.320) *Play: The free, happy, spontaneous, natural expression of people that may contribute to the mental, physical and emotional development of people. Play Components: See Programme Development Components Play Equipment: See Programme Development Components

* Alberta Recreation, Parks and Wildlife. Recreation Development Division. A Glossary of Common Recreation Terms. Edmonton, 1978.

- 197 Play Space: Any deaignated phYs.i.Qa1 area where people learn and develop physical, creative, intellectual, emotional and social skills through contemplation, observation or re-creation either in passive or active participation in the environment of the play space. The term play space is synonymous with the word playground except that it is not subject to the stereotyped belief that the area is exclusively for children and/or consists exclusively of play equipment, Playground: See Play Space. A play space may contain a Playground as an Activity Play Zone in the broader context of the word play space. Playground Age Level: A Playground Age Level is an arbitrary category based on the different age levels of physical, mental or social developmental skills generally attributed to that age group. They are not rigid categories and were devised in order that various age levels could be facilitated in Edmonton's play spaces through the creation of Activity Play Zones. For our purposes we have termed these three categories the Pre-schooler, Junior and Senior Level. The Pre-schooler Level considers the developmental skills and dimensions of the child from birth to six years Of age; the Junior Level from six to twelve years of age and the Senior Level concerns developmental skills attained after the age of twelve years including teenagers and adults. The Senior Level has ereas specific for observation as well as for different levels of participation. *Policies:

These might be described as major operational guides which define areas of professional departmental or recreation board - the written rules and procedures for the management of recreation affairs. See also Principles and Procedures. Port-a-Parks: See On-Street Mini Parks Pre-schooler Level: See definitions under Playground Age Level Primary Playground Site: Edmonton Parks and Recreation recognizes one Primary Playground Site per Neighbourhood. The significance of this term is that the major portion of the Department's capital funds designated for that Neighbourhood will be expended on this site. The facilities within this play space will stimulate all age levels including adults and will include integrated play for the disabled. *Principles:

These represent sharply focused and specific statements of belief, or fundamental convictions which provide the basis for more direct action. Taken together, they may comprise a total philosophy and the establishment of policies. See also Policies and Procedures.

* Alberta Recreation,Parks and Wildlife. Recreation Development Division. A Glossary of Common Recreation Terms, Edmonton, 1978.

-198*Procedures: These are program practices, direct administrative actions which result in services and activities coming into being. These are the regular methods of carrying out the work, They are based on policies and translate policies into action, *pro gram: (Programme). A time-phased plan for resource allocation and specifying successive steps required to achieve stated objectives. (From: Gold, Seymour M. Urban Recteatibh Planning. Philadelphia, Lea and Fabiger, 1973) Programme Development Components: These are the individual elements that comprise a play space. These components are the sum total of the landscaping, the circulation routes, the play equipment, park furnishings, the environment, the inter-relationship of each to the other in that atmosphere, together with the response elicited from the user. Programme Requirements: Meet "The Needs" of the neighbourhood population as identified through public participation. The process of identification is called the "Development of the Programme Requirements". Considerations that are addressed in this process are the historic, socioeconomic, demographic and geographic profile of the neighbourhood, together with the circulation pattern, the presence of existing amenities and recreational facilities, the personal preferences in terms of what experiences and play opportunities the neighbourhood populace desires when priorized against any budget restrictions and/or staging of the completion of the play space. When the programme requirements have been determined, the designer synthesizes them with the site amenities and site constraints into a design concept plan for the play space. Psychology of Play: Encompasses the five aspects of developmental skills required to adjust successfully as an adult in society. These skills are physical, creative, intellectual, emotional and social development. In the development of these skills, there are five phases referred to as the sensorimotor, preconceptual, intuitive, 'concrete operations' and 'formal operations' phases. The psychology of play then is the study of the mind and behaviour in relation to the development of man through play. Public Liability: Is the term used to describe the obligation we owe our fellow man according to law. Liability is based on negligence which is defined as the failure to exercise due care through intentional or unintentional conduct. "Negligence" was defined by Lord Atkin in 1856 as "the ommission to do something which a reasonable man, guided upon those considerations that ordinarily regulate the conduct of human affairs, would do, or something which a prudent or reasonable man would not do." (From: Heuston 1961, p. 406; citing Blyth v. Birmingham Waterworks Company (1856) 11 Ex. 781 at 784.)

*Alberta Recreation, Parks, and Wildlife. Recreation Development Division, A Glossary of Common Recreation Terms. Edmonton, 1978.

-199 *PUblic,Reserve: That portion of and development set aside for public use, parks, recreation area, schools. In Alberta a minimum of 10% reserve is required in any subdivision development Public School: See Edmonton Public School Board. R. *Recreation: The natural expression of certain human interests and needs seeking satisfaction during leisure. It is an individual or a group experience motivated primarily by the enjoyment and satisfaction derived. It takes many forms and may be planned or spontaneous activity. (From Meyer, Harold D. and Brightbill, Charles K. Community Recreation; a Guide to Its Organization. Third Edition. Englewood Cliffs, New Jersey, Prentice Hall Inc., 1969) *Recreation Activity: A medium through which people meet interest needs that are not satisfied during other activities: participation in a recreation activity usually takes place during leisure time and may be a passive or active nature. *Recreation Demand: Reflects the manner in which a group of people use recreation resources to satisfy their individual preferences, *Recreation Services: The planned use of resources such as finances, leadership, area and facilities to satisfy the needs and interests of citizens during their leisure. (From:The Recreation Development Act, 1968) *Reserve: With regard to subdivisions (Part 5, Division 3, Section 91 through 96 of the Planning Act, 1977). Reserve land is required by the subdivision approving authority. There are five types of reserve land: environmental, municipal, school, municipal and school, and a general category. (From: The Minister of Municipal Affairs, The Legislative Assembly of Alberta, Bill 15, The Planning Act, 2977, Edmonton, The Queen's Printer, 1978) *Resource Person: Usually a person with expertise in more than one area and with an ability to meet and handle a situation as well as make himself readily available to share this knowledge.

*Alberta Recreation, Parks and Wildlife. Recreation Development Division. A Glossary of Common Recreation Terms. Edmonton, 1978.

-200S. Safety Standards: Are features which have been included within the Materials, Design, Performance, Construction and Maintenance Standards for Edmonton Parks and Recreation. Standards are primarily developed for the protection of the user. Secondary Playground Site: Are additional play spaces that meet specific needs or a second site of a general nature developed by virtue of geographic or manmade barriers. See also Primary Playground Site. Senior Level: See Playground Age Levels Sensorimotor Phase: See Psychology of Play Separate School: See Edmonton Separate School Board Site Amenities: These are existing features or facilities which contribute to the selection of a particular area for a play space and are considered in the formation of a design concept. After the construction of a site anything which enhances the use or appeal of a site is an amenity. Site Character: Is the atmosphere created from the totality of features of a particular play space. Sometimes also called Site Expression. *Site Design Plan: Development of a plan for a specific area and/or detailed working drawings and specifications. Site Expression: See Site Character Special Interest Groups: A group of people with specific like needs congregated together in a facility or within a neighbourhood creating a demand to fulfill those needs. Examples of Special Interest Groups are the users of Day-Care Centres, Teen Centres, Disabled Centres or Senior Citizens' Centres. Specifications: Written details or description of a particular plan or proposal. Edmonton Parks and Recreation frequently includes the specifications on the working drawings. *Alberta Recreation, Parks and Wildlife. Recreation Development Division. A Glossary of Common Recreation Terms. Edmonton, 1978.

-201Standard Residential Servicing Agreement: Is the legal agreement between the Vrban Development Institute and the City of Edmonton which establishes the responsibilities of the two parties in any development or redevelopment in the City of Edmonton. *Standards, Park and Recreation: Measure of the quantity and quality of park and recreation areas and facilities and programs established in a municipality. See also the individual definitions listed under Construction, Design, Maintenance, Materials and Performance Standards. Symbolic Play: See Psychology of Play T. *Therapeutic Recreation: Usually a process which utilized recreation activities in the treatment of individuals with special needs. Traditional Playground: Is sometimes called a Conventional Playground and is the familiar one with metal swings, slides and teeter-totters. This playground serves the physical needs of the child and usually provides very little physical challenge. The playground equipment usually cannot be used by adults or teenagers. U.

Urban Recreation Planning: Urban recreation planning is a process that relates people to leisure time and space. (From: Gold, Seymour M., Urban Recreation Planning. Philadelphis, Lea and Fabiger, 1973. p.3)

Vandalism: Willful or malicious destruction or defacement of public or private property. (From: Webster;s New Collegiate Dictionary. Springfield, Massachusetts, G. & C. Merriam Company, 1979) *Volunteer: A person usually motivated by personal interest and desire for self-fulfillment who therefore gives freely of his time to perform a public service. Volunteer Leadership Development Services: The plan or program designed to provide training and expertise in various fields to individuals motivated to provide recreation programmes or services.

Walkway: Means a public roadway designed for use by pedestrian traffic; walkway system means two or more walkways which, save for intersecting streets, are contiguous, but does not include a walkway which merely joins two streets and flanks the lots on each side. (From: Bylaw #3597, City of Edmonton. Commonly called the Walkway Bylaw)

*Alberta Recreation, Parks and Wildlife. Recreation Development Division. A Glossary of Common Recreation Terms. Edmonton, 1978.

- 202Working Drawings: Includes all of the plans prepared for a particular site: the topographical drawing, the staking plan, grading and utilities plan, the planting plan, the site development plan, the construction plan and the construction details plans. See also Specifications. Z.

Zoning: A planning and management tool for land allocation in order to finsure compatible uses.

With acknowledgement and appreciation for the use of definitions included in A Glossary of Common Recreation Terms prepared by the Provincial Government, All definitions in this type (Italic Courier) are excerpted from this book.

*Alberta Recreation, Parks and Wildlife. Recreation Development Division. A Glossary of Common Recreation Terms. Edmonton, 1978.

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APPENDIX M

FOOTNOTES

1. Edmonton Parks and Recreation. The Edmonton Parks and Recreation Master T2lan, 1979-1983. Edmonton, 1979. P. 17. "From My Corner It's Obviously.. .a Time for 2. De Shane, David. No. 30/2 Recreation Canada. Changing the Neighbourhood Park." (1972) p.3. Play Behaviour: a Man/Environment Interaction 3. Levy, Joseph. Model. Waterloo, Ontario, University of Waterloo, 1975. 4. Ibid. p. 165. 5. Dattner, Richard, Design for Play. New York, Van Nostrand Reinhold Company, 1969. pp. 23-30. "Planning Parks for Teenagers." 6. Morgenstern, Jim. Canada. October, 1979. pp. 15-18, 36-37

Recreation

7. Ibid. A Guide to the Development of the Adventure 8. Vance, Bill. Playground. American Adventure Play Association, 1976. Hebertisme, a Challenging Outdoor Activity. 9. Cousineau, Claude. Ontario, Ministry of Culture and Recreation. Sports and Fitness Division. 19-10.Edmonton Parks and Recreation and Edmonton Public School Board and Edmonton Separate School Board. Joint-Use Agreement. Edmonton 1980. 11. Edmonton Social Services. Social Planning Unit. The City of Edmonton Policy on Senior Citizens'Centres. Edmonton, 1979. Planning and Development Branch. 12. Edmonton Parks and Recreation. Research and Planning Section. A Plan for Recreation Services to Seniors. Edmonton, 1980 13. Edmonton Parks and Recreation. The Edmonton Parks and Recreation Master Plan, 1979-1983. Edmonton, 1979. p. 13. 14. The City of Edmonton. Planning Department. A New Land Use Bylaw for Edmonton, a Preview Draft. Edmonton, 1979. p.8.

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15. Edmonton Parks and Recreation. The Edmonton Parks and Recreation Master Plan, 1979-1983. Edmonton, 1979. p.50-51. 16. Government of the Province of Alberta. The Planning Act, 1977. Edmonton, The Queen's Printer, 1977. P. 50. 17. City of Edmonton. Office of the City Clerk. "Land Dedication Procedures in New Residential Areas - Item 5; Economic Affairs Committee Report, April 10, 1979. Edmonton, May 24, 1979. 18. Edmonton Parks and Recreation. The Edmonton Parks and Recreation Master Plan, 1979-1983. Edmonton, 1979. p. 99. 19. Edmonton Parks and Recreation and Edmonton Public School Board and Edmonton Separate School Board. Joint-Use Agreement. Edmonton, 1980. 20. Edmonton Parks and Recreation. Edmonton Parks and Recreation, Master Plan, 1979-1983. Edmonton, 1979. p.118 21. Ibid. p. 123. 22. Knowles, R.H. Woody Ornamentals for the Prairie Provinces. University of Alberta. Faculty of Agriculture and Forestry. Edmonton, 1975. (University of Alberta Bulletin No. 58) 23. Edmonton Parks and Recreation. Tree and Shrub List. Edmonton, n.d. 24. Knowles, R.H. Woody Ornamentals for the Prairie Provinces. University of Alberta. Faculty of Agriculture and Forestry. Edmonton, 1975 (University of Alberta Bulletin No. 58) 25. City of Edmonton. Planning Department. Land Development Co-ordination Branch. Servicing Standards Manual. Edition. Edmonton, 1979.

Fourth

26. Canadian Nursery Trades Association. Guide Specification for Nursery Stock. Cooksville, Ontario, n.d. (B.C.I. NO. 52 Landscaping) 27. Ibid.

- 20528. Edmonton Parks and Recreation. Ground Covering Plants for Use in Edmonton, Alberta. Edmonton, 1967. 29. Edmonton Parks and Recreation. Perennials. Edmonton, 1968.

1968 Listing of Herbaceous

30. City of Edmonton. Planning Department. Land Development Coordination Branch. Servicing Standards Manual. Edition. Edmonton, 1979.

Fourth

31. National Research Council of Canada. Associate Committee on the National Building Code. National Building Code of Canada, 1977. Ottawa, 1977. (NRCC No. 15555) p. 209, Subsection: 9.3.1.1 and 9.3.1.2 32. Wilkinson, Paul F. and Lockhart, Robert. Safety in Children's Formal Play Environments: a report prepared for the Creative Play Committee of the Ontario Recreation Society and for the Ontario Ministry of Culture and Recreation. Toronto, 1976. (Report 3/77/2M) p. 64. 33. Ibid. p.5. 34. Ibid. pp. 93-94. 35. Ibid. p. 95. 36. Kershaw, Frank. "Vandalism; it is costing millions.. .here are some ways to nip it in the bud." Civic Public Works. 1980. pp. 23,24,26. 37. Ibid. 38. Wilson, George T. Vandalism; How to Stop It. American Institute of Park Executives, Inc. 1961. (Management Aids. Bulletin No. 7) p. 38. 39. Wuellner, Lance H., "Forty Guidelines for Playground Design", journal of Leisure Research. 1979, Volume 11, Number 1, pages 4-14. 40. Edmonton Parks and Recreation. Planning and Development Branch. Current Planning and Design Section. Parks and Recreation Play Spaces and their Construction, Installation and Maintenance; (an unpublished report) Edmonton, 1979. (See Appendices .1 &K)

- 206 41. Ibid. See Appendix K: Common Construction and Installation Problems. 42. Edmonton Parks and Recreation. Operations and Major Facilities Branches. Guidelines for Park Maintenance Standards. Edmonton, February, 1979. (See Appendix D) 43. Bumgardner, Walter H., "How to Develop a Maintenance Standards Program" A Management Guide for Members, National Institute on Parks and Grounds Management. (Appleton, Wisconsin, Madison Publishing Division, 1978) p. 2. 44. Grant, George O., Managing Our Maintenance Program; a paper presented to the Canadian Park/Recreation Association, Annual Conference, Corner Brook, Newfoundland, Roy Jorgensen Associates of Canada Ltd., Management Consultants, August 17, 1976. 45. Ibid. 46. Edmonton Parks and Recreation. Operations and Major Facilities Branches. Guidelines for Park Maintenance Standards. Edmonton, February, 1979. (See also Appendix D) 47. Grant, George O., Managing Our Maintenance Program; a paper presented to the Canadian Parks/Recreation Association, Annual Conference, Corner Brook, Newfoundland, Roy Jorgensen Associates of Canada Ltd., Management Consultants, August 17, 1976. 48. Edmonton Parks and Recreation. The Edmonton Parks and Recreation Master Plan, 1979-1983. Edmonton, 1979. p. 18 49. Edmonton Parks and Recreation. Planning and Development Branch. Research and Planning Section. Neighbourhood Parks Planning Process. Edmonton, 1979. 50. Ibid. pp. 1-2. 51. Edmonton Parks and Recreation. Planning and Development Branch. Research and Planning Section. Community Recreation Needs Study Manual. Edmonton, 1980. p.l. 52. Ibid. 53. Ibid. 54. Ibid.

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55. Alberta. Statutes of the Province of Alberta, 1977. Chapter 89. The Planning Act, 1977. Edmonton, 1977. Section 60, p. 31. 56. City of Edmonton. Planning Department. Edmonton General Plan: A Citizen's Preview. Edmonton, 1979. p. 30. 57. Alberta. Recreation, Parks and Wildlife. Recreation Development Division. A Glossary of Common Recreation Terms. Edmonton, 1978. p. 9. 58. Edmonton Parks and Recreation. Edmonton Parks and Recreation Master Plan, 1970-1980. Edmonton, 1972. p. 9 59. Edmonton Parks and Recreation and Edmonton Federation of Community Leagues. President's Manual. Edmonton, 1979. p. C10-1 60. Ibid. 61. San Francisco. Recreation and Park Development. Program Evaluation. Los Angeles, California, Planning Research Corporation, 1971. p. 19 62. Alberta Advisory Board on Recreation for the Disabled and Alberta Department of Recreation, Parks and Wildlife. Recreation Services to Special Groups Section. Evaluation: a Planning Guide for Recreation. Edmonton, Alberta Department of Recreation, Parks and Wildlife, 1978. p.18-19. 63. Comparison of Reported Accidents Occurring in/on Edmonton Parks and Recreation Facilities/Parks, 1974-1979. See Appendix H. Detailed Breakdown of Reported Accidents Occurring on Edmonton Playgrounds, 1974-1979. Detailed Breakdown of Reported Accidents Occurring in Day Camps in Ravines, 1974-1979. See Appendix I. 64. Kershaw, Frank. Vandalism: it Is Costing Millions.. .Here Are Some Ways to Nip It in the Bud. Civic Public Works. April 1980. pp. 22, 24, 25, 26. Wilson, George T. Vandalism; How to Stop It. Indiana, American Institute of Park Executives, Inc., 1961. 65. City of Edmonton Playground Evaluation. (See Appendix Ji.) Couwon Construction and Installation Problems (See Appendix K). 66. Guidelines for Park Maintenance Standards Manual. (See Appendix D).

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