Module manager: Dr Campbell Edinborough
Email: c.edinborough@leeds.ac.uk
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2026/27
This module is approved as a discovery module
Play and playfulness drive innovation, creativity and discovery across a range of disciplinary contexts. Beyond play’s importance in artistic practice and cultural production, the capacity to play and be playful is fundamental for human learning, social development and wellbeing. In this module you will analyse and practise different forms of play – exploring imaginative play, social play and formalised games (sports, board-games, puzzles). Through exploring these activities, you will develop your capacity for playfulness, and your ability to structure and facilitate playful activities for others. You will connect practical experiences of play to theoretical perspectives from sociology, developmental psychology and performance studies. Through exploring the theory and practice of play, you will reflect on its social, educational and creative functions – considering the importance of play in your own learning and development. Please note this is an optional module and runs subject to enrolments. If a low number of students choose this module, then the module may not run and you may be asked to choose another module.
This module encourages you to reflect on the creative, social and developmental value of play. It facilitates you in identifying, analysing and practising the skills and aptitudes necessary for playing and being playful across a range of social, cultural and educational contexts. It also explores the personal social and cultural factors that affect participation in play (gender, neurodivergence and cultural norms). Through analysing the intrinsic qualities of play and playfulness across diverse contexts, you will develop a critical understanding of play, and your capacities for engaging in, structuring and facilitating social, imaginative and physical play. You will achieve these aims through the following learning activities:
- analysing examples of imaginative play, social play, physical play and formalised games (board games, sports, puzzles).
- discussing and engaging critically with relevant scholarship from the fields of sociology, developmental psychology and creativity studies.
- practical exploration of imaginative play, social play, physical play and formalised games (board games, sports, puzzles).
- structuring and facilitating games and play-based activities for peers
- reflecting critically on practice through discussion and report writing.
On successful completion of the module students will be able to:
1. Analyse different forms and qualities of play drawing on relevant theoretical perspectives.
2. Evaluate the intersectional differences that shape and limit participation in play (gender, neurodivergence, cultural background).
3. Reflect critically on the skills and knowledge needed for participation in specific forms of play.
4. Plan, structure and deliver play-based activities for peers.
5. Develop strategies for ensuring inclusive facilitation practice 6. Assess and mitigate risk in planning and delivering practical activities.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Supervision | 2 | 0.5 | 1 |
| Lecture | 1 | 1 | 1 |
| Practical | 10 | 3 | 30 |
| Private study hours | 168 | ||
| Total Contact hours | 32 | ||
| Total hours (100hr per 10 credits) | 200 | ||
You will engage in staff-led and peer-to-peer discussions of literature and practical activities throughout the module in order to ask questions, share ideas and receive feedback. Reflective discussion of reading and practice will be the key pedagogical tool for shaping your engagement with module content. You will be invited to reflect on your learning and solicit feedback at regular intervals within the taught sessions.
Assessments tasks will be introduced during class time. You will be invited to ask questions and receive formative feedback and guidance.
You will access tutorials prior to the practical presentation to receive formative feedback on plans for the assessment.
You will access tutorials prior to writing you reflective report in order to receive formative feedback on your plans for the assessment.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Presentation | Group practical presentation | 60 |
| Reflective report/log | Reflective report | 40 |
| Total percentage (Assessment Coursework) | 100 | |
Resits will take the same form as original assessments. If it is not possible to facilitate a practical exercise for a group of peers in the resit period, students can present an indicative account of how they would facilitate the exercise.
Check the module area in Minerva for your reading list
Last updated: 30/04/2026
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