1.2 Distinguish between play and leisure, and adult-led activities

This guide will help you answer 1.2 Distinguish between play and leisure, and adult-led activities.

Understanding the difference between play, leisure and adult-led activities is important for anyone supporting teaching and learning. Each has a different purpose, benefits, and level of control from the child or adult. Recognising these differences helps you to plan, support and assess activities effectively.

Play

Play is a self-directed activity driven by the child. It is usually spontaneous and based on the child’s own interests, creativity, and curiosity. Play can be active, quiet, imaginative, physical, social, or solitary. It is often unstructured, though it may happen within structures provided by adults, such as a playground or classroom.

Key features of play:

• The child chooses what to do and how to do it
• No set outcome or target dictated by adults
• Can involve exploration, experimentation, and problem-solving
• May include fantasy, role play, or imitating real-life situations
• Often changes direction based on the child’s ideas

Children play in many ways. A child might decide to build a tower out of blocks to see how tall it can get before it falls. Another child might role-play being a shopkeeper, inventing their own rules and prices. These activities allow creativity and independence.

Leisure

Leisure activities are often chosen by a child, young person, or adult to relax, enjoy themselves or take a break from structured tasks. In a school setting, leisure activities might take place at playtime, lunch breaks, or after school. They are often less mentally demanding and are chosen for enjoyment and rest rather than skill development, though skills can still be gained.

Key features of leisure:

• Chosen freely by the participant
• Main aim is enjoyment, relaxation, or socialising
• Less focus on learning outcomes
• Can involve hobbies, sports, games, reading, or music
• May be done alone or with others

Leisure time could involve sitting quietly reading a book, drawing a picture, chatting with friends in the playground, or playing a casual football match without set coaching. It provides balance and supports wellbeing.

Differences between Play and Leisure

Play and leisure sometimes overlap, but they are not always the same. Play often has an element of creativity, problem-solving, and imagination even if it is relaxing. Leisure focuses more on enjoyment and rest, though skills may be developed as a side benefit.

Differences include:

• Play often involves exploration and trying new things, while leisure focuses on enjoyment and relaxation.
• Play encourages curiosity and may have unpredictable outcomes, whereas leisure typically follows activities the person already enjoys.
• In play, children often invent rules or scenarios, whereas leisure may follow familiar routines.

Adult-led Activities

Adult-led activities are planned, organised, and directed by adults. These can be formal lessons, structured sports, crafts with clear instructions, or planned educational games. They have specific aims and outcomes set by the adult, such as developing a skill, teaching a concept, or preparing for an event.

Key features of adult-led activities:

• Planned in advance by an adult with a defined aim
• Adult chooses materials, timeframes, and methods
• Can be creative or physical but usually guided
• Participants follow instructions rather than set their own rules
• Often used to teach, improve skills, or meet curriculum goals

Examples include a teacher-led science experiment, a PE teacher coaching a netball game, a teaching assistant running a phonics activity, or an art session where the group follows a set task.

Differences between Play, Leisure and Adult-led Activities

It is useful to break down differences clearly.

• Control: Play and leisure allow choice by the participant. In adult-led activities, the adult directs the process.
• Purpose: Play often grows skills through self-discovery. Leisure focuses on enjoyment and rest. Adult-led activities aim to teach or practise specific skills.
• Structure: Play may be unstructured. Leisure may have minimal structure. Adult-led activities are planned and structured.
• Flexibility: Play can change direction based on the child’s ideas. Leisure can change based on mood or interest. Adult-led activities follow the planned structure within the set time.

Benefits of Play

Play supports many areas of development:

• Creativity and imagination
• Language skills through social play
• Problem solving and thinking skills
• Social interaction and cooperation
• Emotional resilience as children test ideas and manage outcomes

In a classroom or early years setting, ensuring time for free play helps children grow independence and confidence.

Benefits of Leisure

Leisure supports:

• Rest and relaxation
• Stress reduction
• Bonding with peers or family members
• Opportunities to pursue hobbies
• Development of social skills in informal settings

Leisure activities can help children return to learning with renewed focus.

Benefits of Adult-led Activities

Adult-led activities support:

• Specific skill development
• Learning aligned to curriculum goals
• Preparation for assessments or performances
• Exposure to new techniques and information
• Teamwork through guided group work

They are important when a skill needs explicit teaching, such as learning to read, mastering a sport’s rules, or preparing a play.

Balancing the Three in Educational Settings

Good practice in supporting teaching and learning involves creating a balance between play, leisure, and adult-led activities. Too much adult-led work can lead to fatigue or boredom. Too much leisure or free play without guided learning might limit skill progression in certain areas.

Ways to strike a balance:

• Allocate dedicated times for free play
• Include structured teaching blocks for specific skills
• Provide daily leisure time to promote wellbeing
• Combine guided play with learning aims for younger children
• Allow children choice in some learning activities to blend autonomy with structure

A balanced timetable supports cognitive, social, physical, and emotional growth.

Supporting Play

To support play, staff can:

• Provide varied materials and resources for creativity
• Make spaces safe and accessible for all children
• Observe play to understand interests and needs
• Encourage cooperation without directing the storyline
• Avoid interrupting if children are fully engaged

The adult role in play is often to facilitate rather than lead.

Supporting Leisure

In supporting leisure:

• Give children a range of activities to choose from
• Respect their choices without pushing for structure
• Ensure spaces allow relaxation and informal socialising
• Include both active and quiet leisure options
• Recognise that leisure contributes to mental health

Leisure periods should not feel like extra lessons or assessments.

Leading Adult-led Activities

In adult-led activities:

• Set clear aims before you begin
• Prepare materials and resources in advance
• Give clear, simple instructions
• Check understanding before moving on
• Be ready to adapt if the group struggles

Adult-led activities require planning and control, but they can still allow creativity within set limits.

Observing and Recording the Differences

As an RQF assessor, you may observe learners in each type of activity. Recording notes that show whether an activity is self-directed, for relaxation, or structured can help in assessment.

Useful observation points:

• Who made the decision to start the activity?
• Is there a set aim or learning outcome?
• Is the activity changing based on the child’s ideas or the adult’s plan?
• Are participants relaxed, fully engaged, or waiting for instruction?

These notes help confirm understanding of the differences between play, leisure, and adult-led activities.

Examples from a School Setting

Play: In the reception class, children use sand and water to test which objects float. No instructions are given. They decide what to test and what to change.

Leisure: At lunchtime, a group of pupils choose to sit under a tree chatting while others kick a ball about casually without any scoring rules.

Adult-led: A Year 3 class follows the teacher’s plan to create a model volcano. Instructions guide each step, from building the base to adding decorations before the eruption demonstration.

Supporting Inclusion in Activities

It is important to adapt play, leisure, and adult-led activities so all pupils can take part. This may mean adjusting equipment, location, or rules.

Inclusive practices:

• Provide wheelchair-accessible areas for play
• Offer leisure options that do not rely on high physical energy
• Use differentiated tasks in adult-led settings for varied abilities
• Make sure resources represent cultural diversity

Including everyone helps build confidence and social cohesion.

Planning Resources for Each Type

When preparing for each type of activity:

• Play: Open-ended materials like blocks, art supplies, role-play props
• Leisure: Games, books, music, sports equipment
• Adult-led: Lesson plans, handouts, step-by-step guides, assessment tools

Match resources to aims and level of structure.

Risks and Safeguarding

Play, leisure, and adult-led activities all require risk awareness.

• Check equipment for damage before use
• Supervise areas to prevent accidents
• Maintain clear behaviour expectations
• Be alert to signs of bullying during unstructured time
• Record incidents following safeguarding procedures

Safety supports both learning and enjoyment.

Final Thoughts

Recognising the differences between play, leisure, and adult-led activities is a key skill for supporting teaching and learning. Play gives space for creativity and independence. Leisure offers rest and enjoyment. Adult-led activities build targeted skills through structured teaching.

Balancing these approaches makes learning engaging and supports well-rounded development. By knowing the features and benefits of each, you can create an environment where children have time to explore, relax, and learn in ways that meet both developmental and curriculum needs.

This understanding not only helps staff plan activities but also ensures pupils gain from every part of their school day. Play, leisure, and adult-led activities all bring unique value and, when balanced well, help create a positive educational experience that supports growth, learning, and wellbeing.