Play, Planet and Possibility: How Physical Education Can Breathe New Life into a “World Gasping for Air”

At Boing, we’re big believers that play isn’t just about fun—it’s about shaping futures. Not just the futures of individual children, but of communities, and the world they inhabit. That’s why a recent academic paper by Jacqui Peters resonated so much with us. The work challenges us to think about physical education (PE) in fresh, urgent ways. The article argues that in a world “gasping for air,” PE has a unique role to play in nurturing not only physical literacy but ecological literacy—helping children see their movements, their bodies, and their choices as deeply connected to the planet around them.
This idea lands right in Boing’s sweet spot. Play is relational: it’s about connecting with each other, with spaces, with the more-than-human world. Peters, leaning on the work of philosopher Rosi Braidotti, puts it this way: humans are “relational beings, defined by the capacity to affect and be affected”. That’s a powerful thought. It means that every learning space, every playful encounter, is an opportunity not just to learn a skill, but to feel part of something bigger—whether that’s a friendship group, a school playground, or the ecosystems that sustain us.
The paper paints a clear picture of the problem. Too often, PE is stuck inside defined spaces (i.e artificially lit sports halls), boxed in by walls, rules, and drills. Children are taught techniques, run through exercises, maybe finish with a short game. For some, that works. For many others, it’s alienating. Peters invites us to imagine something different: PE that happens outdoors, in dialogue with place; PE that encourages young people to notice—the smell of the playground after rain, the feel of cool air, the changing sights as the seasons pass. In these moments, children and young people aren’t just learning to move better; they’re learning to care, to attune, to see themselves as part of that environment.
That vision resonates deeply with Boing’s play principles. When we design a playgame, we don’t start with drills—we start with curiosity. What will spark joy? What will invite movement? What will create connection? And often, the environment is a co-creator. A wall becomes a rebound partner. A tree becomes a landmark to dodge around. A line on the ground becomes the boundary of a challenge. Just as Peters argues, the environment isn’t a backdrop; it’s an active participant.
The paper also provides opportunities to consider equity within PE spaces. Traditional PE has been criticised for privileging sport, competition, and certain types of bodies. That leaves some children feeling left out or “not sporty.” Peters suggests that by reframing PE through an ecological lens—where moving is about exploring, sensing, connecting—we can create spaces where all children feel included. That’s exactly what Boing strives for: games where success isn’t about scoring the most goals or being the fastest runner, but about joining in, experimenting, and finding your own rhythm. A shifting spotlight from competition to cooperation.
Peters calls for physical literacy to be expanded to include the ecological: noticing how our activities affect the environment, and how the environment shapes our activities. Imagine children not just running laps, but learning about the plants under their feet, the history of the land, the impact of litter, the joy of moving lightly and respectfully in shared spaces. This is where play becomes purpose, where fun and responsibility go hand in hand.
For practitioners, the takeaway is both challenging and energising. PE isn’t just about developing fitter or faster children. They’re about developing responsive children—young people who can adapt, connect, and care in a changing world. That means creating more opportunities for outdoor play, more time for noticing and reflecting, and more trust in children’s ability to co-create their learning environments.
At Boing, we see this as a call to action. Every game we run can hold a bigger message: that movement matters, that connection matters, that caring for the spaces that we play in, matters. When we balance fun with flow, play with purpose, we’re not just teaching children to move—we’re teaching them to move differently with the world.
Peters’ paper reminds us that in times of climate crisis, every subject in school has a role to play in building hope and resilience. For PE, the role is clear: to get children moving in ways that are joyful, inclusive, and attuned to the world around them. For Boing, it’s confirmation that our approach—playful, creative, relational—isn’t just “nice to have.” It’s essential.
Because when the world is gasping for air, play might just be part of the breath of fresh air it needs.

You can find the full paper by clicking the link: Peters, J., 2025. Promoting physical (ecological) literacy through physical education: Everyone’s response-ability in a world gasping for air. Australian Journal of Environmental Education, 41(1), pp.39-55.

Haven’t explored the refreshed Play Tank yet? Sign up here!

​