ARMY TM 5-803-11AIR FORCE AFJMAN 32-10139

TECHNICAL MANUAL

CHILDREN’S OUTDOOR PLAY AREAS

APPROVED FOR PUBLIC RELEASE; DISTRIBUTION IS UNLIMITED

HEADQUARTERS, DEPARTMENT OF THE ARMY AND THE AIR FORCE30 May 1997

TM 5-803-11/AFJMAN 32-10139

REPRODUCTION AUTHORIZATION/RESTRICTIONS

This manual has been prepared by or for the Government and, exceptto the extent indicated below, is public property and not subject tocopyright.

Copyrighted material included in the manual has been used with theknowledge and permission of the proprietors and is acknowledged assuch at point of use. Anyone wishing to make further use of anycopyrighted material, by itself and apart from this text, should seeknecessary permission directly from the proprietors.

Reprints or republication of this manual should include a credit sub-stantially as follows:

“Joint Departments of the Army and Air Force, TM 5-803-11/AFJMAN32-10139, Children’s Outdoor Play Areas," ".

TM 5-803-11/AFJMAN 32-10139

TECHNICAL MANUAL No. 5-803–11

}

HEADQUARTERSDEPARTMENTS OF THE ARMY

AIR FORCE MANUAL No. 32–10139 AND THE AIR FORCEWASHINGTON, D.C. 30 May 1997

CHILDREN’S OUTDOOR PLAY AREAS

CHAPTER

CHAPTER

CHAPTER

CHAPTER

CRAPTER

CHAPTER

CHAPTER

1. INTRODUCTIONpurpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Scope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Supervised Play Areas, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Play Area Planning and Design Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Play Area Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. SITE SELECTIONIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Types of Unsupervised Play Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Site Selection Guidance....,.,.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Existing Play Equipment Areas... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. SITE ANALYSIS AND USER NEEDS ANALYSISIntroduction, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Coordinate with the Play Area Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Collect Relevant Documents ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Conduct a User Needs Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Conduct a Site Inventory and Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. THE DESIGN CRITERIAIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Confirm the Age Group Served . . . . . . . . . . . . . . . . . . . . .Identify Play Area Goals . . . . . . . . . . . . . . . . . . . . . . . . . . .Play Area Components and Manufactured Play Equipment . . . . . . . . . . . . . . . . . . . . . . . . . .Selection Criteria for Play Area Components. . . . . . . . . . . . . . . . . .Select Play Area Components . . . . . . . . . . . . . . . . . . . . . . .Determines Space Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Reevaluate the Site ., . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Coordinate with the Play Area Committee . . . . . . . . . . . . . . . .

5. PLAY AREA RELATIONSHIPSIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Play Area Component Relationships......................................I d e n t i f y N e e d e d S e p a r a t i o n a n d B a r r i e r s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Play Lot (6 Weeks to 9 Years) . . . . . . . . . . . . . . . . . . . .Neighborhood Park (9 to 15 Years) . . . . . . . . . . .Community Park (O to 15 Years).. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6. THE DESIGN DOCUMENTSIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Site Adapt the Adjacency Diagram . . . . . . . . . . . . . . . . . . . . . .Create a Conceptual Design and Cost Estimate . . . . . . . . . . . . . . . . . . . . . . . .Coordinate with the Play Area Committee . . . . . .Develop the Final Design Documents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Create a Phased Development Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .C o o r d i n a t e w i t h t h e P l a y A r e a C o m m i t t e e . . . . . . . . . . . .

7, CHILD SAFETY REQUIREMENTS FOR OUTDOOR PLAY AREASIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . .Guidelines for Child Safety . . . . . . . . . . . . . . . .Material Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Head and Neck Entrapment . . . . . . . . . . . . . . . . . . . . . . . .

APPROVED FOR PUBLIC RELEASE; DISTRIBUTION IS UNLIMITED

*This Manual supersedes TM 5–803-11/AFJMAN 32–10139 dated April 1988.

Paragraph

1–11–21–31–41–51–61–7

2–12-22–32–4

3–13–23-33–43-5

4-16-24-34-44-54-64-74–84-9

5–15–25-35–45-55-6

6-16-26-36-46-56-66-7

7-17–27–37–4

Page

1-11–11–11–11–11–11–1

2-12–12–22–4

3– 13–13–13-13–2

4–14–14– 14–14– 14–34–34–34–3

5–15–15–25–25–45–5

6-16 - l6 - l6-36-36-36-3

7–17–17– 17–2

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TM 5-803-11/AFJMAN 32-10139

Maximum Recommended Equipment Heights by Age Group . . . . . . . . . . . .Multiple Exits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Pinch, Crush, and Shear Points.. . . . . . . . . . . . . . . . . . . .

Utilities . . . . . . . . . . . . . . . . . . . . . .

CHAPTER 8. ACCESSIBILITYIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Accessibility Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER 9. PLAY AREA COMPONENTS

Dramatic Play . . . . . . . . . . . . . . . . . . .

Landforms . . . . . . . . . . . . . . . . . . .Separation and Barriers . . . . . . . . .

CHAPTER 10. MANUFACTURED PLAY EQUIPMENTIntroduction . . . . . . . . . . . . . . . . . .Freestanding and Composi te Structure Play Events . . . .Safety Guidelines for Manufactured Play Equipment . . . . . . . . . . . . . . . . .Structural Integrity . . . . . . . . . . . . . .Ladders, Stairway and Ramps (Not for Wheelchair Use)...........Transition to Platform . . . . . . . . . . . .P l a t f o r m s a n d P l a y S u r f a c e s . . . . .Stepped Platform . . . . . . . . . . . . . . . .

Banister Slide . . . . . . . . . . . . . . .

S l i d e .S p r i n g R o c k i n g E q u i p m e n t . . . . . . .Stationary Bridge . . . . . . . . . . . . . . . .S w i n g — T o - F r o ( S i n g l e A x i s ) S w i n g .Swing—Rotating (Multiple Axis or Tire) Swing . . . . . . . . . . . . . . . . . . . . .Track Ride . . . . . .

Paragraph Page7–5 7–27–6 7-27-7 7–27-8 7–47–9 7-57-10 7–57-11 7–57-12 7–6

8-1 8-l8–2 8-l8-3 8-l8–4 8-28-5 8-4

9-1 9-19-2 9-19-3 9-19–4 9-19–5 9-29-6 9-39-7 9-39-8 9-49-9 9-49-10 9-59-11 9-59–12 9-59– 13 9-69– 14 9-69-15 9-7

10-1 10–110–2 10–110–3 10–110–4 10-110–5 l0–l10–6 10–210-7 10–210-8 10–310–9 10–310– 10 10–310–11 10–510–12 10–510– 13 10–610–14 10–610-15 10–710–16 10–810–17 10–810–18 10–910–19 l0–l010-20 l0–l010–21 10–1110–22 10–1110–23 10–1210–24 10–1210-25 10–1210–26 10–1310–27 10–1410-28 10–1510-29 10–1610–30 10–1710–3 1 10–1910–32 10–1910–33 10-20

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TM 5-803-1l/AFJMAN 32-10139

Composite Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Play Events Not Included in the Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER 11. PLAY AREA SURFACINGIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Hard Surfaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Safety Surfaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Synthetic Surfacing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Organic Loose-Fill Surfacing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Inorganic Loose-Fill Surfacing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER 12. PLANT MATERIALSIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Uses of Plant Material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Plants in Play Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Selection Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Accessibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Child Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Plant List Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER 13. SELF-HELPIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Play Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Appropriate Volunteer Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

APPENDIX A. REFERENCESAPPENDIX B. QUALIFYING FIRMSGLOSSARY

LIST OF FIGURES

Paragraph10–3410–35

11-111–211–311–411-511–6

12–112–212–312–412–512-612–7

13–113–213–3

Figures l–l. Play Area Planning and Design Process . . . . . . . . . . . . . . . . . . . . . . .2–1. Neighborhood Parks and Play Lots. . . . . . . . . . . . . . . . . . . . .2–2. Community Park . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3-1. Site Inventory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2-2. Site Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4-1. Play Area Components and Design Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4-2. Composite Structures, Freestanding Structures, and Play Events, . . . . . . . . .5–1. Play Lot (6 Weeks to 5 Years)... . . . . . . . . . . . . . . . . . . . . . . .5-2. Play Lot– Option l (5 to 9 Years). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5–3. Play Lot—Option 2 (5 to 9 Years). . . . . . . . . . . . . . . . . . . . . . .5–4. Play Lot (6 Weeks to 9 Years) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5–5. Neighborhood Park—0ptionl (9 to 15 Years), . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 – 6 . N e i g h b o r h o o d P a r k — O p t i o n 2 ( 9 t o 1 5 Y e a r s ) . . . . . . . . . . . . . 5 - 7 . C o m m u n i t y P a r k ( O t o 1 5 Y e a r s ) . . . . . . . . . . . . . . . . . . . . . .6-1. Conceptual Design . . . . . . . . . . . . . . .7–1. Protective Barrier Requirements . . . . . . . . . . . . . . . . . .7 – 2 . A d j a c e n t P l a y E q u i p m e n t W i t h o u t O v e r l a p p i n g U s e Z o n e s . . . . . . . .7–3. Typical Use Zone.... . . . . . . . . . . . . . . . .7–4 Typical Overlapping Use Zone.. . . . . . . . . . . . . . . .

10-1. Rung Ladder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10-2. Step Ladder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10-3 Stairway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10-4. Ramp Not for Wheelchair Use.., . . . . . . . . . . . . . . . . . . . . . . . .10-5. Stepped Platform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10-6. Ramp for Wheelchair Play Equipment Access . . . . . . . . . . . . . . . . . . . . . . . . . .10-7 Transfer System . . . . . . . . . . . . . . . 10-8 Balance Beam . . . . . . . . . . . . . . . .10–9. Two Balance Beams With Overlapping Use Zones, . . . . . . . . . . . . . . . . . . .

10-10. Banister Slide . . . . . . . . . . .

10-12 Clatter Bridge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Page10–2010–21

11–111–111–211–311-411–6

12–112–112–212–212–312–312–4

13-113–113–1

Page1–22–22-23–33-54–24–25–35–35–45–55–65–75–86-27–47–57–57-68-3

l0-2l0-2l0-310-310–410–410-5l0-510-–6l0-610-–710–7l0-8l0-910–9

iii

TM 5-803-11/AFJMAN 32-10139

10–16. Net Climber . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10–17. Fire Pole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10–18. Game Panel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10–19. Horizontal Ladder........... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10–20. Parallel Bars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10–21 Playhouse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10–22. Ring Trek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10–23. Sand Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10–24. Accessible Sand Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10–25. Slide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10–26. Slide Use Zone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10–27. Spring Rocking Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10–28. Stationary Bridge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10–29. To-Fro Swing.............. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10–30. Swing Use Zone, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10-31. To-Fro Swing Use Zone Accessibility Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10–32. Rotating Swing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10–33. Rotating Swing Use Zone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10–34, Track Ride . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10–35. Tunnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10–36. Composite Play Equipment With Side-by-Side Events . . . . . . . . . .10–37. Composite Structure (12 to 24 Months) . . . . . . . . . . . . . . . . . . . . . .10–38. Composite Structure (2 to 5 Years) . . . . . . . . . . . . . . . . . . . . . . .10–39. Composite Structure (5 to 12 Years) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12–1. Headroom Along Pathways...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Tables 2–12–24–14-24–37-1.7-2.8-19-1

l0–l.10–2.11-1.11–2.11–3.11-4

LIST OF TABLES

Criteria Guidelines for Unsupervised Play Areas . . . . . . . . . . . . . . . . . . . .Soil Types and Drainage Properties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Priority Play Area Components by Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Recommended Play Events by Age Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Play Events and Primary Play Activities. . . . . . . . . . . . . . .Recommended Composite Structure Platform Heights . . . . . . . . . . . . . . . . . . . . .Maximum Recommended Play Equipment Heights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Play Events and Accessibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Maintenance Requirements for Play Area Components . . . . . . . . . . . . . . . . . .F r e e s t a n d i n g E q u i p m e n t a n d C o m p o s i t e S t r u c t u r e P l a y E v e n t sInappropriate Play Events for Unsupervised Play Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Highest Accessible Equipment Height . . . . . . . . . . . . . . . . . . .Recommended Installed Depths for Loose-Fill Safety Surfacing. . . . . . . . . . . . . . . . .Wood Product Material Specifications . . . . . . . . . . . . . . . . . . . . . . . . . . .Sieve Analysis of Sand and Gravel.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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CHAPTER 1

INTRODUCTION

1-1. Purpose.

This manual establishes guidance for planningand designing unsupervised outdoor play areas tomeet child safety and child development require-ments. By applying this guidance, a designer cancreate play areas at military installations that willprovide a play program that meets the needs ofchildren with and without disabilities.

1-2. Scope.

The manual provides guidelines and recom-mended site layouts for designing unsupervised out-door play areas for children through age 15. Be-cause of differing child safety and childdevelopment requirements, guidance is provided tomeet the needs of three age groups: 6 weeks to 5years; 5 to 9 years; and 9 to 15 years. Detaileddesign guidance is provided for designing threetypes of play areas: play lots serving children ages 6weeks to 5 years or 5 to 9 years; neighborhood parksserving youth ages 9 to 15 years; and communityparks serving all age groups.

1-3. References.

Appendix A contains a list of references used inthis manual.

14. Definitions.

A glossary in the back of this manual providesdefinitions for words and phrases common to out-door play area design.

1-5. Supervised Play Areas.

Supervised play areas differ from unsupervisedplay areas in a number of ways. Play areas aresupervised by trained recreation or child develop-ment staff, the play area is used to implement aprogram of developmental play activities, and dailysafety inspections are performed. Supervised playareas provide opportunities to expand the play pro-gram to include activities that may be too risky ordifficult to maintain in unsupervised play areas.

1-6. Play Area Planning and Design Process.

Once the need for a play area is identified, theplay area planning and design process can begin.Figure 1–1 illustrates the process which is the basisfor this technical manual.

a. Form a Play Area Committee. A committee ofinstallation staff and community representatives

should be formed to oversee the play area planningand design process and participate in design review.

b. Select the Site. Site selection should be coordi-nated with the installation master plan, and shouldconsider the type of play area provided and the siteselection guidance presented in this manual. A newsite may be selected or an existing play area may berenovated.

c. Conduct the Site Analysis and User NeedsAnalysis. AH documents relevant to the play areadesign should be collected. Research and analysisshould include a user needs analysis and a siteinventory and analysis. During this process, thedesigner should coordinate with the play area com-mittee.

d. Develop Design Criteria. Based on the informa-tion gathered, a design criteria report should bedeveloped for the proposed play area. Once designcriteria is identified, the suitability of the proposedsite should be reevaluated based on this criteria.The play area committee should review the pro-posed design criteria.

e. Determine Play Area Relationships. An adja-cency diagram should be selected from this manualthat best reflects the play area design criteria andages of the primary user group.

f. Develop the Design Documents. The designerwill adapt the selected adjacency diagram to thesite. The site-adapted adjacency diagram will beused to create a conceptual design and cost esti-mate. The conceptual design should be reviewed bythe play area committee. Based on the conceptualdesign, the designer will produce the constructiondrawings and specifications. If sufficient funds arenot available, a phased development plan will becreated. The final design documents should be re-viewed by the play area committee.

1-7. The Play Area Committee.

The civil or installation engineer should organizea committee to oversee the play area planning anddesign process. The committee may also be respon-sible for fundraising and organizing self-help activi-ties to support play area development. The commit-tee size varies with the size of the proposed project.One committee should be organized annually tooversee all play area projects. The designer shouldwork closely with this committee throughout thedesign process.

a. Community Representatives. The committeeshould include parents of children who will use the

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play area. Children and youth may also be includedas members. Residents with disabilities and par-ents of children with disabilities should be repre-sented.

b. Installation Staff Representatives. The follow-ing installation staff members should be repre-sented on the play area committee:

(1) Safety Manager The safety manager willensure that the play area complies with child safetyrequirements as described in this manual.

(2) Child Development Services (CDS) Repre-sentatives. The Child Development Center Directorand Child Development Services Coordinator willprovide input on child development needs, theneeds of family daycare providers, and child safetyrequirements. On most installations, CDS staff arethe installation child safety experts.

(3) Youth Services Representatives. Youth ser-vices representatives should also provide guidanceon child safety and child development require-ments.

(4) Site Designers and Landscape ArchitectRepresentatives. The staff site designer and land-scape architect should ensure that the proposedplay area meets the needs of residents. In addition,designers should ensure that a maintenance plan iscreated to provide ongoing maintenance to meetchild safety requirements and accessibility guide-lines.

(5) Civil or Installation Engineer Representa-tives. The maintenance staff should review the pro-posed design and understand the maintenancetasks necessary to meet safety and accessibilityneeds. Maintenance staff input will assist in align-ing the proposed design concepts to available main-tenance resources.

(6) Industrial Hygiene Representatives. Indus-trial hygiene representatives should ensure thatplay areas meet health requirements.

(7) Provost Marshal Representative. The pro-vost marshal should ensure that public safety isaddressed in the play area design.

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CHAPTER 2

SITE SELECTION

2-1. Introduction.

The selection of a site for an unsupervised out-door play area should be coordinated with the in-stallation master plan. Military facility planningstandards will serve as a guide for play area plan-ning (TM 5–803–12; AFI 32–1024; MIL HDBK1190). In addition, site selection should consider thetype of play area to be provided and general siteselection guidance presented in this chapter. A newsite may be developed or an existing play area maybe renovated.

2-2. Types of Unsupervised Play Areas.

Three types of unsupervised play areas are rec-ommended: play lots, neighborhood parks, and com-munity parks. Location, number of housing unitsserved, travel distance from housing units, age ofchildren, and space requirements determine thetype of play area. Table 2–1 provides a summary ofcriteria guidelines for each type of play area. Therecommended space requirements should be veri-fied during planning and design based on installa-tion population, community needs, and design crite-ria.

a. Play Lots. Play lots will be designed to meetthe play needs of two age groups within a familyhousing area: ages 6 weeks to 5 years and ages 5 to9 years. Separate play lots maybe designed for eachage group at different locations or one play lot maybe designed to serve both age groups. A variety ofplay opportunities, such as sand play, dramaticplay, and pathways for wheeled toys, will be pro-vided to foster child development. Figure 2–1 illus-trates the provision of play lots within a familyhousing area.

(1) Location. Because children in these agegroups require close parental supervision, play lotsshould ideally be located within sight lines of hous-ing and should not require the crossing of a street toreach the play area. Families should be able to walkto the play lot in 5 minutes or less.

(2) Facility Standard. One play lot will be pro-vided for 30 housing units. It should accommodate15 to 35 children. Separate play lots may be de-signed for each age group at different locations orone play lot may be designed to serve both agegroups.

(3) Space Requirements. Three hundred andtwenty-five square meters (3,500 square feet) willbe required for each play lot.

b. Neighborhood Parks. Neighborhood parks pro-vide play opportunities for youth ages 9 to 15 yearswithin the family housing area. The parks includesmall-scale sports facilities, such as basketballhoops and grassy fields, as well as tables and seat-ing areas. Manufactured play equipment may alsobe included. Figure 2–1 illustrates the location ofneighborhood parks within a family housing area.

(1) Location. The park will be located at theedge of housing areas without requiring the cross-ing of a heavily traveled street to reach the playarea. It will be connected to family housing by abike path or sidewalk that is separated from vehicu-lar traffic. It should be located within a 5- to 10-minute walking distance from housing units.

(2) Facility Standard. One park will be pro-vided for 150 housing units. It should accommodate30 to 50 youth as shown in Table 2–1.

(3) Space Requirements. Seven hundred squaremeters (7,500 square feet) will be required forneighborhood parks.

c. Community Parks. Community parks serve theentire installation (TM 5-803-12). The parks areused for family recreation and may include playareas for 6 weeks to 5 years, 5 to 9 years, and 9 to 15years. Sports facilities, group picnic areas, naturetrails, and other recreational facilities may also beprovided. Users may access the park by privatelyowned vehicles, bicycles, or public transportation.Young children will be transported by parents, andoffstreet parking may be provided. Figure 2–2 illus-trates the location of community parks on an instal-lation.

(1) Location. Community parks may be associ-ated with a significant natural resource, such as anature area, creek, lake, etc. The park will be lo-cated on a bus route if public transportation isavailable.

(2) Facility Standard. One or two communityparks should be provided per installation as shownin Table 2–1. The need is determined by estimatingthe current and future demand for the park andreviewing facility standards (TM 5–803–12).

(3) Space Requirements. For community parks,24,275 to 40,475 square meters (6 to 10 acres) ofopen space should be provided per 1,000 installationresidents. The amount of open space allocated spe-cifically to children’s outdoor play areas within thecommunity park should be determined during theplanning process based on safety and design consid-erations.

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Table 2–1. Criteria Guidelines for Unsupervised Play Areas.

X Suitable play area

2-3. Site Selection Guidance.

In addition to space requirements and location,several other characteristics should be evaluatedwhen selecting sites for each type of children’s playarea. A site visit is required to fully evaluate sitesuitability, and should consider circulation and ac-cess; former land use; adjacent land uses; visibility;topography; existing utilities; drainage; microcli-mate; and existing vegetation.

a. Circulation and Access. Safe pedestrian, bi-cycle, and vehicular access to the play area, andaccess for people with disabilities will be consideredin selecting locations for children’s outdoor play ar-e a s .

Figure 2-1. Neighborhood Parks and Play Lots

(1) Installation Trail System. A trail systemthat is separated from traffic circulation and con-nects housing, community facilities, and play areasis highly desirable. This circulation system shouldbe addressed in the installation master plan. Themaster plan should be evaluated to determine thelocation of existing or proposed trails, and to deter-mine the potential for locating play areas near thesetrails.

Figure 2–2. Community Park.

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(2) Service Vehicle and Emergency Access. Ac-cess for maintenance, emergency, and service ve-hicles will be provided to all play areas.

b. Former Land Use. Sites formerly used for land-fills, industrial use, or military training will not beused for play areas.

c. Adjacent Land Uses. When selecting sites forchildren’s outdoor play areas, adjacent land useswill be considered.

(1) Compatible Land Uses. Children’s outdoorplay areas should be located near family housing,schools, recreation centers, community gardens,chapels, outdoor recreation areas, or open space.

(2) Incompatible Land Uses. Play areas will notbe located near airfields, railroads, maintenancefacilities, industrial areas, storage and supply ar-eas, training and range areas, troop housing, oradministrative areas. Areas near sources of loudnoise, air pollution, or high traffic volume will beavoided.

d. Visibility. Sites that allow easy observation byadults from adjacent housing, recreation areas,streets, or other use areas should be selected.

e. Topography. Whenever possible, sites with avariety of topographic characteristics should be se-lected. Natural topographic features such asmounds and slopes increase the desirability of a sitefor use as a play area. Ball fields and ball courtsrequire flat locations. Sites that require extensivesite work to function as a play area should not beselected. Dangerous features, such as sudden drop-offs, topography that creates blind spots, or slopesthat prohibit disabled access are cause for rejectinga site as a potential play area location.

f. Existing Utilities. Utilities should be analyzedto determine their location, availability, and capac-ity to satisfy anticipated play area needs. Sites withutilities that will support play area needs and willnot expose children to hazards should be selected.Hazards include drop inlets and manhole covers.

(1) Water. When possible, play areas should belocated near existing potable water lines. It is rec-ommended that play areas have access to water fordrinking, play activities, and maintenance. Forcommunity parks, access to water lines is alsoneeded for restroom facilities.

(2) Electricity. The need for electricity shouldbe evaluated. If night use of play areas is antici-pated, access to electrical lines should be consid-ered. However, play areas will be located away fromelectrical lines and transformers. An electromag-netic field specialist should be consulted to deter-mine siting requirements.

(3) Telephones. For community parks, sitesthat allow telephone service for emergency commu-nication should be selected.

(4) Sanitary Sewer For community parks, ac-cess to sanitary sewer lines is also needed for rest-room facilities.

g. Drainage. Soil types and drainage will be con-sidered when selecting a play area location. Wet,boggy, slow-draining soil conditions affect the loca-tion, construction, cost, and safety of play areas.

(1) Positive Drainage. Sites with grades thatpromote positive drainage should be selected. If ad-ditional drainage is required, the construction costsshould be evaluated before selecting the site.

(2) Soil Types and Drainage. Soil type plays amajor role in site drainage. Loamy-sandy soil allowswater to percolate through the soil and providesgood drainage. For soil with high clay content, moredeliberate drainage solutions may be necessary.Table 2–2 illustrates the drainage properties ofvarious soil types.

(3) Storm Sewers. The adequacy of the systemand necessary improvements needed should be con-sidered during site selection. Whenever possible,sites should be selected where storm drains may belocated outside the play area. Drainage grates willnever be located in play equipment use zones unlessgrates are covered with synthetic impact-attenua-ting surfacing.

h. Microclimate. Microclimate conditions areweather patterns unique to a site. These conditionsare influenced by the site’s topography, landscape,and orientation. The microclimate may increase ordecrease the site’s attractiveness and suitability asa play area location. Wind, sun, heat, cold, anddampness are climatic conditions that can affect asite’s suitability as a play area. For example, if asite has large shade trees, high rainfall, and fea-tures that block morning sun, the specific site may

Table 2–2. Soil Types and Drainage Properties.

LL - Liquid limit.

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be too muddy on most days of the year for children’splay. Some poor microclimate conditions may be at-tenuated during play area design.

i. Existing Vegetation. The presence of existingvegetation is an important selection criteria. Exist-ing vegetation can increase the attractiveness, com-fort, and play opportunities of a proposed site.

2-4. Existing Play Equipment Areas.

When evaluating a site with existing play equip-ment, the play areas and equipment should be in-

spected for compliance with child safety and devel-opment requirements presented in this manual. If itis necessary to relocate, remove, or replace equip-ment to meet child safety requirements, a design forplay area renovation will be necessary. The sitesuitability should be reevaluated using the guid-ance presented in this chapter. The design processfor both renovation and new construction is identi-cal. Renovations may have more limitations and,therefore, may require more detailed and carefuldesign.

TM 5-803-11/AFJMAN 32-10139

CHAPTER 3

SITE ANALYSIS AND USER NEEDS ANALYSIS

3-1. Introduction.

After the site has been selected, the design pro-cess will begin with a thorough analysis of the siteand the needs of play area users. Input should in-clude information obtained during site visits, fromcommunity members, and from relevant guidancedocuments.

3-2. Coordinate with the Play Area Commit-tee.

The designer will coordinate with the play areacommittee throughout the design process. The com-mittee may participate in assessing user needs andreviewing preliminary findings of the site inventoryand analysis.

3-3. Collect Relevant Documents.

The installation engineer is a resource for obtain-ing relevant documents needed for the site design.

a. Site Maps. Topographic and infrastructuremaps are essential for good design decision making.

. Topographic maps define grade configurations andlandforms. An infrastructure or utilities map in-cludes electrical elements located underground,overhead, and at ground level; sewer and waterlines; storm drains; and clean outs.

b. Installation Master Plans and Design Guide-lines. Installation design guides and master plansshould be obtained. Children’s outdoor play areasshould be developed in accordance with these docu-ments.

c. Guidance, Standards, and Regulations. All ap-plicable documents that provide design guidance orrequirements for the project should be collected.These documents address child safety, age appropri-ate design, accessibility, materials, and equipmentspecifications. This manual and applicable refer-enced documents (appendix A) should be includedfor guidance. The installation engineer will provideadditional guidance documents, if necessary for spe-cial site conditions.

d. Product Information. Product informationshould be obtained from project files or from themanufacturer for any existing play equipment orsite furnishings that will be retained in the design.This information will be used to determine themanufacturer’s recommendations for equipmentlayout and maintenance.

e. Current Population Data. Current populationdistribution information should be obtained fromsurveys prepared annually by the family housingoffice.

3-4. Conduct a User Needs Analysis.

The play area design should reflect the needs ofthe local community who will be using, managing,and maintaining the site. Therefore, the designerand play area committee should work together togather opinions about local community needs anddesires regarding the proposed play area. This com-munity involvement encourages a sense of owner-ship and responsibility to the finished play area.Some effective methods for involving user groups indetermining the play area goals and in selectingplay area components include: community work-shops, surveys and interviews, walking tours, fieldtrips, and special events, such as play days, mural-making, or model-building activities. Participantsmay include the play area committee, installationcommunity members, and children and youth. Theuser needs analysis results should be documentedin a written report.

a. Community Workshops. Community work-shops are discussion sessions designed for olderchildren, teens, and adults. Creating an environ-ment that fosters free expression is essential forsuccess. When a large group is expected, partici-pants should be divided into small groups during aportion of the workshop to allow greater participa-tion. Questions should be prepared to prompt thediscussion. Participants’ comments should be re-corded. Comments also should be summarized in aworkshop report. Besides discussion, communityworkshops may incorporate walking tours, model-building, and other activities.

b. Interviews. Personal interviews maybe used togather opinions of community leaders and represen-tatives of community groups. Interview results pro-vide direction for other aspects of the communityinvolvement program, such as the development ofworkshop agendas or survey questions.

c. Community Surveys. Telephone, mail-in, anddoor-to-door surveys extend participation beyondresidents who normally attend meetings. Thesetechniques are valuable tools for assessing needsand gathering community opinions, ideas, sugges-tions, and comments from children, youth, andadults. The surveys should be carefully developedand field tested with the intended audience. Survey

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staff should be trained to ensure consistency andsurvey reliability. A representative sample of com-munity members should be surveyed. A reportshould be developed to document the survey andinterview results.

d. Walking Thurs. Walking tours of the proposedsite allow participants to directly observe and re-spond to the environment. Tours are suitable forboth adults and children. The tour route may bepreplanned, or participants may lead the designerto both favorite and least favorite places. Walkingtours provide opportunities to inform communitymembers about environmental assets and liabili-ties. The designer or committee members maygather information from participants during thewalking tour. The walking tour should be followedby a discussion and observations should be re-corded.

e. Field Trips. Participants may tour play areasin other communities. The designer or committeemembers can then gather information about whatparticipants liked and did not like about each playarea. This input can be summarized in a report.

f. Special Events. A variety of activities, such asmural-making, model-building, and play days, cre-ate enjoyable community events that can be used togather information for play area design. Theseevents may be geared toward children, youth, orentire families. Special events provide an opportu-nity for media attention and project publicity. Dur-ing the activity, facilitators can gather communityopinions through discussion with participants. Dis-cussion with the participants is more importantthan the actual product or activity.

3-5. Conduct a Site Inventory and Analysis.

A site inventory will be conducted to identify thenatural, manmade, and cultural features that mayaffect the play area design. Based on the inventory,a site analysis document will be developed to iden-tify design constraints and opportunities.

a. Site Inventory. Site inventory informationshould be gathered during site visits, and from oldsite plans, interviews, anti reference materials. Allinformation should be recorded on a site plan. Fig-ure 3–1 provides an example of a site inventory.

(1) Cultural Features. The character of the site,current use patterns, well-used features on the site,and how the proposed play area will relate to theexisting site should be noted. Information about thesite’s history and the regional history should beobtained. Special historical, cultural, or ethnic fea-tures may make play area development desirable orundesirable or may present design opportunities.The installation master plan, user groups, site man-

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ager, maintenance personnel, or observations dur-ing site visits may provide relevant information.

(2) Topography and Natural Features. Site to- pography can suggest opportunities for spatialorganization and play uses. The presence of bothsloping and flat surfaces can enhance play opportu-nities. Natural topographic forms and features suchas mounds, large boulders, outcropping, and slopesshould be located, preserved, and integrated intothe play area design. Topographic conditions thatmay effect the play area location and design shouldbe identified and recorded. These include water col-lection areas, high and low points, flat areas, hills,valleys, and ridges. A topographic map should beprepared if one is not available. Sources for thisinformation include aerial and field-run topographicsurveys of the site.

(3) Existing Utilities. Existing utility surveys,future development maps, civil or installation engi-neers, and on-site field observations should be usedto identify the location and capacity of current utili-ties. Water, electricity, storm and sanitary sewers,utility boxes, and telephone lines should be consid-ered in relationship to play area needs and evalu-ated to determine needed improvements. Potentialplay area hazards created by utilities should beidentified and mitigated.

(4) Soils and Drainage. Soil types and drainageshould be considered when locating play area com-ponents. During the site inventory, soil types shouldbe mapped and evaluated for their ability to supportweight (structural bearing capacity), susceptibilityto erosion, water permeability, and presence of sur-face and subsurface rock that may affect construc-tion costs. The ability to provide positive drainagealso should be evaluated. A combination of surfaceand subsurface drainage should be considered forall sites. Sources for this information include thesite plan, the installation master plan, the U.S. SoilConservation Service, and the U.S. Geological Sur-vey.

(5) Visual Resources. Any significant views af-forded by the site should be noted. These viewspresent design opportunities, such as observationpoints.

(6) Microclimate. Microclimate should be con-sidered when selecting activities, preparing the sitelayout, and selecting construction materials. Wind,sun, heat, cold, drifting snow, sand, and dampnessare climatic conditions that may need to be miti-gated through the design. Prominent microclimatecharacteristics, such as sun, shade, and wind direc-tion should be mapped during the site inventory.Sources for this information include site investiga- tions and persons familiar with seasonal site char-acteristics.

TM 5-803-11/AFJMN 32-10139

Figure 3-1. Site Inventory.

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(7) Existing Vegetation. The type, size health,and location of existing plant materials should benoted during the site inventory. These plants shouldbe retained whenever possible. Toxic and poisonousplant materials should be identified for removal.

(8) Existing Play Equipment and Structures.Based on the results of a safety inspection andstructural analysis of existing play equipment orstructures, equipment and structures that can beretained, relocated, or removed should be identifiedand located on the site inventory.

(9) Adjacent Land Uses. The need for screeningor visibility from adjacent areas should be noted.Traffic or other adjacent land use concerns should be indicated.

b. Site Analysis. Based on the site inventory, asite analysis will be developed to record the existingsite conditions, opportunities, and constraints. Thisinformation should be mapped on a site plan (fig3–2). The site analysis also should be described in awritten report that documents issues and possiblesolutions.

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Figure 3-2. Site Analysis.

TM 5-803-11/AFJMAN 32-10139

CHAPTER 4

THE DESIGN CRITERIA

4-1. Introduction.

The design criteria document is the basis for de-sign. It identifies all requirements for the design ofthe outdoor play area, including findings of the siteinventory and analysis, the user needs analysis,and relevant guidance provided in standards, regu-lations, and the installation master plan. Based onthis information, the designer will develop a concep-tual (10%) design that identifies selected play areacomponents and the site layout. The play area de-sign should be well-defined and age-appropriate. Aplay area primarily composed of manufactured playequipment or freestanding play equipment scat-tered throughout a family housing area does notfully meet this requirement.

4-2. Confirm the Age Group Served.

The play area designer and play area committeeshould review population data and the results of theuser needs analysis. Based on these findings, theage group to be served by the play area will beconfirmed. This age group will be documented in thedesign criteria report.

4-3. Identify Play Area Goals.

The goals for the play area should identify theplay area’s key developmental and environmentalbenefits. The goals should also address manage-ment issues, such as maintenance and implementa-tion of standards and regulations. These goals arepart of the design criteria report.

4-4. Play Area Components and Manufac-tured Play Equipment.

To create a diverse play area, a variety of compo-nents that support children’s physical, cognitive,emotional, and social development should be in-cluded. A play area component creates a definedsetting that supports a particular type of play activ-ity, such as dramatic play, or supports user safety,comfort, and convenience. Play area componentsmay include: the entry area; pathways; sports andgames; dramatic play; sand play; gardens; gather-ing places; manufactured play equipment; plantmaterials; land forms; separation and barriers;signage; and parking.

a. Play Area Components. In figure 4-1, the playarea includes four components: manufactured playequipment, dramatic play, pathways, and the entryarea. Each play area component may consist of one

or more design elements. For example, the dramaticplay component in figure 4-1 includes the followingdesign elements: platforms, shade, and a bench.

b. Manufactured Play Equipment. Play equip-ment is one of many types of play area componentsthat comprise a play area. Manufactured play equip-ment should also be carefully selected to ensure thatit meets the safety requirements for the primary agegroup using the play area, provides a variety of playactivities to meet developmental needs, and meetsthe needs of children with disabilities.

(1) Play Events. Manufactured play equipment,such as climbers, slides, and track rides, that pro-vides one or more play activities is called a playevent (fig 4-2). For example, the play activities pro-vided by the manufactured play equipment in figure4--2 may include climbing, sliding, and dramatic play.

(2) Freestanding Structure. A single play event,such as swings, rocking animals, or climbers, maybe installed as a freestanding structure that is notfunctionally linked to any other play event. In fig-ure 4-2, the slide is installed as a freestandingstructure.

(3) Composite Structure. In addition, two ormore play events may be combined to form a com-posite structure. In figure 4-2, the composite struc-ture includes the following play events: ringclimber, slide, horizontal ladder, and track ride.

4-5. Selection Criteria for Play Area Compo-nents.

When selecting play components, child develop-ment needs, accessibility, maintenance require-ments and costs should be considered.

a. Child Development. A diverse play area thatsupports child development will include a range ofplay activity, sensory variety, spatial complexity,graduated challenge, and linkage and flow betweenplay area components. Chapter 5 illustrates howplay area component may be combined to creatediverse play areas.

(1) Range of Play Activity. Children developphysically, cognitively, emotionally, and sociallythrough interaction with the environment and eachother. Most existing play areas emphasize gross mo-tor activity and sensory activity. Properly designedand selected play area components should also sup-port fine motor activity, social play, and other devel-opmental needs. A given play area component cansupport different developmental needs dependingupon how it is used by a child. For example, manu-

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Figure 4-1 Play Area Components and Design Elements

COMPOSITE STRUCTURE FREESTANDING STRUCTUREIncludes the following play events: Includes the following play events:

. Slide

Figure 4-2. Composite~Structures, Freestanding Structures, and Play Events

factured play equipment cannserve as a hangout forsocializing, a ship for dramatic play, or a tool fordeveloping motor skills. Play area components thatsupport a wide range of activities should be selected.

(2) Sensory Variety. A variety of sensory experi-ences enhances physical and cognitive development.In addition to movement activities, varied sounds,textures, colors, and light should be provided in theplay area by incorporating a variety of natural andmanmade materials in the design.

(3) Spatial Complexity. A variety of spatial ex-periences should be provided to assist children inlearning concepts such as up and down, over andunder, in and out, right and left, big and little, anddeep and shallow. Manufactured play equipment

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and land forms are two ways that these experiencescan be supported by the play area design.

(4) Graduated Challenge. Varied levels of chal-lenge should be provided in the play area. For ex-ample, a range of upper body challenges may beprovided with manufactured play equipment by se-lecting play events that include turning bars, chin-ning bars, horizontal ladders, and track rides. Theserequire a varying level of skill. Providing childrenwith choices creates opportunities for all children tosucceed. Varied levels of challenge also helps avoidloss of self-esteem that may occur when a child islimited to an activity which is too challenging.

(5) Linkage and Flow. One challenge of physicaldevelopment involves children mastering the move-

ment of their bodies through space in a continuoussequence. Providing connection between play areacomponents facilitates this developmental task dur-ing play. Linkage and flow between play area compo-nents should be enhanced by maintaining appropri-ate play area relationships and by designingpathways that connect all play area components.

b. Accessibility to Children and Adults With Dis-abilities. Play area components will be accessible tochildren and adults with disabilities. In addition towheelchair users, the needs of children and adultswho walk with canes, walkers, or crutches; who havelimited use of the upper body; who have visual orhearing disabilities; or who have developmental dis-abilities will be considered. A diverse play area thatincludes a variety of play area components has thegreatest potential for meeting the needs of all users.Rather than developing separate “handicapped” playareas, integrating all children in the same play set-ting will be emphasized. Most play area componentscan be made accessible. This manual provides guide-lines for designing play areas to meet the needs ofchildren with and without disabilities.

c. Maintenance and Cost. Maintenance require-ments and cost are additional considerations in se-lecting play area components.

(1) Maintenance Requirements. Play area com-ponents require varying levels of maintenance. On-going maintenance is critical to sustaining safe playareas for children. During the design process, playarea maintenance requirements should be consid-ered and defined. Designers will select play areacomponents that match the available maintenanceresources. On installations with few maintenanceresources, low maintenance components should beselected.

(2) Cost. The initial cost, anticipated useful life,and the maintenance cost should all be consideredwhen selecting play area components. The sum ofthese costs represents the life cycle cost of the playarea component. For example, sand safety surfacinghas a low initial cost. However, when the anticipateduseful life and maintenance costs of the surface areconsidered, this surface may not always provide thebest value when compared to other safety surfaces.When needed to guide decision-making, a life cyclecost comparison should be prepared to help identifythe most economical component.

4-6. Select Play Area Components.

Based on the findings of the user needs analysisand the site analysis, and the goals for the playarea, play area components will be selected to meetthe needs of the selected age group.

a. Age Appropriate Play Area Components. Table4-1 identifies play area components that should be

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considered during this selection process. This listidentifies which play area components are appropri-ate for a given age group. It also lists those compo-nents which are required for all age groups. Thesecomponents must support child safety and child de-velopment, and must be accessible to children withdisabilities. The selected components should beidentified in the design criteria report.

b. Manufactured Play Equipment. Table 4-2 pro-vides recommendations for age appropriate playevents. Table 4–3 summarizes primary play activi-ties supported by play events. Chapter 10 describeshow to adapt manufactured play equipment to meetthe needs of children with disabilities.

4-7. Determine Space Requirements.

The space requirements for the selected play areacomponents should be determined. Child safety andappropriate play area relationships should be con-sidered. Guidance for determining space require-ments for manufactured play equipment is providedin this manual. The play area space requirementswill be presented in the design criteria report.

4-8. Reevaluate the Site.

Once the design criteria is identified, the designershould reevaluate the suitability of the site to meetidentified needs.

4-9. Coordinate with the Play Area Committee.

The designer should present the findings of thedesign criteria report to the play area committee forreview and comment.

Table 4-1. Priority Play Area Components by Age.

X- Components necessary for all play areas.

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Recommended Play Events by Age Group.

Balance beam x x xBanister slide x x

Climber I I

Fire pole x xGame panel x x x x x

Playhouse I

Slide ISpring rocking equipment xStationary bridge ISwing - to-fro I x I x I x I

Tunnel x x x x xComposite structure x x x x

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Table 4-3, Play Events and Primary Play Activities.

X - Developmental activity provided

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CHAPTER 5

PLAY AREA RELATIONSHIPS

5-1. Introduction.This chapter describes how to create a diverse

play area while meeting child safety and functionalrequirements. This is accomplished by maintainingthe appropriate functional relationships betweenplay area components. Adjacency diagrams illus-trating appropriate relationships for play lots,neighborhood parks, and community parks are in-cluded. These diagrams should be used as the basisfor creating conceptual designs for the three agegroups addressed in this manual.

5-2. Play Area Component Relationships.

The following guidelines for play area componentrelationships apply to all age groups and were usedto develop the adjacency diagrams provided in thischapter.

a. Entry Area. Clearly defined entrances shouldbe provided to orient, inform, and introduce users tothe site. Entries should be connected to pedestrianand bike circulation paths, linking the play area tohousing, picnic facilities, and community facilities.The entry should relate to parking areas whenparking is provided. Parking must be separatedfrom other areas with a barrier. Bike parkingshould be provided at all entries.

b. Sports and Games. Play areas may includesmall-scale sports and games, such as small turfareas and multi-use hard surface courts for ballplay, running, and group games. Sports and gamesshould be sited in relatively flat locations. Theseareas should be located to prevent out-of-boundsballs from interfering with traffic and other playactivities. Ball walls can provide a vertical surfaceto focus ball play in a desired direction and can actas barriers to contain ball play activities. Gatheringareas should be provided adjacent to sports andgames components to provide seating for restingand for watching other children.

c. Dramatic Play. Although dramatic play occursthroughout the play area, designers can deliber-ately create play area components that support roleplay, such as a play village or performance area.

(1) Play Village. For children ages 18 monthsthrough 8 years, design elements, such as playhouses and a water source, maybe grouped togetherto create a play village. Sand play should be locatedadjacent to the village to provide manipulative ma-terial to enhance dramatic play. Pathways should

intersect the play village to provide access to thedesign elements and to reinforce the village charac-ter.

(2) Performance Area. For school-age and olderchildren, dramatic play may include small perfor-mance areas with ground-level platforms and seat-ing for viewers. The performance area should bepositioned away from high activity areas.

d. Sand Play. Sand play should be located awayfrom high activity areas, such as ball play areas. If aplay village is provided, sand play should be locatednear the village. If sand is used as a safety surfacein manufactured play equipment areas, separateareas for sand play should be provided away fromplay equipment.

e. Gardens. Community gardens are small plotsof land used by children, families, or communitygroups for growing ornamental or edible plants. If aplay village is provided, the garden should be adja-cent to the play village to allow children to harvestplants for village use. Gardens should be separatedfrom circulation pathways and should be sur-rounded by fencing for plant protection.

f. Gathering Places. Gathering places are com-fortable areas where children, youth, and adults cansit and meet, or where infants may safely explore.Gathering places should be located to protect usersfrom the sun and wind. In gathering places, seatingshould be located to provide sight lines for play areasupervision. If views throughout the play area arenot possible, seating should be provided in morethan one location. Gathering places should be pro-vided adjacent to sports and games to support rest-ing and viewing.

g. Manufactured Play Equipment. Manufacturedplay equipment should be located to ensure sightlines needed for supervision are not blocked by theequipment. Equipment should also be located todiscourage circulation through the play equipmentarea when children move between play area compo-nents. Swings should be located on the edge of theplay area to prevent injuries that may occur whenchildren cross the swing area to get to other playactivities.

h. Plant Materials. Plant materials should be lo-cated to provide climate modification, define bound-aries, serve as a visual screen, and support playactivity. Shade should be provided in all play areas.Particular attention should be given to providingshade over seating areas in gathering places, overmetal play equipment in manufactured play equip-

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ment components, and over play areas for youngchildren. Plant material should not be locatedwithin play equipment use zones.

i. Landforms. Landforms include natural ormanmade variations in topography, and earthsculpture. If appropriate for the primary age groupwho will be using the play area, play area designsshould be adapted to incorporate existingland forms. Manufactured play equipment may beincorporated into landforms to create access ontoelevated play equipment.

j. Pathways. Pathways should be provided to al-low access up to, into, and around the play area forpedestrians, strollers, bicycles, children and adultswith disabilities, and maintenance vehicles. Path-ways should be used to separate and define spacethat serves different functions. Where bicycle use isgreat enough to cause safety concerns for pedestri-ans, separate bike paths should be considered.

(1) Pathways As Play Events. Pathways mayserve as a play event, supporting games, site explo-ration, and use of wheeled toys, skates, strollers,and bikes. Primary pathways are hard-surfaced andshould be located to connect all play area compo-nents. Auxiliary or secondary pathways may be pro-vided away from main activity and circulation pathsfor exploration. Secondary pathways may be com-posed of more challenging materials, such as packedearth or wood products.

(2) Service Vehicle Access. Maintenance accessallows maintenance, police, service, and emergencyvehicles to travel through the play area to provideemergency assistance and perform service tasks,such as garbage removal, mowing, and replenishingof materials. A service vehicle access route shouldbe provided through the play area along the mainpathway. The route should provide a direct connec-tion to all areas covered with loose-fill safety surfac-ing, such as wood products, sand, gravel, or choppedtire.

k. Signage. Signs should be located to ensuregood orientation, direct. traffic flow, and provide in-formation about the site and programs. The need forsigns depends on the type and complexity of theplay area.

l. Parking. Offstreet parking areas may be pro-vided for community parks. Parking should be lo-cated near the park entrance at a distance fromactive areas or picnic areas. Parking must be sepa-rated from other areas with a barrier.

5-3. Identify Needed Separation and Barriers.

When developing appropriate play area relation-ships, some consideration must be given to provid-ing physical separation and barriers between playarea components. Barriers, such as shrubs, path-

5-2

ways, and low walls, should be used to define activ-ity areas and direct movement through the playarea. When needed because of differing safety re-quirements, barriers should be used to separate agegroups. These barriers should allow children to ob-serve activities in other parts of the play area.Fences are only required to protect children fromlarge bodies of water, heavily traveled streets, traf-fic that is hazardous to the age group using the playarea, or other hazards.

a. Serving More Than One Age Group. Play areacomponents serving different age groups should beseparated with barriers, such as low walls, path-ways, turf areas, or vegetation.

b. Manufactured Play Equipment. Because of dif-fering safety needs, manufactured play equipmentdesigned for children under 5 years old and playequipment designed for children over 5 years oldshould be separated with barriers, such as low wallsor vegetation.

c. Type of Play. Active and passive play activitiesshould be separated by location, pathways, or barri-ers, such as low walls or vegetation.

5-4. Play Lot (6 Weeks to 9 Years).

Four adjacency diagrams are provided to illus-trate how the play area relationships describedabove should be implemented in the design of playlots. One option is provided for children 6 weeks to 5years and two options are provided for children 5years to 9 years. One option is provided for a singleplay area that serves children 6 weeks to 9 years.This option includes separation between play areacomponents to maintain child safety.

a. Play Lot (6 Weeks to 5 Years). One option isprovided for play lots that serve only children under5 years old. The play area contains an entry area,dramatic play, sand play, a gathering place, and apathway (fig 5–l).

(1) Dramatic Play. The dramatic play compo-nent for this age group is designed as a play village.It serves as the play area focal point and center ofactivity.

(2) Sand Play. Sand play is located next to dra-matic play to extend play opportunities.

(3) Gathering Place. A gathering place for in-fants and parents is located to allow views through-out the play area. An infant crawl area for childrenunder 12 months is provided adjacent to the seatingand on the edge of the play area away from moreactive play. Shade is provided for the seating areaand for the infant crawl area.

(4) Pathway. A pathway encircles and inter-sects the play village. This allows dramatic playthat incorporates wheeled toys as imaginary ve- hices.

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(5) Service Vehicle Access. A maintenance ac-cess route to the sand area is provided for ease ofmaintenance and replenishment of material.

b. Play Lot (5 to 9 Years). Two options for play lotsare provided for children ages 5 to 9 years. Option 1emphasizes manufactured play equipment and dra-matic play. Option 2 emphasizes sports and games.The designer should select the diagram which mostclosely meets the needs of the site analysis and thefindings of the. design criteria report. A defined en-try area that connects pedestrian and bike circula-tion pathways to the neighborhood and to nearbycommunity facilities is provided in both options.Pathways are also provided in both options to linkall play area components.

(1) Option 1. Option 1 provides dramatic playand manufactured play equipment for children ages5 to 9 years (fig 5–2).

(a) Dramatic Play. A ground-level platformand seating create an area for impromptu perfor-mances. Dramatic play is located away from activeplay on the edge of the play area. Since the area isshaded and located to provide views throughout theplay area, it also serves as a gathering place.

(b) Manufactured Play Equipment. T h emanufactured play equipment component includesa composite play structure and swings. The swingsare located on the edge of the play area. Manufac-tured play equipment is the focal point of the playarea.

Figure 5-2. Play Lot Option 1 (5 to 9 Years).

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(c) Pathways. The pathway connects all playarea components and encircles the manufacturedplay equipment. It can accommodate bicycles.

(d) Service Vehicle Access. A service vehicleaccess route increases ease of maintenance.

(2) Option 2. Option 2 includes sports andgames and a gathering place for children ages 5 to 9years (fig 5–3).

(a) Sports and Games. The central focus ofthe play area is a multi-use hard surface area. Aball wall focuses ball play in the desired direction ofplay and helps contain the balls.

(b) Gathering Place. Shaded seating forviewing is provided adjacent to the ball play area.

(c) Pathway. The pathway is designed as ac-cess to the play area and is not intended as a bikepath.

(d) Service Vehicle Access. A service vehicleaccess route increases ease of maintenance.

c. Play Lot (6 Weeks to 9 Years). One option isprovided to accommodate children from 6 weeks to 9years when it is necessary to combine age groups inone play lot. The play area contains an entry area, agathering place, and a pathway (fig 5–4). Twomanufactured play equipment components are de-signed to serve different age groups and are sepa-rated by barriers.

(1) Manufactured Play Equipment. One manu-factured play equipment component features a com-posite play structure designed for children ages 5 to 9years. A separate manufactured play equipment com-ponent designed for children under age five includesswings. Swings are located at the edge of the playarea. These two components will be separated bybarriers, such as low walls, turf areas, or vegetation.

(2) Gathering Place. Seating for adults andchildren is provided in a location that allows viewsto all parts of the play area. Shade is included.

(3) Pathway. A pathway encircles the play area to link all play area components and to accommo-date wheeled toy play.

(4) Service Vehicle Access. A service vehicle ac-cess route is provided through the play area to in-crease ease of maintenance.

5-5. Neighborhood Park (9 to 15 Years).

Two adjacency diagrams for neighborhood parksare provided for 9- to 15-year-olds. Option 1 in-cludes a wider variety of play area components.Option 2 emphasizes sports and games. The de-signer should select the diagram which most closelymeets the needs of the site analysis and the findingsof the design criteria report. Both options include:entry areas, sports and games, gathering places,and pathways. Pathways in both play areas areconnected to neighborhood bike paths and all com-ponents within the play area.

a. Option 1. The first option for 9- to 15-year-oldsincludes manufactured play equipment, sports andgames, and a garden (fig 5–5).

(1) Sports and Games. A large turf area thataccommodates various sports and neighborhood ac-tivities is the focal point of the play area. In addi-tion, a multi-use hard surface area with a ball wallis located on the edge of the play area. The ball walldirects ball play away from the pathway and entryarea.

(2) Garden. The garden is located on the edgeof the play area and is separated from active play.

●

●

●

●

●

●

●

❑ ICYC

SERVICE VEHICLE ACCESS

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(3) Gathering place. A gathering place is pro-vided near the entry area with views of the turfarea.

(4) Manufactured Play Equipment. A compos-ite structure and swings are located on the edge ofthe play area.

(5) Pathways. In addition to the primary path-way, an adventure bike path is provided around theperimeter of the play area to separate bike andpedestrian use.

(6) Service Vehicle Access. A service vehicle ac-cess route is provided through the play area for easeof maintenance.

b. Option 2. Option 2 emphasizes sports andgames and includes two gathering places (fig 5–6).

(1) Sports and Games. The turf area is the cen-tral element of the park. The multi-use hard surfacearea is located at the edge of the park. A ball wall isprovided at the edge to increase ball play opportu-nities and focus the ball play away from adjacentactivities.

(2) Gathering Place. A seating area for childrenand adults is centrally located near the entry areato provide views of all the play components. In ad-dition, a larger gathering area that includes picnictables is located at the edge of the park. It is locatednear the ball play area to allow spectators to watchthe action on the courts.

(3) Service Vehicle Access. A service vehicle ac-cess route is provided through the play area for easeof maintenance.

5-6. Community Park (O to 15 Years).

Two or more adjacency diagrams may be com-bined to create conceptual play area designs servingmore than one age group at a community park (fig5–7). Figure 5–7 also includes a prioritized list ofplay area components. These priorities are based onthe developmental importance of components tothat age group. The order of the list may be used todetermine which components should be retained ina design when there are site or budget limitations.Although play area components may have similarlabels for all age groups, the site design and designdetails vary according to the user’s age group.

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PICNICTABLES

ACCESS TO NEIGHBORHOODBIKE PATHS

GATHERINGPLACE

Figure 5–6. Neighborhood Park Option 2 (9 to 15 years).

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Figure 5-7 Community Park (0 to 15 Years).

5-8

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CHAPTER 6

THE DESIGN DOCUMENTS

6-1. Introduction.

The conceptual (10%) design translates a selectedadjacency diagram to the project site and communi-cates key design concepts to the play area commit-tee. During conceptual design, design elements areselected for each play area component. Conceptualdesign provides opportunities to evaluate alterna-tive design approaches and identify preliminarycosts. Once the design is approved by the civil orinstallation engineer and the play area committee,final design documents will be created. If required,a phased development plan can also be created.

6-2. Site Adapt the Adjacency Diagram.

The designer will select an adjacency diagramfrom chapter 5 based on the age group served by theplay area and the findings of the design criteriareport. The selected diagram will be adapted to thesite by comparing the information documented dur-ing site analysis to the selected adjacency diagram.Using the selected diagram, a site-adapted adja-cency diagram will be created for play area compo-nents using simple bubble-type shapes. The bubblesshould be drawn to the approximate scaled sizerequirements. These bubble-type shapes should beorganized on the site plan in the locations suggestedby the site analysis and the selected diagram. Theimportant relationships between play area compo-nents should be maintained. The desired connec-tions or separations between play activities shouldbe indicated graphically. Locations where supportfacilities, screens, barriers, or enclosures may beneeded should be indicated. Site constraints whichneed to be modified to permit use, such as regradingof steep slopes, should also be noted. The site-adapted adjacency diagram will be used to createthe conceptual (10%) design.

a. Relatively Flat Sites. Often the site is flat, withfew physical characteristics to limit or direct playarea organization. For these sites, the site analysismay provide only limited direction. The optimumrelationships presented in the adjacency diagramsmay then be applied to the site with little or noadjustment needed to accommodate physical sitecharacteristics.

b. Sites With Varied Topography. If extensivegrading is necessary to accommodate a design, itmay be prohibitively expensive to implement theadjacency diagrams as shown. When this occurs,the designer should reorganize the adjacency dia-

gram to utilize existing landforms following thegeneral guidelines presented in chapter 5.

c. Existing Vegetation. Mature trees, shrubs, andother desirable vegetation should be maintainedwhenever possible. If needed, the adjacency dia-grams should be reorganized to utilize existing veg-etation following the general guidelines presentedin chapter 5.

d. Combining Adjacency Diagrams. When com-bining more than one adjacency diagram to create aplay area serving multiple age groups, the play arearelationships described in chapter 5 should bemaintained. Low walls or other barriers should pro-vide definition, separation, and safety between playarea components as previously described.

e. Alternative Site Adapted Adjacency Diagrams.If desired, several alternative adjacency diagramsmay be prepared. These may then be evaluated todetermine the arrangement which most completelysatisfies the program requirements, site opportuni-ties, and site constraints.

6-3. Create a Conceptual Design and Cost Es-timate.

The conceptual design is drawn to scale andshows exact sizes and locations of play area compo-nents (fig 6-l). While complete construction detailsare not normally included, sufficiently detaileddrawings should be provided to clearly depict thedesign concept and to assist in cost estimating. Thedesigner should ensure that the site layout meetsthe requirements of this manual and the designcriteria report.

a. Conceptual Design. The conceptual designshould include the following:

(1) Play Area Components. Play area compo-nents and major activity points, such as entrancesand exits, sitting areas, and service vehicle access,should be indicated. The location of proposed sup-port facilities, such as drinking fountains, drainage,and primary utility points of connection, should beshown.

(2) Design Elements. The design elements thatcomprise each play area component should be iden-tified. These elements will be located on the concep-tual design.

(3) Use Zones. Manufactured play equipmentrequires use zones covered with safety surfacing inaccordance with chapter 11. All use zones will beshown.

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Figure 6-1 Conceptual Design

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(4) Ground Surface Materials. Ground surfacematerials, such as turf, sand, and concrete, shouldbe identified. Safety surfacing will be clearly labeledto distinguish it from other surface materials.

(5) Plant Materials. Locations for existing plantmaterials which will be retained and proposed plantmaterials should be shown. The intended functionaluse of these materials should be described. Poison-ous plants should be identified for removal.

(6) Existing Site Features. Existing structuresand other site features which are to be removed orretained should be noted. Any improvementsneeded for child safety should be described. If exten-sive demolition or regrading is required, a separatedrawing should be added to address this work.

(7) Topography. Existing and proposed topogra-phy should be indicated. Spot elevations should beindicated at critical points such as paths, struc-tures, existing trees, entrances to buildings, andmajor changes in grade.

(8) Accessibility. Accessibility for children andadults with disabilities will be provided in accord-ance to this manual.

b. Cost Estimates. Preliminary cost estimates forthe conceptual design should be developed. Quan-tity takeoffs and, if necessary, product manufact-urer quotations for important design elementsshould be included.

c. Alternative Design Concepts. Alternate ideasfor specific play area components may be presentedif desired.

d. Specifications. Outline specifications should beprepared.

e. Product Cut Sheets. If needed to illustrate thedesign concept, catalogue cut sheets depicting theprimary products proposed may be included.

6-4. Coordinate with the Play Area Committee.

The play area committee and the engineeringstaff should review the conceptual design. This de-

sign review meeting may be open to interested com-munity members for public comment. After the re-view, the designer will make recommended designchanges or refinements.

6-5. Develop the Final Design Documents.

The designer will convert the conceptual designinto final design documents in accordance with localpolicy and regulations.

6-6. Create a Phased Development Plan.

Ideally, funding will be available when the playarea design begins. However, sometimes funding ofplay areas becomes available in small increments. Ifnot properly planned, incremental development ofplay areas can create safety problems and inappro-priate play area relationships. Preparation of theoverall conceptual plan allows the project to be de-veloped in orderly phases while maintaining childsafety and functional requirements. Therefore,when initial funding is limited, the designer willwork with the play area committee to prioritize theplay area elements for phased development. Thephased development plan for each design is unique.Depending on available funds, the first phase ofdevelopment could include pathways, utilities,grading, and the most important play area compo-nents.

6-7. Coordinate with the Play Area Commit-tee.

The engineering staff and play area committeewill review the final design submittals at desig-nated intervals during the design process. In addi-tion, the installation safety manager will review thedocuments for compliance with child safety require-ments. The number of reviews will vary dependingon the size of the project.

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CHAPTER 7

CHILD SAFETY REQUIREMENTS FOR OUTDOOR PLAY AREAS

7-1. Introduction.

The designer should be thoroughly familiar withsafety requirements for children’s outdoor play ar-eas. The U.S. Consumer Product Safety Commis-sion (CPSC) estimates that each year in the U.S.approximately 170,000 children are treated in hos-pital emergency rooms and 17 deaths occur frominjuries sustained on public play areas. In additionto child safety, potential liability, sustained morale,and public relations are further reasons why mili-tary installations should provide safe play areas.This chapter describes general safety guidelinesthat will help prevent serious injuries.

7-2. Guidelines for Child Safety.

Children’s outdoor play areas will meet the re-quirements of the CPSC Handbook for Public Play-ground Safety and the American Society for Testingand Materials (ASTM) Standard Consumer SafetyPerformance Specification for Playground Equip-ment for Public Use (ASTM F 1487). This chapterdefines safety terms and provides additional guid-ance for instances where no guideline has been pro-vided or new research has become available. For acomplete review of safety requirements, CPSC andASTM F 1487 should be consulted along with thismanual. If a conflict exists between this manual,CPSC, or ASTM F 1487, the more stringent require-ment will be applied.

7-3. Material Selection.

Building materials will be selected that havedemonstrated durability in play areas or outdoorsettings. For purchased items, holes in materialsshould be factory-drilled. Extra holes that will notbe filled in by hardware and could harbor insectsshould not be present.

a. Plastic. High density polyethylene is a mate-rial commonly used for manufactured play equip-ment. It is especially appropriate for slides, becauseplastic surfaces are less likely than metal to causeburns in hot climates. Plastic coatings, such as poly-vinyl chloride (PVC), may also be used on metalsthat would otherwise become too hot in direct sun-light. Plastic materials should be ultraviolet (UV)stabilized to minimize fading, resistant to cracking,and shatterproof. Fiberglass should be avoided be-cause it has low impact tolerance.

b. Metal. Metal requires less maintenance thanwood materials and is more durable. Rust-free

metal materials, such as stainless steel and alumi-num, should be selected. Metals subject to rust orcorrosion should be painted, galvanized, or other-wise treated. All metal edges should be rolled orhave rounded capping. Hollow metal tubes shouldbe capped to eliminate standing water and sharpedges. To avoid the risk of contact burn injury, bareor painted metal surfaces will be avoided in regionswhere intense sunlight and heat can be expected,unless the surfaces are located out of direct sun-light.

c. Wood. Wood materials require regular mainte-nance to control splintering, weathering, and dete-rioration. Wood that is naturally rot- and insect-resistant or treated to avoid rapid deteriorationshould be selected. Cedar, cypress, and redwood arenaturally resistant to decay, checking, and cupping.Regional species should be selected to reduce costsof site-built elements, such as benches and planters.Wood should be premium grade and free of sapwood and loose knots.

d. Wood Preservatives and Paints. Wood preser-vatives and paints used in children’s outdoor playareas will meet ASTM F 1487 standards. Play areausers should not be able to ingest, inhale, or absorbhazardous amounts of substances as a result of con-tact with preservatives and paints. Wood that is notnaturally rot- and insect-resistant will be treatedbelow the level of the play area surface and up to150 mm (6 inches) above the play area surface.

(1) Inorganic Arsenical. The most commonwood treatment used in play areas are the inorganicarsenical. These will be applied by the manufact-urer or wood preserver according to the specifica-tions of the American Wood Preservers AssociationC 17 standard. This standard states that treatedwood will be visibly free of residues that may con-tain high levels of arsenic. Chromated copper arsen-ate, which causes a greenish coloration, is accept-able if the amount of arsenic on the surface of thewood that can be dislodged is minimized. Treatedwood that complies with these standards may besuitable for use in children’s play areas. However,arsenical-treated wood will not be used in the con-struction of drinking fountains or other locationswhere it would contact public drinking water di-rectly or indirectly.

(2) Other Acceptable Wood Preservatives. Ac-cording to CPSC, wood treated with other preserva-tives that have low toxicity may be suitable for use

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in children’s play areas. These include copper orzinc naphthenates and berates.

(3) [Unacceptable Wood Preservatives. Severalwood preservatives are too toxic or irritating to beused in children’s play areas. These include creo-sote, pentachlorophenol, and tributyl tin oxide. Fin-ishes that contain pesticides will be avoided.

(4) Paints. All paints or similar finishes used inplay areas will comply with the ASTM F 1487 stan-dard to minimize lead exposure.

e. Fasteners and Connecting Devices. All fasten-ers and connecting and covering devices will becorrosion-resistant, such as stainless steel, brass,zinc plated metal, zinc-chromate plated metal, orgalvanized steel.

(1) Unintentional Loosening. All fasteners, con-necting and covering devices, and hardware in mov-ing joints will not loosen or be removable withouttools when installed according to manufacturer’s in-structions. All nuts and bolts will be protected fromdetachment with lock washers, self-locking nuts, orother locking means.

(2) Friction or Wear All moving parts, such asswing chains, will be connected to the fixed supportwith bearings or bearing surfaces that reduce fric-tion or wear. A steel cable permanently connected toa hanger assembly is acceptable.

(3) Entanglement. Entanglement occurs whena child’s clothing or items worn around a child’sneck become caught or entwined on play equipmentor site furnishings. Strangulation, loss of a bodypart, or emotional injury may result. Fastening de-vices, such as S-hooks, pelican hooks, C-hooks, orclevis devices, will be closed as specified by ASTM F1487 to prevent possible entanglement.

f. Chain, Cable and Rope. Verification should beobtained from manufacturers that chain and cablemeet structural integrity requirements specified byASTM F 1487. Chain should be a minimum size 4/0and zinc plated. Cable should be a minimum 25 mm(1 inch) diameter and be composed of strands ofsteel cable with a synthetic covering of polypropyl-ene or dacron. Rope will not be used in unsuper-vised children’s outdoor play areas. Cable andchains that are not properly designed can causestrangulation or injuries. To avoid these hazards, allchains and cables will meet ASTM F 1487 require-ments.

g. New Construction Materials. New materialsare constantly being developed for manufacturinguse. Recent examples include the increased use ofplastics and recycled materials. If any materialsused in construction do not have demonstrated du-rability in play areas or the outdoors, documenta-tion or test results will be obtained from manufac-turers to verify durability.

7-4. Head and Neck Entrapment.

All elements within the play area will be de-signed, constructed, and assembled to reduce therisk of accidental head or neck entrapment whenchildren enter any opening headfirst or feetfirst.Entrapment occurs when a child’s head or neck be-comes lodged within a space and cannot be with-drawn. Strangulation or emotional injury can re-sult. Both the opening size and shape areconsidered in determining entrapment potential.Any opening that is closed on all sides and all angu-lar openings will meet the entrapment criteriaspecified in ASTM F 1487. This ASTM standardincludes testing criteria that can be used to evalu-ate opening size and shape for entrapment poten-tial.

7-5. Maximum Recommended EquipmentHeights by Age Group.

Play equipment should be selected that allowssafe and successful use by children of a specificchronological age, mental age, and physical ability.Play equipment height and complexity should notexceed the user’s ability as defined by tables 7–1and 7–2. These tables are based on the average userin each age group. An individual child’s skills mayvary from these averages and must be assessed byparents and guardians.

7-6. Multiple Exits.

A minimum of two exits should be provided on allplay equipment, including composite structures andplayhouses. Climbers, such as rung ladders, climb-ing nets, and arch climbers, should not be used asthe sole means of access to equipment intended forchildren under age five. A playhouse window mayqualify as an exit if it is a minimum of 400 mm (16inches) in diameter.

7-7. Pinch, Crush, and Shear Points.

Pinch, crush, or shear points are junctures thatcould cause contusion, laceration, abrasion, ampu-tation, or fracture during use. A pinch, crush, orshear point is defined by ASTM F 1487 as any pointthat entraps a 16 mm (5/8-inch) diameter rod at one

Table 7-1. Recommended Composite Structure Platform Heights.

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Table 7-2. Maximum Recommended Play Equipment Heights.

Balance beam N/A(maximum height)

N/A I 300 mm(12 inches)

400 mm(16 inches)

Banister slide N/A(maximum height of attached platform)

N/A I N/A 1400 mm(56 inches)

2100 mm(84 inches)

N/A 1500 mm(60 inches)

N/A 760 mmb

(30 inches)1200 mm

(48 inches)

Climber - freestanding N/A(maximum height)

N/A 1500 mmc

(60 inches)1500 mm

(60 inches)

Climber - attached to composite N/A(maximum height)

N/A 1200 mmc

(48 inches)

1200 mmc

(48 inches)

N/A

1400 mm(56 inches)

1400 mm(56 inches)

1500 mm(60 inches)

Climber - arch (maximum height,I

N/Aattached to composite structure)

N/A

Climber - arch - freestanding N/A N/A

Climber - net - installed at 90° N/A(maximum height)

2400 mm(96 inches)

Climber - net- installed at 60° N/A(maximum height)

1400 mm(56 inches)

Fire pole I N/A N/A N/A 1400 mm(56 inches) (maximum height of attached platform)

Horizontal ladder N/A(maximum height)

Parallel bars N/A(maximum height)

Playhouse - freestanding 1800 mm(maximum height at roof ridge) (72 inches)

Ring trek (maximum height - N/Arings to safety surface)

2100 mm(84 inches)

N/A I N/A 900 mm(36 inches)

1800 mm 1800 mm(72 inches) (72 inches)

1800 mm(72 inches)

N/A N/A 2100 mm(84 inches)

Slide N/A(maximum height at entrance)

900 mma 1200 mm(36 inches) (48 inches)

N/A 700 mm(28 inches)

900 mm 1200 mm(36 inches) (48 inches)

1400 mm(56 inches)

N/A

1400 mm(56 inches)

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Table 7-2. Maximum Recommended Play Equipment Heights--Continued

Swings - to-fro(maximum crossbeam height)

Swings - rotating(maximum crossbeam height)

Track ride (maximum height -

2100 mm 2100 mm 2400 mmb 2400 mm(84 inches) (84 inches) (96 inches) (96 inches)

N/A N/A 2400 mmb 2400 mm(96 inches) (96 inches)

N/A N/A N/A 2100 mm(84 inches)

Ground level 900 mm 1200 mm 1400 mmNo potential fall (36 inches) (48 inches) (56 inches)

or more positions. Accessible crush, pinch, or shear-ing points will not be provided in outdoor play ar-eas. To reduce the likelihood of unintentional con-tact with a pinch, crush, or shear point, openingswill meet the specifications of ASTM F 1487. Chainand the hardware that attaches it to equipment areexempt from pinch, crush, and shear point require-ments. The attachment area of heavy duty coilsprings to the body and base of rocking equipmentis also exempt.

7-8. Protective Barriers.

Protective barriers are enclosures that help keepchildren from falling off elevated platforms. A pro-tective barrier is a vertical surface, game panel, se-ries of vertical or diagonal bars spaced less than 90mm (3-112 inches) apart, or other design free of foot-holds or handholds that may facilitate climbing. For

children ages 5 through 12 years, any play equipment platform over 750 mm (30 inches) in heightabove the playing surface will be surrounded with aprotective barrier a minimum 970 mm (38 inches)high. For children under 5 years, any play equip-ment platform over 500 mm (20 inches) in heightabove the playing surface will be surrounded with aprotective barrier. A protective barrier a minimum740 mm (29 inches) high will be provided for chil-dren ages 2 to 5 years. For children under 2 years, aprotective barrier a minimum high 500 mm (20inches) will be provided. ASTM F 1487 also allowsthe use of a guardrail for some platform heights andage groups. However, guardrails provide less protec-tion. Therefore, the use of guardrails will be avoided,except when necessary for play equipment function,e.g., on moving bridges. Protective barrier require-ments are illustrated in figure 7–1.

Top of protective barrier

Figure 7-1. Protective Barrier Requirements,

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7-9. Protrusions.

Protrusions are hardware, pipes, posts, or otherstructural members that extend in any directionfrom play equipment, site elements, or site furnish-ings. Protrusions may catch a child’s clothing caus-ing strangulation or loss of balance. Protrusions mayalso pose a potential impact hazard. Hardware thatincreases in diameter from the surface to the exposedend and caps or coverings that do not fit flushagainst the nut or surrounding surface are two ex-amples of protrusions that are likely to catch achild’s clothing. All protrusions will meet the require-ments of ASTM F 1487.

7-10. Sharp Points and Edges.A sharp point or edge is one that can puncture or

cut a user’s skin. Accessible sharp points or edgeswill not be provided in the outdoor play area. Manu-facturers will provide verification that all pointsand edges meet ASTM F 1487 standards.

7-11. Use Zones.A use zone is the clear area under and around play

equipment where a child could land when falling,jumping, or exiting from the equipment. For all playequipment, an unobstructed use zone covered withsafety surfacing will be provided, which at minimumconforms to ASTM F 1292 for the highest accessibleequipment fall height (chap 11). This criteria reducesthe likelihood of life-threatening head injuries thatoften result from falls from play equipment. Usezones should not overlap except where indicated. Fig-ure 7–2 provides an example of adjacent play equip-ment without overlapping use zones. The use zonedimensions depend on the equipment type and users’age group. Use zone requirements for each type ofplay equipment are provided in chapter 10.

TM 5-803-11/AFJMAN 32-10139

a. Typical Use Zone. Figure 7–3 illustrates a typi-cal manufactured play equipment use zone. For in-fant to 2 years, provide a minimum 1800 mm (72-inch) use zone from all sides of the equipment. Forages 2 through 12 years, provide a minimum 2400mm (96-inch) use zone from all sides of the equip-ment. Some equipment, such as to-fro swings andtire swings, have greater requirements.

b. Typical Overlapping Use Zone. An overlappinguse zone may be provided for some equipment, suchas two playhouses which are not designed for climb-ing, two balance beams under 500 mm (20 inches)high, and two spring rockers with a seat height of750 mm (30 inches) or less. Figure 7–4 illustrates atypical overlapping use zone.

c. High Use Play Areas. Sufficient space shouldbe provided between all adjacent structures andindividual play equipment for play and circulation.

Composite Structure

Safety Surface

Figure 7-3. Typical Use Zone.

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Figure 7-4. Typical Overlapping Use Zone.

In settings where periodic overcrowding is likely, asupplemental circulation area beyond the use zoneis recommended.

7-12. Utilities.Play area utilities will support child safety and

not expose children to hazards.

a. Water Only cold, potable water will be pro-vided.

b. Electricity. Provisions for utility metering,transformers, and other electrical equipment will belocated in locked vaults or utility rooms away fromchildren’s play areas.

c. Storm and Sanitary Sewers. Drainage grateswill be locked. Grate shape or fastening device willprevent incorrect placement of grates by mainte-nance staff.

d. Utility Boxes. Utility boxes will be locked andlocated outside of the play area. The boxes willnever be located within play equipment use zones.

e. Telphones. Telephones for emergency commu-nication are recommended in neighborhood andcommunity parks.

f. Power Circuits. Ground fault circuit interrupt-ers (GFCI) should be provided for all outdoor powercircuits.

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CHAPTER 8

ACCESSIBILITY

8-1. Introduction.

This chapter describes general criteria for design-ing play areas that are accessible to children andadults with disabilities. It presents guidelines andstandards that apply to the design of children’s out-door play areas. In addition, information to assistdesigners in creating an accessible design programand guidance for creating accessible play area com-ponents is provided.

8-2. Accessibility Criteria.

Federal guidelines describe accessibility stan-dards for adults, but are not always appropriate inchildren’s play areas. Criteria and policies for acces-sible play areas follow:

a. Accessibility Standards for Adults. Play areaswill comply with the Uniform Federal AccessibilityStandards (UFAS) (Federal Standard 795). In caseswhere the Americans With Disabilities Act Accessi-bility Guidelines (ADAAG, 36 CFR 1191) providesequal or greater accessibility than UFAS, theADAAG will be met.

- b. Accessibility Guidelines for Children. UFASand ADAAG requirements are based on adult-sizeddimensions. When these dimensions are appropri-ate for children’s outdoor play areas, accessibilitystandards for adults are referenced in this manual.In many cases, however, design criteria based onchild-sized dimensions should be used for theproper functioning of the play area. These dimen-sions are provided where needed.

c. Policy on Play Area Access for Children andAdults with Disabilities. Play is a primary meansthrough which children learn and develop. Bothchild development and the integration of childrenwith and without disabilities are best supported bya diverse, challenging play area. Every part of theplay area may not be accessible to all of its users,but the social experience provided should be acces-sible to everyone.

(1) Provide Like or Similar Experiences. Whenmore than one play activity of the same type isprovided in close proximity, one will be accessible. Ifone activity of its kind is provided, it will be acces-sible. For example, if two spring rocking animalsare provided in the same part of the play area, oneshould be accessible. If only one spring animal isprovided, it should be accessible.

(2) Provide an Accessible Path of Travel. Anaccessible path of travel is a pathway that is firm,

stable, and slip-resistant. It allows for ease of use bypersons using a wheelchair, walker, cane, orcrutches. An accessible route of travel connecting allaccessible activities within the play area will beprovided.

(3) Promote Interaction Among Users. To en-courage social interaction between users with vary-ing abilities, less challenging play activities will beprovided in the same area as the most challengingequipment or components.

8-3. Disability Types.

Play area diversity increases play options for allchildren, including those with disabilities. Descrip-tions of general types of disabilities that should beconsidered when designing children’s outdoor playareas follow:

a. Physical Disability With Upper Body Strength.Some individuals with physical disabilities havelimited mobility, but have upper body strength thatmay allow transferring onto play equipment, usinga horizontal ladder, or playing a manipulativegame. Examples include a paraplegic who uses awheelchair for mobility or an individual who walkswith a cane or crutches.

b. Physical Disability Without Upper BodyStrength. Some individuals with physical disabili-ties have limited use of their hands and arms. Useof both the upper and lower body maybe affected, asis the case with a quadriplegic or a person severelyaffected by cerebral palsy. Other individuals mayhave use of the legs but have limited arm use, suchas a person whose limbs were amputated.

c. Visual Disability. Individuals with limited vi-sion include people with a wide range of visual limi-tations. Some people with limited vision can readlarge print, and others cannot distinguish lightfrom darkness. Few individuals totally lack all vi-sion.

d. Auditory Disability. People with auditory dis-abilities are unable to respond normally to sound inmost social situations. Abilities range from mildhearing loss to profound deafness.

e. Developmental Disability. For people describedas developmentally disabled, learning ability devel-ops more slowly than average. Reasoning and judg-ment capabilities may also develop at a slower pace.For most people with developmental disabilities, itis not the ability to learn that is lacking, but thespeed and ease with which things are learned thatis impeded. The range of capabilities in people with

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developmental disabilities is greater than in anyother disability group. People with developmentaldisabilities may also have difficulty with coordina-tion, balance, agility, strength, body awareness, andself-image.

8-4. Play Area Components.

With proper design, most play area componentscan be accessible to children and adults with dis-abilities.

a. Entry Areas. All main entrances will be fullyaccessible. The overhead clearance at the entrancewill meet accessibility standards for adults. Thewidth of the entrance will be 1200 mm (48 inches) atminimum. The main entrance will be linked by ac-cessible pathways to public transportation stops,when provided, passenger loading zones, accessibleparking spaces, and to public streets and sidewalks.A person with a disability will be able to travelindependently from this entrance to all accessiblespaces within the play area.

b. Pathways.(1) Accessible Routes of Travel. An accessible

route is a continuous unobstructed route, such as aprimary pathway or fully accessible surfacing,which is accessible to persons with disabilities. Atminimum, the accessible route will extend from theplay area perimeter to each type of activity withinthe play area.

(2) Accessible Routes Within the Play Equip-ment Use Zone. At least one accessible route will beprovided within the use zone. The accessible routewill extend from the play area perimeter to eachtype of play equipment that provides a differentactivity or function.

(3) Surfacing of Accessible Routes. The surfaceof the accessible route should be firm, stable, andslip-resistant. Examples of appropriate surfacinginclude: concrete, asphalt, and synthetic safety sur-faces. Accessible safety surfacing within the playequipment use zone will meet the requirements ofASTM F 1292, except where a ramp, deck, or sta-tionary bridge connects to a pathway at the edge ofa use zone.

(4) Minimum Width of Accessible Routes. Theminimum width of accessible routes will be 1500mm (60 inches).

(5) Maximum Slope of Accessible Routes. Thecross slope and running slope of accessible routeswill meet accessibility standards for adults.

(6) Edge of Accessible Routes. If the accessibleroute is adjacent to loose-fill material or if there is adifference in height between two adjacent surfaces,the edge of the route will be treated to prevent awheelchair from traveling off of the route or fromtipping into loose-fill material. If the route is within

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the use zone of play equipment, the path and edgetreatment will meet the requirements of ASTM F1292.

(7) Accessible Routes with Slopes Greater than 1:20. Any accessible route with a slope greater than1:20 is a ramp. Ramps will meet accessibility stan-dards for adults.

(8) Seating and Rest Areas. Along all primarypathways, a 1500 mm by 1500 mm (60-inch by 60-inch) level space should be provided every 60 to 120m (200 to 400 feet). Seating should be providedevery 0.25 km (1/8 mile).

(9) Auxiliary Pathways. Auxiliary or secondarypathways will have a minimum width of 900 mm(36 inches). If the pathway is longer than 6 m (20feet), a turnaround area will be provided every 6 m(20 feet). For play purposes, an auxiliary path maybe textured or bumpy for a maximum length of 1500mm (60 inches).

(10) Drainage Grates. Grate openings will havea maximum width of 12 mm (l/2-inch). The longestdimension of grate openings will be perpendicularto the accessible path of travel.

(11) Wheeled Toys. Wheeled toys are an impor-tant method of independent mobility for childrenwith disabilities and should be allowed on play areapathways.

(12) Changes in Texture. Changes in textureand material should be provided as nonvisual andtactile warnings for hazards and dangerous loca-tions, such as crosswalks, stairs, water areas, etc.Textures used as a warning or cue for people withvisual disabilities will be consistent throughout asite.

c. Sports and Games. Fully accessible viewing ar-eas will be provided for spectators, parents, andchildren. Firm sports and games surfaces will beprovided for wheelchair use. Accessible drinkingfountains will be provided.

d. Dramatic Play. Playhouses should have an in-terior space large enough to allow wheelchair ac-cess. An entrance will be provided that at minimummeets accessibility standards for adults. Windowswill be provided at a height that allows viewingfrom a wheelchair. Performance platforms should belocated at ground level. If a ramp is present, aturning space will be provided for children in wheel-chairs that at minimum meets accessibility stan-dards for adults.

e. Sand Play. If provided, both ground-level andraised sand play components will be accessible.

(1) Back Supports. For ground-level sand play,a firm, stationary back support will be provided forleaning or resting. Back supports will be provided inclose proximity to the most active part of the sandplay area to promote social interaction. Back sup-

ports may include any vertical surface with a mini-mum height of 300 mm (12 inches) and a minimumwidth of 150 to 375 mm (6 to 15 inches). Boulders,logs, and posts may be used as back supports.

(2) Transfer Points. For children 2 to 5 years, atransfer point will be provided at a height of 275 to350 mm (11 to 14 inches) to allow children to trans-fer from wheelchairs onto ground-level sand playsurfaces (fig 8–l). For children ages 5 to 8 years, atransfer point will be provided at a height of 350 to400 mm (14 to 17 inches).

(3) Raised Sand Area. Raised sand areas atwheelchair height are highly accessible and can beattractive to all children. However, raised areas arenot a substitute for ground-level sand play. Theshallow depth of sand provided in raised sand com-ponents limits play opportunities. Accessible manu-factured sand tables are one alternative for provid-ing raised sand play opportunities.

(4) Faucets. Faucets will be provided that meetaccessibility standards for adults.

f. Gardens.(1) Raised Beds. Raised beds will be provided

for children who use wheelchairs or cannot easilystoop. Locate the raised bed within the main gardenarea at a height of 500 to 750 mm (20 to 30 inches)above the garden surface. A minimum of 10% of thegardening surface should be raised.

(2) U-shaped Beds. Raised beds that are U-shaped allow easy reach from a central location.Access should be provided from either side or byforward reach at a height of 500 to 900 mm (20 to 36inches) above the ground.

(3) Ground-Level Gardens. A transfer pointwill be provided to enable a child to transfer into thegarden. For children ages 2 to 5 years, the height ofthe transfer point will be 275 to 350 mm (11 to 14inches). For children ages 5 to 12 years, a transferpoint at a height of 350 to 400 mm (14 to 17 inches)will be provided.

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(4) Garden Pathways. A minimum 1100 mm(44-inch) width accessible pathway that leads toraised areas in the garden will be provided.

(5) Water Easy access to water, including anaccessible path of travel, lever knobs on faucets, andcoilable hoses, should be provided.

g. Gathering Places.(1) Pathways. An accessible pathway will be

provided to all gathering places.(2) Seating. Seating along primary pathways

will be accessible. Along auxiliary pathways, 50% ofseating will be accessible. Bench design will meetaccessibility standards for adults. For manufacturedbenches, backrests and arm supports that meetASTM F 1487 requirements for entrapment will beprovided. Informal seating, such as boulders andlogs, do not require backrests and arm supports.

(3) Picnic and Game Tables. Picnic and gametables will be located on an accessible surface withan accessible path of travel leading to the picnicarea. Every installed, fixed picnic table will be ac-cessible. When fewer than five game tables are in-stalled, one will be accessible. When five or moregame tables are installed, a minimum of one or 10%will have two accessible seat spaces. A minimum oftwo or 1O% will have one accessible seat space. Eachtable will have at least one side that is not blockedby a fixed seat or bench. Wheelchair clearance willbe provided for this open space.

(a) Wheelchair Clearance for Adults andTeens. For adults and teens, a clear space 675 mm(27 inches) high, 600 mm (24 inches) deep, and 750mm (30 inches) wide will be provided.

(b) Wheelchair Clearance for Children Under12 Years. For accessible picnic tables for childrenunder 12 years, a clear space 675 mm (27 inches)high, 300 mm (12 inches) deep, and 915 mm (36inches) wide will be provided. The tops of thesetables will be a maximum of 750 mm (30 inches)from the floor or ground.

Figure 8–1. Transfer Point to Sand Surface.

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(4) Trash Receptacles. Trash containers witheasy-to-use openings will be provided in play areas.Trash containers will be located on accessible pathsof travel. Trash container openings will be locatedno higher than 900 mm (36 inches) above theground surface. Trash container lids will be pro-vided that are operable without twisting or tightgrasping. Spring-loaded mechanisms should not re-quire more than 22 N (5 pounds) of operating force.

(5) Planters. Raised planters will be situated ata height of 500 to 750 mm (20 to 30 inches) abovethe ground surface to allow access to plant material.

h. Manufactured Play Equipment. Play equip-ment components will be accessible to children withdisabilities. Accessible paths of travel, accessiblesafety surfaces, and transfer points or ramps ontoequipment provide access for children with limitedmobility. Manufactured play equipment is composedof one or more play events or activities, such asswings, climbers, and slides. Table 8-1 identifiesrecommended play events that may be accessible tochildren with physical, visual, auditory, or develop-mental disabilities. Design guidelines for manufac-tured play equipment are provided in chapter 10.

i. Plant Materials. Plant materials can be highlyaccessible. Important design considerations includeproviding access to plant materials through acces-sible pathways or raised planting, and selectingplant materials that provide sensory variety.

j. Landforms. Landforms can provide unique ac-cess opportunities for people with disabilities.

(1) Accessible Hills and Mounds. Slopes willconform to the requirements of accessible ramps.Ramps, handrails, guardrails, and level turningspaces may be required on pathways or at view-points.

(2) Summit Points. A level wheelchair turningspace a minimum diameter of 1500 mm (60 inches)will be provided to accommodate wheelchair usersat the “summit” points of hills and mounds.

(3) Seating. Seating along pathways or at sum-mit points provides comfortable resting areas forchildren with limited stamina. Seating will not ob-struct the minimum clear pathway width of 900 mm(36 inches).

k. Separation and Barriers.

(1) Gates. Pedestrian gates at entries and exitswill have a minimum width of 1200 mm (48 inches). The gate opening force will not exceed 13 N (3pounds) for play areas intended for children age 5 orless, and 22 N (5 pounds) for play areas intended forchildren older than 5 years.

(2) Gate Hardware. Hardware will be mountedon gates to meet accessibility standards for adults.When it is appropriate for children to open a gate,hardware will be mounted at heights for adults andat a height of 750 to 850 mm (30 to 34 inches) forchildren.

l. Signage. Signs will meet accessibility stan-dards for adults. In addition, the following guide-lines apply:

(1) Height. Signage height will meet accessibil-ity standards for adults. If signs are intended foruse by children, the appropriate mounting height is1200 mm (48 inches) or lower, depending on the ageof the primary user group. The height or heightsthat are most appropriate for users should be deter-mined. Signs should be mounted at a consistentheight throughout the site.

(2) Location. Signs should be visible and acces-sible from pathways and within reach for touchreading. Directional indicators will be clear. —.

(3) Informative Signs. Informative signs placedat the entry to a site should identify and locateaccessible routes and facilities. Tactile maps canfulfill this purpose and can also be read by touch bypeople with limited vision.

m. Parking. Parking will meet accessibility stan-dards for adults.

8-5. Noncompliance.

If a project can not be made accessible, in compli-ance with the guidelines presented in this manual,the designer will document the specific reason whythe facility was not made accessible. This documen-tation will be maintained in the permanent projectfiles.

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Balance beam

Banister slide

Chinning/turning bar

Clatter bridge

Climber - net I xFire pole I I

Playhouse x x x x x

Ring trek x x x

Sand table

Slide I I

Stationary bridge

Swing - to-fro x x x x x

Swing - rotating

Composite structure x x x x x

TM 5-803-11/AFJMAN 32-10139

CHAPTER 9

PLAY AREA COMPONENTS

9-1. Introduction.

A play area is more than a collection of play equip-ment. Many different component parts work to-gether to support child development and play in aquality play environment. Some components createdefined settings that support play activities, such assand play, dramatic play, and pathways. Other playarea components, such as gathering places andsignage, provide comfort and convenience for users.This chapter provides design guidelines for playarea components. For each component, design con-siderations, age appropriateness, safety consider-ations, and required level of maintenance is identi-fied.

9-2. Maintenance Requirements.

Maintenance requirements are an important fac-tor to consider when selecting play area compo-nents. Rough estimates of required maintenance forthe play area components are summarized in table9–1. Actual maintenance needs cannot be deter-mined until the design elements for each componentare selected.

9-3. Entry Area.

Play area entrances should create a welcomingfeeling. Defined entrances may serve as social gath-

Table 9–1. Maintenance Requirements for Play AreaComponents.

ering places and locations for displaying communityinformation. Play components may also have a de-fined entry. For example, the entrance to the dra-matic play component can be marked by an arch,flag, or banner. Entries may also include play activi-ties, such as games or interactive exhibits.

a. Design Elements. An entry may include: archesand gateways, pathways, sculpture and other artwork, community bulletin boards, informationalsigns, interpretive signs, graphic signage, interac-tive play events, surfacing, seating, tables, bikeracks, drinking fountains, restrooms, shelters, veg-etation, and trash receptacles. Temporary or perma-nent embellishments may include banners, flags,decorations, and posters.

b. Recommended Ages. All ages will use the entry.c. Safety Concerns.

(1) Visibility. Visibility from the surroundingneighborhood should not be obstructed. Design ele-ments such as vegetation should not block viewsinto the play area from adjacent streets or housing.

(2) Separation From Traffic. Entries should beseparated from parking and traffic with barriers,such as bollards.

(3) Signage. Entries are a good location for in-formational signage describing play area layout andthe age groups served. However, it should not beassumed that children will read and understandwritten warning signs.

d. Maintenance Level. The level of maintenancerequired for this play area component is low. A well-maintained entrance creates a positive first impres-sion of’ the play area.

9-4. Pathways.

Two types of pathways may be provided. Primarypathways provide accessible routes of travel to theplay area, around the play area, and to all acces-sible activities within a play area. Auxiliary path-ways are secondary pathways.

a. Design Elements. Pathways may include: sur-faces, curb cuts, ramps, crosswalk markings, curbs,vegetation, seating, signage, and lighting.

( 1 ) Pathways Layout. Pathways should be in-stalled along likely routes of pedestrian travel.

(2) Primary Pathways Leading To and Aroundthe Play Area. When a road crossing cannot beavoided in order to reach the play area, curb cuts,ramps, and crosswalk markings should be provided.

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(3) Primary Pathways Within Play Areas. Pri-mary pathways connect various play area compo-nents, such as manufactured play equipment, sandplay, and dramatic play.

(a) LOOP Pathways. Loop pathways are pre-ferred to accommodate continuity of movement. In-cluding branches and decision points increases thechild development opportunities provided.

(b) Bikeways. Primary pathways should bedesigned to accommodate wheeled toys and bikes.In large parks and play areas where heavy biketraffic is anticipated, a separate bikeway may beconstructed adjacent to primary pathways.

(4) Auxiliary Pathways Within Play Areas.Auxiliary or secondary pathways allow children toexplore the environment. Surfacing materials, suchas packed soil, gravel, and woodchips, which pro-vide more challenge for children with disabilities,may be used on auxiliary pathways. Auxiliary path-ways can accommodate a variety of play activities,including hiking, biking, wheeled toy play, interpre-tive activities, and hide and chase games. An auxil-iary pathway with more challenging terrain canalso serve as an adventure bike path for youth age 9to 15.

(5) Bicycle parking. Bicycle parking areasshould be located adjacent to pathways, but awayfrom congested pedestrian areas. Bike racks shouldbe provided.

(6) Textures. Changes in pathway texture maybe used to indicate an interesting design feature,seating area, or sign location, or may serve as awarning texture for individuals with visual disabili-ties. Changes may be achieved by use of a differentpaving material, varied paving treatment such asmultiple score joints, or a contrasting pavementcolor.

(7) Service Vehicle Access. A minimum 3 to 3.6m (10- to 12-foot) wide maintenance access pointshould be provided.

b. Recommended Ages. All ages will use path-ways.

c. Safety Concerns.(1) Crosswalks. Auditory warnings and traffic

lights are recommended at busy street crossings.(2) Dead-Ends and Congested Pathways. Avoid

creating dead-ends or inadequate, congested path-ways where users might collide.

(3) Pathways Within Use Zones. Syntheticsafety surfacing that is stable, firm, and slip-resistant will be installed on pathways within playequipment use zones.

(4) Bold Patterns or Colors. Bold patterns, suchas checkerboards, or bright colors that may be dis-orienting over a continuous pathway surface shouldbe avoided.

(5) Conflict of Use. Conflict of use is a majorsafety factor if bikeways are not separated fromcirculation paths, play areas, or vehicular traffic.Separate bike lanes or fast and slow lanes are rec-ommended for primary bikeways that may be usedfor high speed travel.

(6) Bike Racks. Bike racks should be selectedthat are not tempting as a climbing structure.

(7) Lighting. Lighting should be provided alongall primary pathways intended for night use.

(8) Drainage Grates. Drainage grates should bedesigned to prevent incorrect placement of grates bymaintenance staff.

d. Maintenance Level. The level of maintenancerequired for this play area component is moderate.

9-5. Sports and Games.

Ball play is a universally popular play activity.The popularity of ball games varies with the sea-sons. Many ball play areas serve more than onefunction during the year. For example, some ballplay areas accommodate both baseball and soccer.Guidance for the planning and design of outdoorsports facilities is provided in TM 5–803–10/AFM88–33.

a. Design Elements. Sports and games compo-nents may include: multiple use hard surfaces orturf areas required for specific sports and games,surfacing, ball walls, fences, vegetation, drinkingfountains, storage, lighting, seating, and trash re-ceptacles.

(1) Multiple Use. Designs that can accommo-date more than one type of sport, as well as commu-nity events, such as picnics and festivals, are pre-ferred. An irregular boundary that accommodatesthe estimated distance of ball travel and is definedby a vegetative barrier adds visual interest andencourages multiple use.

(2) Surfacing. Surfacing is an essential consid-eration. Hard surfaces are required for some ballgames. Turf is preferable for other sports andgames.

(3) Ball Walls. Ball walls should be provided ata height of 3 to 3.6 m (10 to 12 feet) to contain balls.Several walls may be provided. Curved walls addinterest. Ball walls also make excellent surfaces formurals.

(4) Limited Space. Sports and games compo-nents, such as half-court basketball, can be pro-vided even when available space does not accommo-date full-size sports fields. Smaller courts are easierto incorporate into an irregular layout and are oftenin high demand. When space allows, a full-sizecourt may be provided that can also function as twohalf-courts. Badminton and volleyball do not re-quire special court surfaces or regulation dimen-

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sions for informal play, but a relatively flat surfaceshould be provided. Tetherball is a game for school-age children that requires little space. Outdoorping-pong tables have low space requirements andmay be provided in low wind areas or in high windareas if wind protection is adequate.

(5) Drainage. A minimum 2% slope for positivedrainage should be provided for open turf areas andsports fields. Flat grades should be avoided.

b. Recommended Ages. Sports and games compo-nents are recommended for children ages 3 andolder. Younger children participate in cooperativegroup activities while older children enjoy competi-tive sports.

c. Safety Concerns.(1) Multi-Use Hard Surfaces. Multi-use hard-

surfaced sports areas will not intrude into playequipment use zones.

(2) Falls and Collisions. Recognize that pedes-trian falls onto hard surfaces and collisions are themost common forms of minor injury. These types ofinjuries are difficult to prevent.

(3) Shade. Partial shade should be provided forcomfort.

(4) Water. Access to drinking water should beprovided to prevent dehydration.

(5) Lighting. When night use is anticipated,lighting should be provided.

d. Maintenance Level. The level of maintenancerequired for this play area component is low.

9-6. Dramatic Play.

Children from preschool age to teenagers engagein dramatic play. At age 3, children play house andmimic domestic roles. At age 9, super heroes and“real life” role models, such as teachers, providematerial for role plays. At age 15, dramatic playfocuses on social interaction. Young childrenthrough teens enjoy attending and participating inperformances. Because the types of dramatic playvary at different ages, the design elements includedin dramatic play components intended for differentage groups will vary.

a. Design Elements. Dramatic play componentsmay include: playhouses, play platforms, pathways,vegetation, shade, water elements, and seating.

b. Recommended Ages. Dramatic play compo-nents are recommended for children ages 18 monthsto 15 years.

c. Safety Concerns. Surfaces that are trip- andslip-resistant under wet and dry conditions shouldbe provided.

9-7. Sand Play.

Sand is an excellent medium for creative play andsocial interaction. When combined with water, sandoffers even greater play potential. Sand can serveboth as a play material and as a safety surface.Sand play components should be designed to accom-modate groups of varying sizes.

a. Design Elements. Sand play components mayinclude: sand; water elements; containment barri-ers; sand tables; seating; playing surfaces, such asboulders, tables, or shelves; and vegetation.

(1) Type of Sand. A fine, washed plaster sand isbest for sand play and construction. Sand should befree of soil, clay, silt, oxides of iron, or other con-taminants.

(2) Depth of Sand. A 450 to 600 mm (18- to 24-inch) depth of sand should be provided for sand playareas.

(3) Water Supply. A variety of water elementsmay be provided. A spring-loaded or dripping,tamperproof faucet is recommended. Hoses, handwater pumps, or trickling water troughs may alsobe used. Drinking fountains should be located awayfrom sand play areas.

(4) Ambient Microclimate. The area should beprotected from prevailing winds. Depending on siteconditions, shade may be desirable. However, allsand play areas should receive sun for at least partof the day.

(5) Drainage. Positive drainage should be pro-vided to avoid water-logging.

(6) Barriers. Barriers keep sand in place anddiscourage children in adjacent areas from disturb-ing the sand play of others. Barriers may includeseating or sand shelves for play. A variety of placesfor individual and small group play for one to fourchildren should be provided. These smaller areasmay be connected to a larger sand area. Shallowsand benches or tables allow standup play andwheelchair accessibility.

(7) Play Surfaces. Play surfaces within thesand area include sand tables, boulders, andshelves. These surfaces may be used as work sur-faces, seating, and back support.

(8) Play Props. Children like to play in sandwith small toys, especially pocket-sized trucks, ani-mals, and vehicles, or with props found onsite, in-cluding vegetation. A variety of play surfaces sup-port this activity.

b. Recommended Ages. Sand play components arerecommended for children ages 12 months to 8years.

c. Safety Concerns.d. Maintenance Level. The level of maintenance (1) Cleaning. Sand play areas will require daily

required for this play component is high.

cleaning to remove litter, broken glass, and cat and

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dog feces. Sunlight and adequate drainage shouldbe provided to keep sand free of microorganisms.

(2) Slip Hazards. Sand creates slip hazardswhen spilled onto concrete or asphalt.

(3) Sand Particles. Sand particles may be in-gested or inhaled by small children. The particlesmay cause eye abrasions when thrown, blown, orrubbed into the eye.

d. Maintenance Level. The level of maintenancerequired for this play are a component is high.

9-8. Gardens.

Gardens allow children to observe plantsthroughout the life cycle and harvest plant materi-als for play, cooking, craft, and science activities.

a. Design Elements. Gardens may include: veg-etation, planters, fencing, storage, water, irrigation,compost bins, tables, and seating. Fencing withlockable gates should be provided for formal gar-dens.

b. Recommended Ages. Gardens are recom-mended for children ages 3 years and older.

c. Safety Concerns.(1) Tools. Lockable storage should be provided

for tools.(2) Harmful Plants. Poisonous plants and

plants with thorns or berries should be avoided.d. Maintenance Level. The level of maintenance

required for this play area component is high.

9-9. Gathering Place.

Gathering places should be designed to accommo-date groups of different sizes and people of all ages.Gathering places may include: boulders set in acircle as seating; seating constructed from largetimbers or logs; a meadow enclosed on three sidesby trees to create a room-like atmosphere for groupgathering; and simple arrangements of site furnish-ings such as tables or benches.

a. Design Elements. Gathering places may in-clude: tables, shelters, benches, infant crawl areas,trash receptacles, boulders, logs, timbers, shelters,and vegetation.

(1) Shelters. Covered shelters may be providedfor shade and protection from weather.

(2) Tables. Tables should be provided for gath-ering, working, eating, and game playing.

(3) Seating. Comfortable adult seating shouldbe provided. Adult seating should be located in bothsunny and shaded locations and should allow clearsupervision sight lines. Seating should be providedfor children. Some seating should be located on theedge of play activity areas where children can ob-serve activities. Seating may include benches, in-fant crawl areas, planter walls, boulders, logs, tim-bers, etc. Seating should be provided at 200 to 300

mm (8 to 12 inches) high for children under 5 yearsand 300 to 430 mm (12 to 17 inches) high for chil-dren ages 5 through 12 years old.

(4) Infant Crawl Area. Gathering places may include a turf-covered infant crawl area. The infantcrawl area should be provided adjacent to adultseating areas. Crawl areas should be partially orfully shaded.

(5) Trash Receptacles. Trash receptacles shouldbe provided along paths, near seating areas, in eat-ing areas, and at play area entrances. Dumpstersshould be located away from play areas for conve-nience and sanitation.

(6) Vegetation. Vegetation can be used to sepa-rate a gathering place from other parts of the playarea, providing a feeling of privacy and reducingnoise from adjacent play areas. Vegetation shouldbe used to protect gathering places from cold windsand to provide shade.

b. Recommended Ages. Gathering places are rec-ommended for all ages.

c. Safety Concerns.(1) Location. Site furnishings should not con-

flict with play activities, block paths of travel, orcreate trip hazards. Seating should be located toallow adults to comfortably view children at play.

(2) Trash Receptacles. Trash receptacles withremovable lids should be provided for easy trashremoval. Drain holes in dumpsters and receptaclesshould be plugged or covered with mesh screening.

(3) Harmful Plants. The use of toxic plants,plants with thorns, plants with berries, and treesthat drop limbs should be avoided.

(4) Boulders. Large boulders may be used forseating in play areas intended for children ages twoand older. Boulders should be composed of granite,feldspar, schist, or other solid, noncrumbling rock.Artificial boulders such as those simulated fromconcrete may also be used. Boulders should be freeof sharp corners, open cracks or holes. Bouldersshould be a maximum size of 600 mm (24 inches).Boulders should be set firmly into the soil to pre-vent rolling, rotation, or settling. At least 30% of aboulder should be buried.

(5) Logs. Logs with a maximum diameter of600 mm (24 inches) should be selected. The logsshould be set firmly into the soil to prevent rolling,rotation, or settling. At least 30% of a log should beburied.

(6) Wood Preservatives. Wood preservativeswill meet the requirements of CPSC and ASTM F1487.

(7) Visibility. Visibility into gathering areasshould be provided from more than one location onthe play area.

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(8) Shade. Shade maybe especially desirablewhere people may be sitting for more than a fewminutes. Shade can be provided with trees, cano-pies, trellises, etc.

d. Maintenance Level. The level of maintenancerequired for this play area component is moderate.

9-10. Manufactured Play Equipment.

Manufactured play equipment will be carefullyselected to meet safety guidelines for the primaryage group of the play area users. Safety surfacingwill be provided in manufactured play equipmentuse zones.

a. Design Elements. Manufactured equipmentcomponents may include both freestanding equip-ment, such as climbers, swings, slides, and balancebeams, and composite structures that include morethan one play event.

b. Recommended Ages. Manufactured play equip-ment components are recommended for childrenfrom infant to 12 years. Separate age-appropriatemanufactured play equipment areas should be pro-vided for children under 5 years. Young childrenhave been gravely injured while playing on equip-ment intended for older children, sometimes whileparents are facilitating their play. Similarly, seriousaccidents may occur when older children use equip-ment designed for children under 5 years.

c. Safety Concerns. Children will use play equip-ment in ways that were never intended. Therefore,play area designers should design the environmentso that children’s misjudgments do not result in life-threatening injuries. Play equipment will meet allthe safety guidelines provided by CPSC, ASTM F1292, and ASTM F 1487, as well as all additionalguidelines described in this manual. Safety surfac-ing will be provided throughout play equipment usezones.

d. Maintenance Level. The level of maintenancerequired for this play area component is moderate.

9-11. Plant Materials.

Plant material provides children with opportuni-ties for nature exploration, props for play, settingsfor social interaction, and climbing opportunities.Existing vegetation provides a mature and uniquecharacter in the play area. Native plants or plantsadapted to the local climate create a regionally ap-propriate character. Except when required for playvalue, plants with low life cycle costs and low main-tenance requirements are preferred.

a. Design Elements. Design elements may in-clude: plants selected from local plant lists; seating;water; irrigation; planters; containment barriers;ground surfaces; and tree guards.

b. Recommended Ages. Plant material is used byall age groups.

c. Safety Concerns. Important considerations in-clude: toxic or undesirable plant material; surfac-ing; protrusions and entrapment; visibility; and useof pesticides, herbicides, and fertilizers.

d. Maintenance Level. The level of maintenancerequired for this play area component is moderate.

9-12. Landforms.

Landforms provide spatial variety and create theopportunity to experience three-dimensional space.

a. Design Elements. Design elements may in-clude: hills, slopes, earth mounds, boulders, step-ping stones, logs, seating, bridges, surfaces, andvegetation.

(1) Existing Landforms. Slopes, varied topogra-phy, and land forms satisfy many play needs. Exist-ing landforms should be retained when possible.

(2) Landform Site Improvements. Earthmovingand related site improvements can be expensive.Site improvement opportunities will vary depend-ing on existing site conditions and budget. A simpleapproach may include creating a small mound on aflat site by importing material. An extensive ap-proach may involve complete regrading to create acontinuously varied ground surface with topo-graphic features.

(3) LOW Mounds. Low mounds provide chal-lenge without the potential of falls from elevatedheights. Through careful manipulation of land-forms, access can be provided without the use oframps.

(4) Berms. Berms or natural hills may be usedto provide access for children with disabilities up toand onto equipment.

(5) Slides. Slides that are incorporated intoslopes can pose little potential for falls. Landformsmay be designed to provide access to the slide en-trance for children in wheelchairs.

b. Recommended Ages. All ages can make use oflandforms.

c. Safety Concerns.

(1) Slopes. Slopes should be appropriate to theage of users. Steep slopes should be avoided.

(2) Dropoffs. Sudden dropoffs should beavoided.

(3) Guardrails. Paths and ramps should beevaluated to determine whether guardrails areneeded.

(4) Bridges. Bridges between mounds shouldmeet requirements for play equipment stationarybridges, including requirements for protective bar-riers, entrapment, and use zones.

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d. Maintenance Level. The level of maintenancerequired for this play area component is high due topossible erosion and handmowing requirements.

9-13. Separation and Barriers.

Separation and barriers should be used to definethe spatial organization of the site, to define thepattern movement, to enclose play component ar-eas, and to protect plantings. Barriers, such as lowwalls or vegetation, should be used to separate agegroups with conflicting safety needs or to preventcirculation through high activity areas.

a. Design Elements. Design elements may in-clude: fencing, gates, pathways, vegetation, contain-ment barriers, play walls, and art displays.

(1) Height. Separation and barriers should behigh enough to stop direct forward movement intoareas where traffic or adjacent land use featurescould create a hazard.

(2) Materials. Materials that support the de-sign purpose should be selected. Separation andbarriers may be transparent or solid. Undesirableviews can be screened with solid barriers. Barriersmay be metal, wood, chainlink, mesh, concrete, orvegetative.

(3) Play Elements. Play experiences may be in-corporated into the design of fencing and barrierswhere appropriate. For example, peek-a-boo holes,chalking surfaces, child-created mosaic walls, andmurals may be incorporated. Nooks and hangoutsmay be formed by varying fence lines.

(4) Appearance. Highly visible separation andbarriers should be attractive from adjacent sites.Shrub plantings, ground covers, and vines should beused to screen unsightly fences.

b. Recommended Ages. Separation and barriersshould be provided for all ages when needed.

c. Safety Concerns. The following safety concernsapply:

(1) Enclosure. When fencing is required to pro-tect children from hazards, such as traffic or bodiesof water, fences should be a minimum height of1200 mm (48 inches). Fencing and gate designs thatcan be easily climbed or crawled through should beavoided.

(2) Visibility. Visibility into the play areashould be provided from more than one location.

(3) Entrapments. The space between the bot-tom of the fence or gate and the ground surfaceshould not exceed 50 mm (2 inches).

(4) Sharp Objects. If chainlink fencing is pro-vided, the bottom of the fencing should have wovenends or continuous loops with no exposed sharpwires.

d. Maintenance Level. The level of maintenancerequired for this play area component is low.

9-14. Signage.

Signs should communicate information to peopleof all ages and abilities. Signs should be colorful and -playful.

a. Design Elements. Signs may be informative,directional, or regulatory.

(1) Informative Signs. Informative signspresent general information both with text andgraphics for those who cannot read. Signs may ad-dress the site layout and programs available at thesite. Signs can educate people about the historic ornatural site features. Temporary signs, such as ban-ners, may be used to advertise special events. Iden-tification signs present information in both wordsand pictograms to identify specific features or facil-ities.

(2) Directional Signs. Directional signs indi-cate directions to a space or facility. Arrows or othergraphic symbols should be used. Directional signsshould be located at the site entry and all decisionpoints.

(3) Regulatory Signs. Regulatory signs presentnotification of rules, requirements, warnings, andrestrictions, and are used for traffic delineation andcontrol. Regulatory signs may be used to conveysafety information, such as the intended age groupfor a play area.

(4) Design. Graphic signs should be empha-sized, especially for child-oriented or child-designed

.—

signs. International characters and symbols shouldbe used when possible. Although there are no stan-dardized graphic signs for playground areas, theAmerican Institute of Graphic Arts (AIGA) hasevaluated symbols used in transportation-relatedfacilities and at international events. Based on theiranalysis, a standardized set of graphic symbols forpublic services, concessions, regulations, andtransportation-related processing activities was de-veloped. Some of these symbols may be appropriatefor playground signage, such as the symbols devel-oped for restrooms, drinking fountains, parking/noparking, no pets, no entry/exit, and litter disposal.Refer to Symbol Signs (AIGA) for guidance.

(5) Play Activities. Signs may be designed asplay activities with tactile, auditory, interactive, ormanipulative parts.

b. Recommended Ages. Signage is used by chil-dren 2 years and older, as well as by adults.

c. Safety Concerns. Regulatory signs may be usedto provide information on play area safety. However,it should not be assumed that children will be ableto read signs or to comprehend the implications ofthe message. Providing signage that identifies theage of the designated play area user group may assist parents in selecting safe play areas for chil-dren.

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d. Maintenance Level. The level of maintenancerequired for this play area component is low.

9-15. Parking.

Offstreet parking areas may be provided for playareas serving the entire installation.

a. Design Elements. Design elements include bol-lards, hard surfaces, lighting, and signage.

(1) Parking Design. Military design standardsshould be followed for parking area design.

(2) Signage. Signage should be provided toidentify dropoff zones and limit use of these zones to“pickup/dropoff” functions.

(3) Lighting. Adequate lighting should be pro-vided.

b. Recommended Ages. Offstreet parking shouldbe provided at neighborhood and destination parksserving all age groups.

c. Safety Guidelines.(1) Separation. Parking areas should be sepa-

rated from play and circulation areas.(2) Automobile Circulation. One-way traffic cir-

culation should be provided. Backup and turn-around maneuvers should be minimized throughcareful orientation of automobile circulation.

(3) Dropoff Zone. Where the dropoff zone is atthe same grade as the adjacent walk, bollards orsome other suitable device should be provided toseparate the two functions.

(4) Bollards. Bollards should contrast in colorwith the ground surface. Lighting should be pro-vided to minimize the risk of a person inadvertentlywalking into bollards.

d. Maintenance Level. The level of maintenancerequired for this play area component is low.

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TM 5-803-11/AFJMAN 32-10139

CHAPTER 10

MANUFACTURED PLAY EQUIPMENT

10-1. Introduction.

Manufactured play equipment (MPE) componentsshould be designed as one part of a comprehensivemultipurpose play area. Isolated pieces of playequipment alone do not address children’s develop-mental needs. Most MPE stimulates gross motorand sensory development. However, properly se-lected play equipment can also support the non-physical aspects of child development. New designsare now beginning to address the safety and devel-opment of children under age 5, children over age10, and those with disabilities. This chapter de-scribes safety and accessibility guidelines for manu-factured equipment and specific play events. A listof play events that are not recommended for unsu-pervised children’s outdoor play areas is provided.Guidelines for composite structures and recom-mended composite structure layouts are included.

10-2. Freestanding and Composite StructurePlay Events.

Many play events may be installed as freestand-ing equipment or may be attached to a compositestructure. A composite structure consists of two ormore play events that are attached or functionallylinked to create one integral unit that provides mul-tiple play activities. When play equipment empha-sizes large muscle activity, a composite structure ispreferable to isolated pieces. When equipment sup-ports quiet social activity, such as playhouses orgame panels, separate equipment in a low activitylocation may be preferred. Child safety also deter-mines play equipment layout. For example, to-froswings must be located at the edge of the play areaand not be attached to composite structures to mini-mize injuries that occur when children run in frontof swings. Table 10–1 lists play events and identi-fies those that may be installed as freestandingstructures and those that may be installed as com-posite structures.

10-3. Safety Guidelines for ManufacturedPlay Equipment.

All manufactured equipment will meet generalSC, ASTMF 1487, and this manual. A playground safety sur-face that meets the requirements of ASTM F 1292for the highest accessible height of the equipmentshould be installed over ground surfaces throughoutthe equipment use zone.

Table 10-1. Freestanding and Composite Structure Play Events.

Balance beam x xBanister slide x

Climber - arch x xClimber - net x xFire pole xGame panel x x

Parallel bars x xPlayhouse x x

X Appropriate installation.

10-4. Structural Integrity.

ASTM has developed test procedures that meas-ure the load-bearing capacity of manufactured playequipment. It is the responsibility of manufacturersto conduct these tests on equipment. Before specify-ing equipment, written verification should be ob-tained from the manufacturer that the play equip-ment was tested in accordance with ASTM F 1487and meets all standards for structural integrity.

10-5. Ladders, Stairways, and Ramps (Notfor Wheelchair Use).

Ladders, stairways, and ramps are commonlyused to provide access to and egress from playequipment. Equipment access and egress methodsvary in difficulty. The level of challenge providedwill be appropriate to the user’s age group.

a. Rung Ladder Rung ladders have a roundedcrosspiece that supports the user’s feet or is graspedby the user’s hands (fig 10–1).

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[

[

ADAPTED WITH PERMISSION. COPYRIGHT LANDSCAPE STRUCTURES, INC.

Figure 10–1. Rung Ladder

b. Step Ladder Step ladders have a flat horizon-tal crosspiece used as a foot support (fig 10–2).

c. Stairway. Stairways consist of a series of stepsused primarily as a foot support (fig 10–3). Stair-ways may have open or closed risers, depending onthe age group served. Stairways may be straight orspiral around a central point.

d. Ramp Not for Wheelchair Use. A ramp is asloping surface less than or equal to 1:8 that pro-vides access between levels by walking or crawling(fig 10–4). Wheelchair accessible ramps will meetguidelines provided in this chapter for ramps in-tended for wheelchair play equipment access.

e. Recommended Ages. Easy and more challeng-ing access methods should be provided for all agegroups. Stairways are one of the easiest play equip-ment entrances. Ramps are also suitable for bothyounger and older children. Step ladders and rungladders are more challenging. Rung ladders shouldnot be provided as the sole means of equipmentaccess for children under 5 years.

(1) Ages 18 to 24 Months. Ramps or stairwayswith closed risers should be provided.

(2) Ages 2 to 5 Years. Ramps or stairways withclosed risers should be provided. Open risers withthe appropriate step height for this age group createa potential head and neck entrapment. Rung lad-ders and step ladders may be provided if a lessdifficult means of access and egress is also included

Figure 10-2. Step Ladder.

(3) Ages 5 to 12 Years. Rung or step ladders,stairways with open risers, spiral stairways withopen risers, and ramps may be provided.

f. Steps and Rungs. Steps and rungs designed tominimize slipping and tripping should be selected.

g. Handrail. Handrails provide balance and sup-port during equipment access and egress. For rungladders, the vertical support posts and horizontalrungs provide hand support. Therefore, handrailsare not required for rung ladders.

10-6. Transition to Platform.

Handrails and other handgripping devices pro-vide hand support and balance as children movefrom platforms, play events, ladders, stairways, andramps to platforms. Evenly spaced rungs and stepshelp ease the transition to platforms.

10-7. Platforms and Play Surfaces.

Platforms, landings, walkways, ramps, and othertransitional play surfaces that reduce slipping andtripping should be selected. Surface materials thatwill not cut, scratch, or burn when slid upon, suchas metal covered with a PVC coating, should beselected.

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Handrail

Figure 10-3. Stairway,

10-8. Stepped Platform.

Graduated platforms may be used in the transfersystem alone or in conjunction with a system ofsteps and platforms (fig 10–5) to transfer from awheelchair onto play equipment.

10-9. Ramp Intended for Wheelchair Access.

Ramps intended for wheelchair play equipment—access, which are 1500 mm (60 inches) wide orgreater, should meet accessibility standards foradults with the exception of the handrail require-ments described below (fig 10–6). Ramps which are1500 mm (60 inches) wide or less should meet acces-sibility standards for adults with the following ex-ceptions.

a. Maximum Cross Slope. The ramp cross slopewill be a maximum of 1:50.

b. Ramp Length. The maximum ramp run orlength will not exceed 3600 mm (12 feet).

Figure I0-4. Ramp Not for Wheelchair Use.

c. Landing Dimensions. The bottom and top ofthe ramp run will be a minimum of 1500 mm (60inches) in diameter. Landings which contain playevents will include a minimum of 750 mm by 1200mm (30 inches by 48 inches) clear space where awheelchair user may park and play. A parkedwheelchair will not reduce the adjacent circulationpath to less than 900 mm (36 inches).

d. Parking Spaces at Elevated Play Events.Where ramp access is provided to an elevated playevent, wheelchair parking spaces may overlap turn-ing spaces.

e. Edge Protection. Edges of ramps and landingwill have a means of preventing wheelchairs fromfalling off the landing.

f. Handrail Height. Handrails will be provided oneach side of the ramp at 650 mm to 700 mm (26inches to 28 inches) above the ramp surface.

10-10. Transfer Point.

A transfer point is a platform along an accessibleroute of travel that allows a wheelchair user totransfer from a wheelchair onto the play equipment(fig 10–7). The transfer point and adjacent steppedplatforms or steps that allow a child to movethrough the equipment is called the transfer sys-tem.

a. Height of Transfer Point. For children 2 to 5years old, the transfer point will be provided at aheight of 275 to 350 mm (11 to 14 inches) above theaccessible route of travel or the wheelchair acces-sible platform. For children 5 to 12 years old, thetransfer point will be provided at a height of 350 to425 mm (14 to 17 inches) above the accessible routeof travel or the wheelchair accessible platform.

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Figure 10-6. Ramp for Wheelchair Play Equipment Access.

b. Size of Deck. The minimum clear width of thedeck used in the transfer system will be 600 mm (24inches ) and the minimum depth of the platform willbe 350 mm (14 inches).

c. Grab Bars or Hand Holds. A grab bar or handhold will be provided to assist a child in transfer-ring.

d. Steps or Platforms Adjacent to Transfer Point.Steps or platforms, adjacent to the transfer plat-form, that are used to move through the equipmentwill be fully enclosed. A maximum step height of150 mm (6 inches) for children under 5 years oldand a maximum step height of 200 mm (8 inches)for children over 5 years old will be provided.

10-4

e. Wheelchair Parking Area. A parking area, aminimum of 750 mm by 1200 mm (30 inches by 48inches), adjacent to the transfer platform off of theaccessible route of travel will be provided. It willaccommodate one wheelchair.

(1) Turning Space. A turning space will be pro-vided at the base of the transfer platform and off ofthe accessible path of travel. The turning space willprovide a clear space of 1500 mm (60 inches) indiameter or a T-shaped area. The turning space andparking space may overlap.

(2) Circulation Path. The Parking space at the transfer point will not reduce the circulation path toless than 900 mm (36 inches).

TM 5-803-11/AFJMAN 32-10139

(3) Additional Wheelchair Additional 750 mmby 1200 mm (30 inches by 48 inches) parking spacesthat meet these requirements may be provided ifnecessary.

10-11. Recommended Play Events.

Play events recommended for unsupervised chil-—- dren’s outdoor play areas are described below. This

description includes the appropriate user agegroups, safety guidelines specific to the play event,use zone requirements, adaptations for childrenwith disabilities, and required maintenance level.The description identifies whether each eventshould be installed as freestanding equipment or aspart of a composite structure.

10-12. Balance Beam.

A balance beam is a stationary or suspendedbeam designed to develop balance and coordinationas children walk across it or balance on it (fig 10–8).It may be used as freestanding equipment or beattached to a composite structure.

a. Recommended Ages. Stationary beams are rec-ommended for children ages 2 through 12 years,Suspended beams are recommended for childrenages 5 through 12 years.

b. Trip Hazards. Balance beam support poststhat extend above the level of the walking surfaceand create a trip hazard will not be provided.

c. Use Zone. A minimum 1800 mm (72-inch) usezone extending from all sides of the equipment will

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be provided. Two balance beams under 500 mm (20inches) high may have overlapping use zones (fig10–9).

d. Adaptations for Children With Disabilities. Forchildren with perceptual problems, a brightly col-ored beam that contrasts with the safety surfaceshould be selected.

e. Maintenance Level. The level of maintenancerequired for this play equipment is low.

10-13. Banister Slide.

A banister slide is a sliding pole that extends atan angle from the platform of a composite structure(fig 10–10). Children use the slide by straddling thepole. The activity is similar to sliding down a stair

Safety Surface

Figure 10–9. Two Balance Beams With (Overlapping Use Zones.

way banister. Banister slides should be attached toa composite structure. The slide should not be in-stalled as freestanding equipment.

a. Recommended Ages. Banister slides are recom-mended for children ages 5 through 12 years. Theequipment is not recommended for children under 5years.

b. Safety Guidelines.(1) Maximum Height of Attached Platform. The

banister slide will be attached to a composite struc-ture platform at a maximum height of 1400 mm (56inches).

(2) Pole Diameter. The maximum pole diametershould be 50 mm ( 1–9/10 inches).

(3) Pole Surface. A pole with a smooth, continu-ous surface will be provided. Bolts or seams shouldnot be allowed to protrude along the sliding surface.

c. Use Zone. A minimum 2400 mm (96-inch) usezone will be provided from all sides of the equip-ment.

d. Adaptations for Children With Disabilities.This activity is not readily accessible to childrenwith mobility limitations because of strength andrecovery requirements. Children with visual limita-tions may need assistance in recovery and dis-mounting.

e. Maintenance Level. The level of maintenancerequired for this play equipment is moderate.

10-14. Chinning and Turning Bar.

This play event consists of a horizontal bar sup-ported by vertical posts (fig 10–11). It is used todevelop upper body strength. Younger childrenstrengthen muscles by hanging or swinging on thebars while supported by hands and arms. Olderchildren may use the bar for pull-ups or turningsomersaults. This equipment may be freestandingor be attached to a composite structure.

a. Recommended Ages. Chinning and turningbars are recommended for children ages 2 through12 years.

b. Minimum Bar Height. A bar height that allowssafe use when children are turning or hanging frombent knees should be provided. For children ages 2to 5 years, a minimum bar height of 900 mm (36inches) will be provided. For children ages 5 to 12years, a minimum bar height of 1200 mm (48inches) will be provided. The bar height should bemeasured from the center of the grasping device tothe safety surface.

c. Use Zone. A minimum 2400 mm (96-inch) usezone from all sides of the equipment will be pro-vided.

d. Adaptations for Children. With Disabilities.The bars may be installed at heights appropriate for

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Figure 10–11. Chinning and Taming Bar

children in wheelchairs. For wheelchair users, amaximum bar height of 1300 mm (54 inches) isrecommended.

e. Maintenance Level. ‘The level of maintenancerequired for this play equipment is low.

10-15. Clatter Bridge.

A clatter bridge is a moving bridge between two—land areas or two platforms (fig 10--12). Although itmay be used as freestanding equipment, it is typi-cally part of a composite structure,

a. Recommended Ages. A clatter bridge is recom-mended for children ages 3 through 12 years.

b. Safety Guidelines( 1 ) Maximum Distance Between the Bridge and

Attached Platforms. The bridge and attached plat-

Handrail —,

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d. Adaptations for Children With Disabilities.Moving play events are difficult for children withbalance problems. The traditional clatter bridge de-sign, based on planks connected by chain, is notaccessible to children in wheelchairs. A new flush-mounted design is available that is wheelchair-accessible. Children with physical disabilities mayalso scoot or crawl across the bridge.

e. Maintenance Level. The level of maintenancerequired for this play equipment is moderate.

10-16. Climber.

A variety of climber designs are available. Thisparagraph provides guidelines for climbers com-posed of rungs (fig 10–13). Rung climbers may befreestanding structures or be attached to a compos-ite structure. When attached to a composite struc-ture, the climber provides a challenging means ofequipment access and egress. Platform-type climb-ers will meet guidelines for composite structures.

a. Recommended. Ages. Climbers are recom-mended for children ages 4 through 12 years.

b. Safety Guidelines.(1) Composite Structure Access. Climbers will

not be used as the sole means of composite structureaccess and egress. A less challenging means of entryand exit should be provided, such as stairways orstepped platforms. Climbers that provide hand sup-port during climbing and at the transition pointwhere the climber connects to the composite struc-ture platform should be selected.

(2) Maximum Height When Attached to Com-posite Structure. For 4- to 5-year-olds, climbers witha maximum height of 1200 mm (40 inches) will beprovided. For 5- to 12-year-olds, climbers with amaximum height of 1400 mm (56 inches) will beprovided.

(3) Maximum Height of Freestanding Climbers.For 4- to 12-year-olds, climbers with a maximumheight of 1500 mm (60 inches’) will be provided.

(4) Free Fall Design. All climbers will have a free fall design. Climbers that have interior climb-ing bars that could be struck during a free fall froma height greater than 450 mm ( 18 inches) to thesurface (fig 10–14) will not be provided.

c. Use Zone. A minimum 2400 mm (96-inch) usezone from all sides of the equipment will be pro-vided.

d. Adaptations for Children With Disabilities.Children who use wheelchairs may be able to pullup to a standing position while holding onto thisequipment.

e. Maintenance Level. The level of maintenancerequired for this play equipment is low.

10-17. Climber-Arch.

An arch climber consists of two arched supportsconnected by horizontal rungs (fig 10–15). The archclimber allows children to climb and hang from thestructure in a variety of ways. Arch climbers may befreestanding structures or attached to compositeplay equipment. When attached to a compositestructure, the arch climber provides a challengingmethod of equipment access and egress.

a. Recommended Ages. Arch climbers are recom-mended for children ages 4 through 12 years. Free-standing arch climbers should not be used by chil- dren under 4 years.

b. Safety Guidelines.(1) Composite Structure Access. Arch climbers

will not be used as the sole means of compositestructure access and egress. A less challengingmeans of entry and exit, such as stairways orstepped platforms should also be provided. Arch

uFigure 10-13. Climber Composed of Rungs

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1 I I

I I

Figure 10-14 Climber With in.terlor Bars

Figure 10 -15. Arch Climber.

climbers that provide hand support during climbingand at the transition point where the climber con-nects to the composite structure platform should beselected

(2) Minimum Width of Rungs. Climber rungswill be a minimum 400 mm (16 inches) wide.

(3) Maximum Height of Arch When Attached toComposite Structure. For 4- to 5-year-olds, archclimbers with a maximum height of 1200 mm (48inches ) will be provided. For 5- to 12-year-olds, archclimbers with a maximum height of 1500 mm (56inches ) will be provided.

(4) Maximum Height of Freestanding ArchClimbers. For 5- to 12-year-olds, arch climbers with

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a maximum height of 1500 mm (60 inches) will beprovided.

(5) Free Fall Design. All climbers should have afree fall design. Climbers that have interior climb-ing bars that could be struck during a free fall froma height greater than 450 mm (18 inches) to thesurface will not be provided.

c. Use Zone. A minimum 2400 mm (96-inch) usezone will be provided from all sides of the equip-ment.

d. Adaptations for Children With Disabilities.Children who use wheelchairs may be able to pullthemselves up to a standing position while holdingonto this equipment. Children with mobility limita-tions may pass under it.

e. Maintenance Level. The level of maintenancerequired for this play equipment is low.

10-18. Climber-Net.

Net climbers are flexible climbing equipmentcomposed of cable, or chain (fig 10–16). Tire climb-ers should not be provided. Tires collect glass, trash,water, and harbor insects. Tire climbers are difficultto climb because of large, uneven distances betweenfootholds. Climbers composed of cable are preferredover chain climbers. Cable climbers may be pro-vided as freestanding equipment or may be at-tached to a composite structure. Net climbers willnot be used as the sole means of composite structureaccess. A less challenging method of access andegress, such as stairways or stepped platforms,should be provided in addition to climbers.

a. Recommended Ages. Net climbers are recom-mended for children ages 3 through 12 years. Forchildren under 5, net climbers composed of cableshould be selected. For children ages 5 and older,net climbers composed of chain or cable may beselected.

b. Safety Guidelines.(1) Minimum Cable Diameter For ease of grip-

ping, a minimum cable diameter of 25 mm (l-inch)after coating will be provided.

I

Figure 10–16. Net Climber

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(2) Slope. For children ages 3 to 5 years, netclimbers with a slope of 90° from the safety surfacewill be selected. For children ages 5 and older, netclimbers with a slope of 60° or 90° from the safetysurface will be selected.

(3) Maximum Height. Net climbers installed at90° will have a maximum height of 2400 mm (96inches). Net climbers installed at 60° will have amaximum height of 1400 mm (56 inches).

c. Use Zone. A minimum 2400 mm (96-inch) usezone from all sides of the equipment will be pro-vided.

d. Adaptations for Children With Disabilities.Children who use wheelchairs and have upper bodystrength can pull themselves up by holding onto theequipment.

e. Maintenance Level. The level of maintenancerequired for this play equipment is high.

10-19. Fire Pole.A fire pole is a vertical pole used as a sliding

surface that is attached to the platform of a compos-ite structure (fig 10–17). Children slide down thepole to the safety surface while gripping the polewith both arms and legs. Fire poles will be attachedto a composite structure. The pole will not be in-stalled as freestanding equipment.

a. Recommended Ages. Fire poles are recom-mended for children ages 5 through 12 years. Theequipment is not recommended for children under 5years.

b. Safety Guidelines.(1) Maximum Height of Attached Platform. The

fire pole will be attached to a composite structureplatform that is a maximum height of 1400 mm (56inches).

(2) Access to the Fire Pole. The space below thefire pole transition platform will be designed to pre-vent entrance from beneath the equipment into thefire pole use zone.

c. Use Zone. A minimum 2400 mm (96-inch) usezone will be provided from all sides of the equip-ment.

d. Adaptations for Children With Disabilities.This activity is not readily accessible to childrenwith mobility limitations because of strength andrecovery requirements. Children with visual limita-tions may need assistance in recovery and dis-mounting.

e. Maintenance Level. The level of maintenancerequired for this play equipment is moderate.

10-20. Game Panel.Game panels are vertical surfaces that Include a

game, manipulative play event, or other play activ-ity (fig 10–18). Game panels may be provided as

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ADAPTED WITH PERMISSION COPYRIGHT LANDSCAPE STRUCTURES, INC

Figure 10-17. Fire Pole.

/—————,

Figure 10-18. Game Panel.

freestanding equipment. As part of a compositestructure, game panels can be used as a protectivebarrier or used as a ground-level play event.

a. Recommended Ages. Game panels are recom-mended for children of all ages.

b. Safety Guidelines. For infants to 2 years, gamepanels will be provided that are a minimum heightof 500 mm (20 inches) when used as protective bar-riers. For children ages 2 to 5 years, game panelswill be provided that are a minimum height of 725mm (29 inches) when used as protective barriersFor children ages 5 to 12 years, game panels will beprovided that are a minimum height of 950 mm (38inches) when used as protective barriers.

c. Use Zone. For infant to 2 years, a minimum1800 mm (72-inch) use zone from all sides of theequipment will be provided. For children ages 2through 12 years, a minimum 2400 mm (96-inch)use zone from all sides of the equipment will beprovided.

d. Adaptations for Children With Disabilities.Games that incorporate sound, have tactile ele-ments, and have interactive parts that contrastwith the game background should be selected. In-teractive parts will be located from 500 to 900 mm(20 to 36 inches) high for forward or side reach froma wheelchair. Game panels not used as protectivebarriers to enclose platforms can provide space notless than 600 mm (24 inches) high, 600 mm (24inches) deep, and 750 mm (30 inches) wide that willallow a wheelchair to roll under for access.

e. Maintenance Level. The level of maintenancerequired for this play equipment is moderate.

10-21. Horizontal Ladder.

A horizontal ladder is a rung ladder suspended ina horizontal position between two platforms or ver-tical supports (fig 10–19). Using upper bodystrength, children hang from the rungs by theirhands and travel from hand-to-hand across the lad-der. This play event may be provided as freestand-ing equipment or be attached to a composite struc-ture.

a. Recommended Ages. Horizontal ladders arerecommended for children ages 4 to 12 years. Thisplay event is not recommended for children under 4years.

b. Safety Guidelines.(1) Rung Diameter Climber rungs from 25 to

40 mm (0.95 to 1.55 inches) in diameter should beselected for ease of gripping.

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(2) Maximum Height. The maximum height ofhorizontal ladders should be measured from thecenter of the grasping device to the safety surface.For 4- to 5-year-olds, a maximum equipment heightof 1500 mm (60 inches) should be provided.

c. Use Zone. A minimum 2400 mm (96-inch) usezone from all sides of the equipment will be pro-vided.

d. Adaptations for Children With Disabilities. Forwheelchair users, a maximum equipment height of1400 mm (54 inches) should be provided.

e. Maintenance Level. The level of maintenancerequired for this play equipment is low.

10-22. Parallel Bars.

Parallel bars are metal bars attached to verticalsupports at a height that allows children to lift thebody with the arms and hand-walk the length of thestructure (fig 10–20). The bars may be provided asfreestanding equipment or be attached to a compos-ite structure.

a. Recommended Ages. Parallel bars are recom-mended for children ages 5 to 12 years.

b. Safety Guidelines.(1) Maximum Bar Height. A maximum bar

height of 900 mm (36 inches) will be provided.(2) Pole Diameter Parallel bars with a pole di-

ameter between 50 and 60 mm ( 1–7/8 and 2–1/2inches) will be selected.

c. Use Zone. A minimum 2400 mm (96-inch) usezone will be provided from all sides of the equip-ment.

d. Adaptations for Children With Disabilities.Bars may be lowered to make them accessible tochildren who use wheelchairs and have upper bodystrength.

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e. Maintenance Level. The level of maintenancerequired for this play equipment is low.

10-23. Playhouse.

A playhouse is an enclosed structure designedprimarily for dramatic play (fig 10–2 1). A variety ofdesigns are available that may include roofs, win-dows, seating, table surfaces, store fronts, etc. Aplayhouse may have a climbable or nonclimbabledesign. The equipment may be freestanding.Playhouse-type components may also be attached toa composite structure.

a. Recommended Ages. Playhouses are recom-mended for children ages 12 months to 9 years. For12 months to 4 years, freestanding playhouses witha nonclimbable design will be provided, For 5 yearsto 9 years, the freestanding playhouse may beclimbable or nonclimbable.

b. Safety Guidelines.(1) Maximum Height of Freestanding Play-

house., Freestanding playhouses with a maximumheight of 1800 mm (72 inches) measured from theroof ridge to the safety surface will be provided.

(2) Clear Sight Lines. Clear sight lines into theplayhouse will be provided from more than one lo-cation.

(3) Multiple Entrances and Exits. More thanone entrance and exit will be provided.

c. Use Zone. A minimum 1800 mm (72-inch) usezone extending from all sides of the equipment willbe provided. Two nonclimbable playhouses mayhave overlapping use zones.

d. Adaptations for Children With Disabilities, Aminimum 800 mm (32-inch) wide entrance to ac-commodate wheelchairs should he provided, An in-

10-12

Figure 10–21. Playhouse.

terior turning space of 1500 mm (60 inches) in di-ameter is optimal, but not mandatory. All trip haz-ards will be eliminated at entrances and exits.

e. Maintenance Level. The level of maintenancerequired for this play equipment is low.

10-24. Ring Trek.

A ring trek is an upper body event that consists ofa series of rings suspended from a horizontal sup-port (fig 10–22). To use the equipment, the childhangs from the rings supported by the hands andtravels hand-to-hand across the series of rings. Thisplay event may be provided as freestanding equip-ment or be attached to a composite structure.

a. Recommended Ages. Ring treks are recom-mended for children ages 5 to 12 years.

b. Safety Guidelines. Takeoff/landing structuresfor the play event will be provided at a maximumheight of 450 mm (18 inches).

c. Use Zone. A minimum 2400 mm (96-inch) usezone will be provided from all sides of the equip-ment.

d. Adaptations for Children With Disabilities.This activity is not readily accessible to childrenwith mobility limitations because of strength andrecovery requirements. Children with visual limita-tions may need assistance in recovery and dis-mounting.

e. Maintenance Level. The level of maintenancerequired for this play equipment is moderate.

10-25. Sand Table.

A sand table is a raised, shallow tray that maybefilled with sand for manipulative play (fig 10–23). Itmay be used from a standing or sitting position.Sand tables may be provided as freestanding equip-ment or be attached to a composite structure.

TM 5-803-11/AFJMAN 32-10139

Figure 10-22. Ring Trek.

mm (36 inches by 55 inches) should be provided fora. Recommended Ages. Sand tables are recom-mended for children ages 12 months to 9 years.

b. Safety Guidelines. A hinged table cover will notbe provided. Hinged designs may fall onto a child’shead, neck, fingers, or other body parts, causinginjury or death.

c. Use Zone. A minimum 1800 mm (72-inch) usezone will be provided from all sides of the equip-ment.

d. Adaptations for Children With Disabilities.( 1 ) Ages to 12 Years. For wheelchair use, the

playing surface should not be greater than 750 to850 mm (30 to 34 inches) high, with a forward reachand side reach of 500 to 900 mm (20 to 36 inches)(fig 10–24). A clear ground space 900 mm by 1400

a wheelchair. A minimum clear knee space of 600mm (24 inches) deep and 750 mm (30 inches) wideshould be provided.

(2) Ages 18 Months to 5 Years. A playing sur-face at a height of 550 mm (22 inches) should beprovided for side reach. This height also permitsyoung children to reach the equipment from astanding position.

e. Maintenance Level. The level of maintenancerequired for this play equipment is high.

10-26. Slide.

A slide is a gently sloped plastic or metal surfacethat serves as an equipment egress from an el-evated platform (fig 10–25). Slides that are attachedto composite structures are preferred. Freestandingslides may be provided.

a. Recommended Ages. Slides are recommendedfor children ages 2 to 12 years. More challengingslides, such as curved or tunnel slides, are recom-mended for children ages 3 to 12 years. Roller slidesare not recommended.

b. Safety Guidelines.(1) Metal Slides. Metal slides should be ori-

ented in a northerly direction.(2) Clear Sight Lines. Clear sight lines will be

provided from the top to the bottom of the slide.(3) Entanglement. Slides constructed with a

smooth, continuous sliding surface with no gaps orspaces that may cause entanglement should be se-lected.

(4) Maximum Height of Slide Entrance. For2-year-olds, slides with a maximum slide entranceheight of 900 mm (36 inches) should be selected. For

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PLAN

Sand

Figure 10-24. Accessible Sand Table

children ages 2 to 5,years, slides with a maximumslide entrance height of 1200 mm (48 inches) shouldbe selected. For children ages 5 to 12 years, a maxi-mum slide entrance height of 1400 mm (56 inches)should be provided,

(5) Protective Barriers. If the slide chute is notas wide as the connecting platform, protective bar-riers will be provided to enclose the platform at bothsides of the slide chute.

(6) Shale Chute Sidewalls. For slides with cir-cular or semicircular cress-sections, verificationshould be obtained from the slide manufacturer

that the equipment meets the requirements ofASTM F 1487 for minimum vertical sidewall height.

(7) Lateral Discharge. For all slides with acurved cross-section, verification should be obtainedfrom the manufacturer that the slide design mini-mizes the likelihood of lateral discharge.

c. Use Zone. The slide use zone consists of threeparts: the area around slide entrance steps or plat-form; the area to each side of the slide bed; and thearea in front of the slide exit (fig 10–26).

(1) Slide Entry Steps and Platforms. For chil-dren ages 2 through 12 years, a minimum 2400 mm(96-inch) use zone will be provided from all sides ofthe steps or platform.

(2) Slide Bed. A minimum 1800 mm (72-inch)use zone will be provided on each side of the slidebed.

(3) Slide Exit. The length of the use zone infront of the slide exit will equal the height of thehighest point of the sliding surface plus 1200 mm(48 inches) (fig 10-26). A minimum use zone lengthof 1800 mm (72 inches) and a maximum length of4.3 m (14 feet) measured from the point where theslide slope decreases to less than 5° from the hori-zontal will be provided. If the point where the slopeof the slide decreases to less than 5° cannot bedetermined, the use zone should be measured fromthe end of the slide exit.

d. Adaptations for Children With Disabilities. When attached to a composite structure, at leastone slide should be accessible via a transfer point orramp. Upper body strength is required to maintaina sitting posture. Slides may be usable by childrenwho walk with assistive devices. The 100 mm (4-inch) slide sidewall makes transferring from a slideto a wheelchair difficult.

e. Maintenance Level. The level of maintenancerequired for this play equipment is moderate.

10-27. Spring Rocking Equipment.

Spring rocking equipment is a freestanding playevent that consists of a seat attached to a spring (fig10–27). The seat is often designed as a seesaw, ani-mal, or vehicle. This equipment allows young chil-dren to experience motion and movement.

a. Recommended Ages. Spring rocking equipmentis recommended for children ages 2 to 5 years. Rock-ing or springing equipment intended for standingwill not be provided.

b. Safety Guidelines. The attachment area ofheavy duty coil springs to the body of rocking equip-ment is exempt from pinch, crush, and shear pointrequirements.

c. Use Zone. A minimum 1800 mm (72-inch) usezone will be provided from all directions of’ theequipment. When two rocking structures have a

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Section View

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/ \

ADAPTED WITH PERMISS ION COPYRIGHT LANDSCAPE STRUCTURES INC

Figure 10–27. Spring Rocking Equipment

seat height of 750 mm ( 30 inches) or less and arelocated adjacent to each other, the rocking equip-ment use zones may overlap.

d. Adaptations for Children With Disabilities.Seats with back support and seat belts may be pro-vided for children who have difficulty maintaining asitting posture.

e, Maintenance LeL~e~. The level of maintenancerequired for this play equipment is moderate.

10-28. Stationary Bridge.

A stationary bridge may be designed as freestand-ing equipment or as a play event attached to acomposite struct u r-e. It is a platform that connectstwo areas of land or two composite structure plat-forms (fig 10–281

a. Recommended Ages. The stationary bridge isrecommended for children of all ages.

b. Safety Guidelines.(1) Maximum height to bridge surface. For chil-

dren 12 months and under, a fully enclosed bridgewith no potential for entrapment or falls to thesurface will be provided. For children 12 months to2 years, the bridge will be located at a maximumheight of 900 mm (36 inches) to the bridge surface,For children ages 2 to 5 years, the bridge will belocated at a maximum 1200 mm (48-inch) height tothe bridge surface. For children 5 to 12 years,bridges with a maximum height of 1400 mm (56inches) will be selected.

(2) Bridge Surface. A surface design that doesnot accumulate water or debris will be selected,

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Figure 10–28. Stationary Bridge.

Surface materials that will not cut, scratch, or burnwhen children crawl or slide on the surface will beselected.

c. Use Zone. For infant to 2 years, a minimum1800 mm (72-inch) use zone will be provided fromall sides of the equipment. For children ages 2through 12 years, a minimum 2400 mm (96-inch)use zone will be provided from all sides of the equip-ment.

d. Adaptations for Children With Disabilities.The bridge may he designed to accommodate wheel-chairs. Handrails and landings on accessiblebridges should meet guidelines for ramps for wheel-chair use. A minimum width of 900 mm (36 inches)will be provided for accessible bridges.

e. Maintenance Level. The level of maintenancerequired for this play equipment is low.

10-29. Swing—to-Fro (Single Axis) Swing.A to-fro swing frame includes seats that are sus-

pended from chains or cables (fig 10–29). The swingseats move front-to-back along an arc in a singlevertical plane. To-fro swings will be installed asfreestanding equipment. The swings will not be at-tached to a composite structure.

a. Recommended Ages. Swings are recoin mendedfor children ages 6 months to 12 years.

b. Safety Guidelines.(1) Maximum Height of the Swing Crossbeam.

For children ages 6 months to 3 years, a swingcrossbeam with a maximum height of 2100 mm (84inches) will be provided. For children 3 through 12years, a maximum crossbeam height of 2400 mm(96 inches ) will be provided.

10-16

(2) Location. To-fro swings should be located atthe edge of the play area, away from other playstructures and circulation areas.

(3) Number and Type of Swing Seats Per Bay.Tot swings and belt swings will be hung from sepa-rate swing supports or in separate swing bay sec-tions.

(4) Swing Seats. Rubber belt-type swing seatsand tot seats will be provided. Tot seats that provide -

360° support and are free from head and neck en-trapments will be selected.

(5) Swing Seat Height. The minimum verticalheight of swing seats will be measured from theunderside of the occupied seat to the safety surface.For tot swing seats, the seats will be located at aminimum vertical height of 600 mm (24 inches). For2 to 5-year-olds, a minimum vertical swing seat

u

height of 300 to 450 mm (12 to 18 inches) will beprovided. For 5- to 12-year-olds, swing seats will belocated at a minimum vertical height of 450 mm ( 18inches).

(6) Chairs. PVC-coated chains may reducepinching and may be selected at the designer’s op-tion.

c. Use Zone. A use zone equal to two times theheight of the swing pivot point will be provided. Theuse zone extends both in front of and to the rear ofthe suspending beam for a width at least as wide asthe beam (fig 10–30). Also, a 1800 mm (72-inch) usezone will be provided on both sides of the swingsupport structure. When two swings are located ad-jacent to each other, the swings may share the 1800mm (72-inch) use zone at the side.

d. Adaptations for Children With Disabilities.Swinging requires upper body strength and theability to maintain a sitting position.

(1) Swing Seats. Swinging platforms for wheel-chairs (“wheelchair swings”) or hard seats shouldnot be provided because of potential impact haz-ards. A commercially available hammock-typeswing seat with seat belts may be attached to astandard swing and used to provide back support.

(2) Tactile Warning. As a tactile warning, a dis-tinct difference in texture between the swing usezone and the surrounding area is recommended.

(3) Swing Use Zone. Accessibility guidelines forthe swing use zone are illustrated in figure 10–31.Access will be provided for transferring onto theswing and for pushing. One swing in each groupingof swings will have a use zone covered with acces-sible safety surfacing. A firm, stable, slip-resistant,and resilient surface a minimum 1500 mm (60inches) wide will be provided under the full arch of

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the swing. This provides two turnaround spaces,with a minimum diameter of 1500 mm (60 inches),along the route of the swing. One turnaround spacewill be provided for transferring onto the swingseat. The second turnaround space will be providedfor pushing the swing. The surface will extend 100mm (4 inches) beyond the maximum extension ofthe swing arch. A 750 mm by 1200 mm (30-inch by48-inch) parking space will be provided for a wheel-chair outside of the swing seat use zone.

e. Maintenance Level. The level of maintenancerequired for this play equipment is high.

10-30. Swing—Rotating (Multiple Axis or Tire)Swing.

A rotating swing frame includes seats that aresuspended from chains or cables (fig 10–32). Theswing seat moves about in more than one plane andspins around on its axis. Rotating swings will beinstalled as freestanding equipment. Rotatingswings will not be attached to a composite struc-ture.

a. Recommended Ages. Rotating swings are rec-ommended for children ages 3 to 12 years.

b. Safety Guidelines.(1) Maximum Crossbeam Height. A maximum

swing crossbeam height of 2400 mm (96 inches) willbe provided.

(2) Location. Rotating swings should be locatedat the edge of the play area, away from other playstructures and circulation areas.

(3) Number of Swings Per Bay. Equipment usezones for rotating swings will not overlap. Rotatingswings and to-fro swings will not be hung from thesame support structure.

Swing

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S w i n g

1500 mm”(60 in.) diam

Figure 10-31. To-Fro Swing Use Zone Accessibility Guidelines

Figure 10-42

(4) Swing Seats. Rotationally molded swingseats with no openings should be provided, to avoidcollecting water and prevent insect nesting,Smoothly finished seats with blunt or roundededges should be provided. New or recycled automo-bile tires should not be used as swing seats.

(5) Chains. PVC-coated chains may reducepinching and may be selected at the designer’s op-tion.

c. Use Zone. A use zone that equals the verticaldistance between the pivot point and the top of theswing seat plus 1800 mm (72 inches) will be pro-vided (fig 10–33) This use zone extends in all direc-tions when measured from the swing seat. A mini-mum 1800 mm (72 inch) use zone extending in all

10-18

Rotating Swing.

directions from the swing support structure will beprovided. When two rotating swings are located ad-jacent to each other, the swing support structuresmay share the 1800 mm (72-inch) use zone at theside.

d. Adaptations for Children With Disabilities,(1) Swing Seats. Webbing or rubber may be

attached to the bottom of the swing to help supportchildren who have difficulty in sitting.

(2) Tactile Warning, As a tactile warning, a dis-tinct difference in texture between the swing usezone and the surrounding area is recommended,

(3) Rotating Swing Use Zone. One swing ineach group of swings will be accessible. An acces-sible path of travel up to the swing for transferring

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Section View

PIan View \ Safety Surfacing

Figure 10-33. Rotating Swing llse Zone.

onto it and for pushing will be provided. A continu-ous, firm, stable, and slip-resistant, safety surfacewill be provided throughout the swing use zone.

e. Maintenance Level. The level of maintenancerequired for this play equipment is high.

10-31. Track Ride.

A track ride is an upper body event that consistsof a handgrip attached to a vertical support withball bearings or other moving connectors (fig10–34). To use the equipment, the child’s weight issupported by the hands and arms. This weight,

Platform

along with the motion of the child’s body, propelsthe track ride across the vertical support. The playevent may be provided as freestanding equipmentor may be attached to a composite structure.

a. Recommended Ages. Track rides are recom-mended for children ages 5 to 12 years. Track ridesare not recommended for children under 5 years.

b. Safety Guidelines. The track ride slope shouldmeet manufacturers’ recommendations.

c. Use Zone. A minimum 2400 mm (96-inch) usezone from all sides of the equipment will be pro-vided.

d. Adaptations for Children With Disabilities. Thisactivity is not readily accessible to children with mo-bility limitations because of strength and recoveryrequirements. Children with visual limitations mayneed assistance in recovery and dismounting.

e. Maintenance Level. The level of maintenancerequired for this play equipment is high.

10-32. Tunnel.

A tunnel is an enclosed passage designed to becrawled through by a child (fig 10–35). Tunnels maybe freestanding equipment or may be attached to acomposite structure.

a. Recommended Ages. Tunnels are recom-mended for children ages 6 months to 12 years.

b. Safety Guidelines. For children ages 6 monthsto 12 months, the tunnel should be located at safetysurfacing level with no potential fall. For childrenages 12 months to 2 years, the tunnel may be at-tached to platforms with a maximum height of 900mm (36 inches). For children 2 to 5 years, the tun-nel may be attached to platforms with a maximumheight of 1200 mm (48 inches). For children 5 to 12years, the maximum height of attached platformswill be 1400 mm (56 inches).

Figure 10-34. Track Ride.

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Figure 10-35. Tunnel.

c. Use Zone. For infant to 2 years, a minimum1800 mm (72-inch) use zone will be provided fromall sides of the equipment. For children ages 2through 12 years, a minimum 2400 mm (96-inch)use zone will be provided from all sides of the equip-ment.

d. Adaptations for Children With Disabilities.Tunnels provide crawling experiences for childrenwith limited mobility at ground level or as part of acomposite structure.

e. Maintenance Level. The level of maintenancerequired for this play equipment is moderate.

10-33. Play Events Which are not Appropri-ate.

Play events which are not appropriate for unsu-pervised children’s outdoor play areas are listed intable 10–2.

10-34. Composite Structure.

Specific design guidelines apply when two ormore play events are combined to form a compositestructure.

a. Recommended Ages. Composite structures arerecommended for children ages 12 months to 12years.

b. Safety Guidelines.(1) Applicable Safety Guidelines, Composite

structures will comply with general safety guide-lines for children’s outdoor play areas. In addition,safety guidelines that apply to all manufacturedequipment and guidelines for individual play eventsthat comprise the structure should be followed. Playevents that are appropriate for the intended agegroup will be selected.

(2) Maximum Platform Height. For childrenages 12 months to 2 years, a maximum platform

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Table 10-2. Inappropriate Play Events for Unsupervised Play

Animal figure swings

Chain walks

Chain or tire climbers

Fulcrum seesaws

Log roles

May poles

Merry-go-rounds

Multiple occupancy swings other than tire swings

Rope swings

Rotating equipment

Swinging exercise rings

Trapeze bars

Whirls

height of 900 mm (36 inches) will be provided. For2- to 5-year-olds, a maximum platform height of1200 mm (48 inches) will be provided. For 5- to12-year-olds, the platform will have a maximumheight of 1400 mm (56 inches).

c. Use Zone. A use zone for composite equipmentequal to the use zones recommended for all indi-vidual play events that comprise the structureshould be provided. The designers will evaluate thedesign of modular composite play equipment priorto purchase and installation. Guidance will be ob-tained from the installation safety manager and themanufacturer.

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(1) Side-by-Side Play Events. Hazards createdby conflicts in circulation and/or use patternsshould be eliminated. Two play events will not ex-tend from the same side of a composite play struc-ture to create side-by-side play events (fig 10–36).

(2) Recommended Layouts. Recommended com-posite structure layouts for children ages 12 to 24months, 2 to 5 years, and 5 to 12 years are provided(fig 10–37 through 10–39). These layouts are pro-vided because manufactured play equipment cata-logs include layouts that do not meet play programrequirements of the installation. Catalogue layoutsmay also include play events that are not recom-mended for children’s outdoor play areas. It is recom-mended that the designer use the recommended com-posite structure layouts to develop bid documents.

d. Adaptations for Children With Disabilities.Guidelines for accessible routes, ramps for wheel-chair access, transfer points, wheelchair-accessibleplatforms, and accessible stepped platforms will befollowed when designing composite structures.Equipment entrances and exits may be markedwith a change in texture on the rail and/or floor as atactile warning. Play events with high potential foruse by children with disabilities should be selected.These play events will be similar to the nonacces-sible play events. An accessible path of travel will beprovided to accessible composite structure playevents that are located on the ground plane.

(1) Small Play Structures. Small play struc-tures with less than 12 elevated play events are not

required to have a ramp. A transfer system thatprovides access to a minimum of one-half of theelevated play events will be provided. Where a slid-ing experience is included, the transfer system willprovide access to at least one slide.

(2) Large Play Structures. In large play struc-tures with 12 or more elevated play events, a rampwill be provided to access a minimum of one-half ofthe play events. In addition, a transfer system willbe provided to access a minimum of one-half of theplay events. Some play events may be accessed bothby ramp and by the transfer system. When a slidingexperience is provided, at least one slide will beaccessible by ramp. Accessible play events will besimilar to inaccessible play events. The designerwill choose those play events which will be accessedby a ramp and/or a transfer point.

e. Maintenance Level. The level of maintenancerequired for this play equipment is moderate.

10-35. Play Events Not Included in theManual.

Manufacturers are continuously developing newproducts and play events. The designer should firstdetermine if these play events meet the installationplay area program requirements. If so, the designershould consult the U.S. Consumer Product SafetyCommission’s Handbook for Public PlaygroundSafety and ASTM F 1487 to determine the childsafety requirements for this event.

Composite Structure

Safety surface

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PlayPanel

\\

I1

I

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\

10-23

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CHAPTER 11

PLAY AREA SURFACING

11-1. Introduction.

A variety of surfaces should be provided in playareas. Both soft and hard play surfaces are neededto support different types of play activity. Hard sur-faces and safety surfaces are discussed in this chap-ter. Safety surfacing is mandatory throughout theuse zones of all manufactured play equipment.Safety surfacing includes synthetic surfacing andloose-fill surfacing.

11-2. Hard Surfaces.

Hard surfaces include soil, concrete, asphalt, arti-ficial grass, and decomposed granite. These surfacessupport a variety of activities for all age groups,including: circulation, wheeled toy play, chasegames, site exploration, and ball play. Hard sur-faces are accessible to individuals with disabilities.

a. Design Considerations.(1) Concrete. Concrete should be poured on a

prepared base that is clean and free of debris. Coloradmixtures or surface paint may be added for inter-est and to provide opportunities for organizedgames and dramatic play.

(2) Asphalt. Asphalt should be contained witha concrete or timber edge to eliminate chipping andcracking around edges.

(3) Pavers on Concrete. The accessibility of thissurface depends upon the surface texture of thepavers and the profile of the mortared joints. Thismaterial can provide a stable and easily maintainedsurface for both foot and vehicular traffic.

(4) Crushed Stone and Decomposed Granite.When compacted, this material is a good all-weather, accessible surface for picnic areas or path-ways. Designers should be aware that maintenanceis essential to continued accessibility.

(5) Wood Decking. This surfacing material issusceptible to deterioration and wear. It requiresmoderately high amounts of maintenance. Adequatedrainage and ventilation of wood decking is neces-sary to avoid rot and to prevent the growth of moss.Wood decking can be easily painted to provide inter-est and to delineate areas.

(6) Pavers on Sand. This hard surface materialis less expensive than pavers on concrete, and ispermeable to allow for drainage. Similar to paverson concrete, the accessibility of this surface dependson the surface texture of the pavers. This surfacingmaterial is subject to erosion, and to heaving duringfreeze/thaw cycles. Displaced sand can present aslip hazard.

(7) Artificial Grass. Artificial grass is an ex-pensive material that is suitable for general playand game areas. It should be laid on a hard surface.

(8) Soil. Untreated soil is variable. Soil maybeacceptable for some situations if maintained to pre-vent erosion and eliminate poor drainage condi-tions. Soil condition changes significantly with pre-cipitation, temperature, erosion, and wear.

(9) Drainage. Positive drainage should be pro-vided. Flat grades or negative drainage should beavoided.

b. Recommended Ages. Hard surfaces are used byall ages.

c. Safety Guidelines.(1) Prohibited Use. Hard surfaces will not be

used in play equipment use zones or crawl areas forinfants.

(2) Slip Hazards. Concrete finishes with a lighttexture, such as a broom finish, should be providedto reduce slipping when wet. Loose material, suchas sand, gravel, and wood products, create slip haz-ards on hard surfaces. Where loose-fill materialsare adjacent to hard surfaces, the level of loose-fillmaterial should be installed 75 mm (3 inches) belowthe level of the hard surface. Loose-fill materialsshould be contained with barriers. Designers shouldconsider that moss and mold on concrete and as-phalt are a slip hazard and a maintenance issue.

(3) Trip Hazards and Dropoffs. Changesgreater than 6 mm (l/4-inch) between levels onpathways should be avoided.

(4) Drainage Grates and Utility Boxes. Drain-age grates and utility boxes will be locked and lo-cated outside of the play area where possible.

d. Accessibility.(1) Hard Surfacing Options. All hard surfaces

and primary pathways will be firm, stable, and slip-resistant. In the order of decreasing accessibility,the following hard surfacing choices include: con-crete; asphalt; pavers on concrete; crushed stone ordecomposed granite; wood decking; pavers on sand;artificial grass; and untreated soil,

(2) Asphalt. Asphalt will not be used in veryhot, sunny locations because it may become soft andcause difficulty for people using wheelchairs. As-phalt used in these locations may also be a safetyhazard when hot.

e. Maintenance. The maintenance level is low formost types of hard surfaces.

f. Cost. The initial cost is moderate. The cost ofmaintenance is low.

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11-3. Safety Surfaces.

Adequate safety surfacing throughout play equip-ment use zones is an essential safety requirement.Falls from play equipment represent over 70% of allplayground equipment-related injuries treated inhospital emergency rooms. Without appropriatesafety surfacing, these falls may result in perma-nent head injury or death.

a. Types of Safety Surfacing. A number of safetysurfacing materials are available. Each type ofsafety surfacing has unique advantages and disad-vantages. The two major types of safety surfaces aresynthetic surfacing and loose-fill surfacing. Syn-thetic surfacing includes tiles that are formed in thefactory, or surfacing that is poured in place onsite.Loose-fill surfacing includes organic and inorganicmaterials, such as sand, gravel, chopped tire, andwood products.

b. Impact Attenuation Criteria. Standards for im-pact attenuation have been developed with the goalof reducing severe head injury or death from fallsfrom manufactured play equipment. Safety surfacesthat meet the requirements of ASTM F 1292 will beprovided throughout the play equipment use zone.ASTM F 1292 states that the surface must yieldboth a peak deceleration of no more than 200 g’sand a Head Injury Criteria (HIC) value of no morethan 1,000 for a headfirst fall from the highest ac-cessible height of the play equipment. G-force mea-sures the peak deceleration of the head during im-pact. HIC measures the duration of the impactduring its most sever phase.

c. Critical Height of Safety Surfacing Materials.The performance of safety surfacing is measuredfrom potential fall heights. The critical height of asurfacing material is the maximum height at whicha headfirst fall from equipment onto the safety sur-

face meets the ASTM F 1292 standard. For instance,a particular surfacing material may not meet testcriteria for a fall from 2400 mm (96 inches), but willmeet criteria for a 1800 mm (72-inch) fall. It canthen be said that this surfacing material has a 1800mm (72-inch) critical height. The critical height ofsafety surfacing material used in children’s play ar-eas will equal or exceed the highest accessible heightof the equipment provided. The highest accessibleheight of various types of play equipment is mea-sured from different points. Table 11–1 describeshow the highest accessible height is determined formanufactured play equipment.

d. Manufactured Safety Surfacing. Testing datashould be obtained from manufacturers of syntheticsurfaces, chopped tire surfaces, or wood productsmanufactured as safety surfacing to verify that thesurface meets the requirements of ASTM F 1292 fora headfirst fall from the highest accessible equip-ment height to be provided.

e. Loose-Fill Surfacing. Loose-fill materials areoften not manufactured specifically as safety surfac-ing. Therefore, test data is often not available fromsuppliers. In 1993, the U.S. Army Corps of Engi-neers commissioned a testing program to developrecommended material depths for loose-fill sur-faces. Materials tested include sand, pea gravel,and bark mulch. To reproduce required impact-attenuating performance, the materials must meetthe requirements in this chapter; the maximum ac-cessible height of play equipment must not exceed2400 mm (96 inches); and the surface must receiveregular maintenance to maintain material depth. A25 mm (l-inch) difference in material depth maydramatically increase injury potential. Table 11–2describes the recommended installed materialdepth for loose-fill surfacing.

Table 11-1. Highest Accessible Equipment Height,

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Gravel 300 mm (12 inches)

Wood products 300 mm (12 inches)

Chopped tire 150 mm (6 inches)

11-4. Synthetic Surfacing.

Synthetic surfacing, such as synthetic tile andpoured-in-place surfacing, is available in a varietyof thicknesses to provide protection from falls fromvarying heights. Its major disadvantage is high ini-tial cost. Its major advantages are low maintenanceand consistent impact-attenuating performance.

a. Design Considerations.

(1) Poured-In-Place Surfacing. Poured-in-placesurfacing is a relatively new product. It is madefrom a combination of chopped or shredded rubberand a flexible plastic binder that is mixed andpoured on-site. The installation process is similar tothe process used to install asphalt. Poured-in-placesurfacing consists of a poured-in-place substratelayer, covered by a durable wear surface. The wearsurface may be a poured-in-place, manufacturedturf, or rubber sheet goods material.

(a) Advantages. Poured-in-place surfacing issuitable for any application or climate zone. Thesurfacing can be installed in any thickness. Thematerial thickness can be varied where necessary toaccommodate changing impact attenuation require-ments under equipment of different heights. Thematerial’s edges can be shaped in freeform orstraight lines, making it adaptable to many situa-tions. Color patterns can be created with the surfacematerial. Since the surface is composed of newrather than recycled rubber, the surface may bemore resistant to fading. Poured-in-place surfacingis less expensive than synthetic tiles for applicationin large areas.

(b) Disadvantages. Poured-in-place surfacesare more difficult to repair than synthetic tiles. Inaddition, a qualified, experienced installer is essen-tial to ensure durability and impact attenuation.

(c) Installation Requirements. Poured-in-place surfacing may be installed over asphalt, con-crete, or compacted gravel subsurfaces. A geotextilefabric should be installed over the compacted gravelsubsurface before installing the surfacing. Thepoured-in-place substrate is mechanically mixed onsite in accordance with the manufacturer’s recom-

mendations. The substrate should be installed inone continuous pour. A wear surface should bebonded to the substrate.

(2) Synthetic Tiles. Synthetic tiles are factory-molded geometric shapes. The tiles may combine animpact-attenuating substrate and a wear surface orconsist of a uniform material that varies in density.

(a) Advantages. Synthetic tiles are recom-mended for small projects, for projects where acheckerboard pattern is desired, or for remote loca-tions where experienced safety surfacing installersare not available. Individual damaged tiles may bereplaced without replacing the entire safety surface.

(b) Disadvantages. For large areas, synthetictiles may be more expensive than poured-in-placesurfaces. When composed of recycled rubber, thesurface may be more likely to fade. In addition, tilesmay be vulnerable to vandalism.

(c) Installation Requirements. Depending onthe manufacturer’s recommendations, synthetictiles may be installed over asphalt, concrete, or com-pacted gravel. When installed over a compactedgravel subsurface, a geotextile fabric should be in-stalled over the subsurface before installing thetiles. The tiles may be secured by an adhesive orhardware in accordance with the manufacturer’srecommendations. Cutouts should be filled withsealant to eliminate voids at play equipment.

(3) Combination System. The combination sys-tem includes modular substrate units overlaid witha bonded, manufactured turf-type or rubber sheetgoods wear surface.

(a) Advantages. Combination systems pro-vide many wear surface options. These wear sur-faces may be especially desirable in areas where anonabrasive surface is needed.

(b) Disadvantages. Combination systemsmay be less durable than other synthetic surfaces.These surfaces should be selected for areas with lowactivity levels, or where low use is expected.

(c) Installation Requirements. Depending onthe manufacturer’s recommendations, combinationsystems may be installed over asphalt, concrete, orcompacted gravel. When installed over a compactedgravel subsurface, a geotextile fabric should be in-

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stalled over the subsurface before installing themodular substrate. The substrate may be securedby an adhesive or by hardware in accordance withthe manufacturer’s recommendations. The wearsurface should be bonded to the substrate with ad-hesive. Cutouts should be filled with sealant toeliminate voids at equipment.

(4) Additional Selection Considerations.(a) Appearance. The synthetic surfacing

should look attractive and should complement theappearance of playground equipment.

(b) Rubbery Odor. The material may have anunattractive rubbery odor. It should be determinedwhether the odor is acceptable.

(c) Slip-Resistance. The surface should beslip-resistant.

(d) Installation. The manufacturer should becontacted to determine the installation require-ments of the proposed surface. Temperature andweather conditions may be important factors.

(e) Drainage. Positive drainage should beprovided. Some surfaces allow water percolation.The designer should determine drainage require-ments for the selected surface.

(f) Maintenance. Maintenance requirementsfor the safety surface should be determined. Tech-niques used to repair the surface should be estab-lished. It should be determined whether play equip-ment can be replaced or repaired without replacingthe entire surfacing.

(g) Durability. The manufacturer’s warrantyand information about the expected durability ofthe product should be obtained.

(h) Pests. It should be determined whetherpests, such as moles, may be likely to increasemaintenance needs and to affect the surface’s lifespan.

b. Recommended Ages. Synthetic safety surfacingmay be used by all age groups.

c. Safety Guidelines.(1) Impact Attenuation. Manufacturers will be

required to produce testing data verifying that theproduct meets the requirements of ASTM F 1292from the height specified by the purchaser. In addi-

Table 11-3. Wood Product Material Specifications

tion, manufacturers should provide written verifica-tion that the installed safety surfacing meets thiscriteria.

(2) Hard Spots. Be aware that the ASTM stan-dards do not require testing for potential hardspots, such as seams and hardware. Some manufac-turers may perform additional tests for potentialhard spots. Manufacturers should provide productperformance information for hard spots.

(3) Flammability. Some synthetic safety sur-faces may be flammable. The surface’s potential forburning should be determined.

(4) Heat Retention. Heat retention in darkermaterials may be a safety concern in hot climates.Light colored surfaces should be used in hot cli-mates.

d. Accessibility. Synthetic surfacing is a fully ac-cessible safety surface. It may be used to createcirculation areas or accessible paths of travel withinplay equipment use zones.

e. Maintenance. The maintenance level is low.f. Cost. Synthetic safety surfacing has the highest

initial cost of any safety surface, but the cost ofmaintenance is low.

11-5. Organic Loose-Fill Surfacing.

Organic loose-fill surfacing includes wood mulch,bark mulch, and manufactured wood chips. Theimpact-attenuating ability of these materials de-pends on the air trapped within and between indi-vidual particles. Compared to the performance ofother loose-fill materials, the impact-attenuatingperformance of wood products is less affected by hot,cold, and wet conditions. Although initially inexpen-sive, the cost of maintenance is high. The materialis easy to obtain and install, less abrasive than sandwhen tracked into buildings, and easier to police forbroken glass than sand. These materials are lesslikely than sand to attract cats and dogs, but aremore likely to attract insects and snakes. Localpests and their habitats should be considered priorto selecting this surfacing. Material specificationsfor wood products are provided in table 11–3.

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a. Design Considerations.(1) Wood Mulch. Wood mulch is relatively inex-

pensive and easy to obtain. Mulch maybe used as asurface covering in natural areas or as safety sur-facing in play equipment use zones. It may be pro-duced by “chippers” used in tree pruning operations.It is possible to acquire wood mulch from mainte-nance staff or tree trimming companies, but it mustbe free from harmful plants, pesticides, or othercontaminants. Wood mulch may be produced fromhardwoods or softwoods.

(2) Bark Mulch. Bark mulch is bark that hasbeen stripped from trees and shredded. It is readilyavailable from many nurseries or landscape supplycompanies.

(3) Manufactured Wood Chips. Some manufac-turers produce uniform wood chips specifically foruse as play area safety surfacing. For these prod-ucts, ASTM F 1292 testing results may be availablefrom the supplier. This material may be more con-sistent in type and quality than wood mulch or barkmulch.

(4) Additional Selection Considerations.(a) Appearance. Determine whether the sur-

face will look attractive and will complement theappearance of play equipment.

(b) Drainage. Positive drainage should beprovided. For many play areas, subsurface drainageshould be provided. A compacted gravel subsurfacemay also be considered.

(c) Installation Requirements. Wood productsshould be installed over a compacted subgrade cov-ered with geotextile fabric. Wood products manufac-tured for the purpose of playground safety surfacingshould be installed according to the manufacturer’sinstructions at the minimum depth specified in thismanual. Surfacing should be contained with a bar-rier.

(d) Play Activities. Wood products surfacingmaterials can provide opportunities for manipula-tive play. Children can explore the surfacing mate-rials for living organisms and other “finds,” such acoins, bottle tops, and small plastic toys. The mate-rials harbor and conceal various insects that areusually harmless and provide learning opportuni-ties for children.

(e) Maintenance. It should be determinedwhether adequate maintenance can be provided tomaintain the surface. Regular maintenance is nec-essary to maintain surfacing depth and to preventthe geotextile fabric from becoming a trip hazard.

(f) Pests. It should be determined if pests willincrease the maintenance requirements and reducethe material’s life span.

(g) Manufactured Wood Chips. When specify-ing manufactured uniform wood chips, test results

should be obtained from the manufacturer to verifythat a fall onto this surface from the height speci-fied by the purchaser results in a g-force rating ofno more than 200 g’s and a HIC value of no morethan 1,000. In addition, photos of tested samplesshould be obtained from the manufacturer to com-pare with the purchased material. A copy of theproduct warranty and an estimate of the antici-pated durability of the material should also be ob-tained.

b. Recommended Ages. Wood products may beused as a safety surface in play areas designed forchildren ages 2 and older.

c. Safety Guidelines.(1) Variable Impact Attenuation. The impact

attenuation of different wood products varies, andspecific test results for materials may not be avail-able. Weather such as rain, high humidity, cold tem-peratures, or freezing conditions may affect impactattenuation. With the passage of time, the materialsmay decompose and become pulverized, reducingtheir impact-attenuating performance.

(2) Installation. Loose-fill surfacing materialswill not be installed over concrete or asphalt sur-faces.

(3) Maintenance. The material requires con-tinuous maintenance, such as leveling, grading, andreplenishing, to maintain its impact-attenuatingability. The materials are gradually displaced bywind or the playing action of children, reducing thethickness required for impact attenuation.’

(4) Contaminants. Unless a manufactured ma-terial is purchased, a consistent product that is freefrom contaminants may be difficult to obtain.

(5) Splinters. Chips may be splintery whenfirst spread.

(6) Microbial Growth. When wet, organic loose-fill materials are subject to microbial growth.

(7) Waste and Litter. The material conceals ani-mal excrement and other trash, such as brokenglass, nails, pencils, and other sharp objects thatpuncture and cut. Daily removal of waste and litteris required.

(8) Flammability. Wood products are flam-mable.

d. Accessibility. The acceptability of wood prod-ucts as an accessible surface for people with dis-abilities is still controversial. Some wood productsmay be accessible to wheelchair users when matteddown. Wood products may not be accessible to chil-dren who walk with difficulty or use canes orcrutches.

e. Maintenance. The required maintenance levelis high. Continuous maintenance will be provided topreserve impact attenuation.

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f. Cost. Wood products have a low initial cost anda high maintenance cost.

11-6. Inorganic Loose-Fill Surfacing.

Sand, gravel, and chopped tire are popular inor-ganic loose-fill surfaces. These materials absorb im-pacts by changing shape upon impact. Chopped tirealso traps air between the particles to provide acushioning effect. The primary advantage of sand,gravel, and chopped tire surfacing is that the mate-rials are easy to install, and readily available. Thematerials are not ideal for microbial growth. Sandand gravel are nonflammable and initially inexpen-sive. The primary disadvantage of these materialsis that continuous maintenance is required to pre-serve impact attenuation.

a. Design Considerations.(1) Sand. The natural appearance of sand and

its importance as a play material makes it a popularsafety surface. Sand is an excellent manipulativeplay material, especially if provided in conjunctionwith water. However, separate sand play areasshould be provided away from play equipment usezones. The impact-attenuating ability of sand isgreatly reduced when wet. Therefore, it is not rec-ommended for use as a safety surface in regionswith wet climates, such as the Pacific Northwest.Sand is abrasive to floors when tracked indoors.Sand used as a safety surface will meet the follow-ing specification: Sand will be rounded naturally orby mechanical means; washed; free of dust, clay,soil, hazardous substances, or foreign objects; andsieved as shown in table 11–4.

(2) Gravel. Gravel drains well and does noteasily freeze or compact. It is popular in cold andwet climates. It should not be used as a safety sur-face in play areas designed for children under 3years because of the potential for choking. Gravelused as safety surfacing will meet the followingspecification: Gravel particles will be rounded natu-rally or by mechanical means; washed; free of dust,clay, soil, hazardous substances, or foreign objects;and sieved as shown in table 11–4.

(3) Chopped Tire. Chopped tire safety surfacingis highly effective, trapping air between particles toprovide an impact-attenuating effect. Chopped tireis nonabrasive. It does not absorb moisture or at-tract cats, dogs, rodents, or insects. Select choppedtire manufactured specifically for safety surfacing.The results of impact attenuation tests should beobtained from the manufacturer. Chopped tiresafety surfacing that is manufactured from steelbelted tires will not be used. Chopped tire used assafety surfacing will meet the following specifica-tion: Chopped tire will be asymmetrical rubber par-

Table 11-4. Sieve Analysis of Sand and Gravel.

titles a maximum of 12 mm (1/2-inch) in size; andfree of metal, harmful chemical, and foreign mate-rial.

(4) Selection Considerations.(a) Appearance. It should be determined

whether the material will look attractive and willcomplement the appearance of playground equip-ment.

(b) Maintenance. It should be determinedwhether a high level of maintenance can be pro-vided to maintain impact attenuation.

(c) Installation Requirements. Sand or gravelshould be installed over a compacted subgrade.Chopped tire should be installed over a subgrade ofcompacted gravel covered with geotextile fabric.Barriers should be provided to contain these loose-fill materials.

(d) Drainage. Positive drainage should beprovided. Many play areas may require subsurfacedrainage under inorganic loose-fill surfaces.

(e) Chopped Tire. Test results should be ob-tained from the manufacturer verifying that a fallonto this surface from the height specified by thepurchaser results in a g-force rating of no more than200 g’s and a HIC value of no more than 1,000.Photos of tested samples should be obtained fromthe manufacturer to compare with the purchasedmaterial. A copy of the warranty for the materialand an estimate of the anticipated durability of thematerial should be obtained.

(f) Pests and Vandalism. It should be deter-mined whether pests, such as fleas, or high vandal-ism will increase maintenance requirements,

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CHAPTER 12

PLANT MATERIALS

12-1. Introduction.

Plants and natural ground covers add diversityand seasonal change to children’s outdoor play ar-eas. Plant materials should be integrated into playareas. Plant materials enhance site aesthetics, pro-vide shade, and support memorable play experi-ences. People of all ages respond to natural groundcovering, flowering shrubs, deciduous trees, bankedborders of flowers, herb gardens, and imaginativegarden designs. This chapter describes the uses ofplants and natural ground covering in children’soutdoor play areas, play activities supported byplant material, and plant selection criteria.

12-2. Uses of Plant Material.

The variety of functional uses that plant materialcan serve should be considered when developing aconceptual design for children’s outdoor play areas.Additional guidance is provided in TM 5–803–13/AFM 126–8.

a.. Barriers. Plant material should be used to cre-ate or enhance barriers and enclosures. Turf andground cover create natural edges to define playcomponent areas. Plants provide more depth, inter-est, and spatial variety than fencing.

b. Screens. Plant screens of evergreen trees andshrubs can serve as visual barriers. Vine-coveredfences and densely branched deciduous plants mayalso serve these purposes. Design requirements andthe plant’s natural characteristics, such as height,spread, and density, should be matched to create alow-maintenance screen.

c. Transitions. Transitional plantings alert chil-dren to changes in activities or use of spaces. Plantssoften the transition between indoors and outdoors,allowing people to adjust more easily to changes inlight levels.

d. Landmarks. Objects with a clear visual iden-tity, such as trees, large shrubs, and familiar group-ings of plants, function as landmarks. Landmarksprovide the user with a memorable sense of placeand a feeling of security.

e. Climate Modification. Vegetation is an effectiveclimate modifier. Plants provide a greater variety ofmicroclimates than manmade structures. For chil-dren’s play areas, adequate shade is extremely im-portant in hot climates. Natural shade in play areasencourages day-long summertime use. Trees andshrubs also provide shelter from the wind. Spread-ing, deciduous tree species provide shade in summer and shed leaves to let in winter sun.

f. Erosion Control. Both weather and children atplay can cause significant erosion in play areas.Plants with shallow, lateral root systems bind thesoil to resist erosion. Creeping species of groundcover generally have good powers of rejuvenationand are suitable for heavily used areas. Groundcovers with wide leaves rather than fine leaves aremore durable. Broad-leaved deciduous trees helpcontrol erosion by extending the runoff time andpromoting percolation of water back into theground. Tree roots stabilize soil on hillsides andinsulate loose soil from precipitation and wind.Trees and shrubs used as windbreaks mitigate theerosion caused by wind.

g. User Contact and Mitigation. Opportunities foruser contact with plant materials should be pro-vided while protecting plants from permanent dam-age.

(1) Barriers. Barriers, such as low walls,should be used to protect plants from excessivedamage and provide children with plant contact.

(2) Plant Selection. Plants best suited for sur-vival in children’s outdoor play areas should be se-lectd.

(3) Circulation. Pathways that consider antici-pated circulation routes should be provided to avoidunnecessary erosion and replanting.

(4) Restrict Access. Human access to plantingareas should be restricted when necessary to reduceenvironmental impacts. Foot traffic may be discour-aged by providing plant materials with denserbranching.

h. Play. The use of’ plant materials to supportplay activities is described in detail in this chapter.

i. Sensory Stimulation. Plants and ground coversprovide greater sensory stimulation than synthetic,manufactured objects, Plants respond to weathervariations and seasonal cycles, and provide variedtextures, colors, forms, fragrances, and sounds.

(1) Identity. Distinctive plantings and speci-men plants should be included to provide visualidentity and to create a sense of place in children’soutdoor play areas.

(2) Seasonal Change. Plant types that displayseasonal change should be selected to provide sen-sory stimulation and educational opportunities. Theeffects of seasonal change on climate modificationefforts should be considered.

(3) Movement. Plants can enhance the experi-ence of movement through the play area. Plants can

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be used along paths to create a sequence of views,textures, smells, light, shade, and color.

(4) Form, Texture, and Color. Plant materialwith varied forms, textures, and colors should beselected to provide diversity in play areas. A varietyof leaf textures should be included: evergreen withdeciduous; shiny with rough; serrated with smooth;and thin with thick. In addition, plants should beselected for seasonal change: evergreen vs. decidu-ous; color through the seasons; early leaves; lateflowers; and flowers and fruit.

12-3. Plants in Play Activities.

Plants and natural ground covers should be inte-grated into the design throughout the play area, butthe play value of plant material itself should also beconsidered. Together with soil, sand, and water,plant materials provide opportunities for manipula-tive play that are quite different from the static,unchangeable character of fixed play equipment.Plants and ground covers provide opportunities forexploring nature; playing with leaves, seeds, andbranches; social interaction; climbing; constructiveplay; and field play.

a. Exploring Nature. When designing with plantmaterial, the natural plant communities and theanimal habitat created should be considered. Natu-ral habitat conditions should be closely replicated tocompliment the regional ecosystem.

(1) Wildlife. Small animals are an environmen-tal education resource for children. Native plantcommunities should be included as wildlife habitatsin children’s outdoor play areas. Plants that bearfruits, cones, and seeds should be provided. Theseattract birds, squirrels, butterflies, and insect popu-lations. Habitat areas should not be overly mani-cured to remove materials that animals dependupon for survival.

(2) Natural Areas. Woods and natural areasshould be left in a rough state. However, thornymaterial, poisonous or rash-producing plants, anddead branches and twigs at eye or neck heightshould be removed. Natural areas provide childrenwith opportunities to observe nature and partici-pate in dramatic play.

b. Plant Parts. Plants provide a variety of playand learning materials that are virtually free ofcost, including leaves, flowers, fruit, nuts, seeds,and sticks. Plants should be selected for craft, culi-nary, and dramatic play potential.

c. Social Interaction. Natural environments cre-ate comfortable places for social activity. Trees andshrubs should be used to create a variety of gather-ing spaces that can be used by all ages. Spaces forlarge and small group gatherings should be pro-

vided in children’s outdoor play areas. Matureshrubs make excellent private places and refugesfor young children.

d. Climbing. Some trees and shrubs provide ex-cellent support for climbing. Consider plantingsome trees or large shrubs that support climbing.

e. Construction. Children use branches to con-struct play materials. Trees and shrubs also providebranches that can be used for suspending playitems, such as flags and banners. For these activi-ties, species with low, spreading, horizontalbranches should be selected.

f. Field Play. Turf should be used on sports play-ing surfaces, and in unstructured recreation areas,including surfaces of mounds and slopes. Small turfareas may be provided for toddlers and for infantcrawl areas.

124. Selection Criteria.

Plant selection should be coordinated with theinstallation design guide or plant list.

a. Design Function. Materials should be selectedthat meet the intended design functions describedin this chapter.

b. Local Conditions. Plant material that requiresminimal maintenance and is suited to local condi-tions, such as climatic extremes and soil types,should be selected. The civil or installation engineeror local horticulturist should be contacted for guid-ance.

c. Native and Introduced Species. A mix of nativeand introduced plants should be selected. Nativeplants provide hardy background planting and areusually more resilient. Introduced species areregion-hardy plants that add variety and interest.

(1) Native Plants. Native species are adaptedto the region, have local ecological and cultural sig-nificance, and offer children learning opportunities.Native plants are hardier and less likely to incurdisease or insect problems. Native plantings shouldbe used to provide a foundation of plant material forplay, exploration, and learning activities.

(2) Introduced Species. In children’s outdoorplay areas, a mix of species is often preferred. Intro-duced species should be used selectively to increaseplay area diversity, enhance sensory variety, andincrease the resiliency of the plant setting.

(3) Varied Plant Material. Native and intro-duced species should be used to provide a variety offlowers, foliage, and colors, and varied forms.

d. Drought Resistance. Extreme weather condi-tions place considerable stress on plants; manyplants cannot tolerate such conditions. Drought-tolerant species should be selected for children’soutdoor play areas. These species conserve water.

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e. Hardiness. Plants in children’s play areas mustbe capable of withstanding a high degree of humanactivity. Species that are quick-growing and healquickly after breaking should be selected.

f. Low-maintenance. Select plant material withlimited maintenance requirements.

(1) Plant Quality. Plants should be of a sizeand quality that will survive the high impact of achildren’s play area.

(2) Plant Maintenance. Plant areas used bychildren will never be maintenance-free. Designersshould consider that expert vegetation managementshould be provided in areas used by children. Prun-ing regimes and other maintenance proceduresshould respond to play requirements and childsafety. Plants should be selected that will minimizemaintenance requirements unless required for play.

g. Size. Larger, mature plants are able to with-stand impact of human activity better than smaller,younger plants. Shrubs should be selected which areas large as economy will allow. Trees with a minimum50 mm (2-inch) diameter truck should be selected.

h. Access to Plants. Specific design strategies areneeded to provide maximum access to plant materi-als and to avoid creating hazards for children withdisabilities. Guidelines for providing access to plantmaterials are provided in this chapter.

i. Child Safety. Child safety requirements are animportant selection criterion for plant materials inchildren’s outdoor play areas. These requirementsare described in this chapter.

12-5. Accessibility.Plant materials can create intimate, touchable

elements that are accessible to children with dis-abilities. These materials attract all children, pro-viding excellent opportunities for interaction,shared experiences, and integration. For this rea-son, every effort should be made to integrate plantsinto the design throughout the play area, ratherthan restricting plants to segregated nature areas.Guidelines for maximizing accessibility to plant ma-terials follow.

a. Access to Plants. Opportunities for close con-tact with plant materials should be provided.

(1) Accessible Height. Plant species should beselected that provide play experience at a height of460 to 1200 mm (18 to 48 inches). This optimizesaccess for children who use wheelchairs or cannotbend down. Containers or raised beds offer an excel-lent means for bringing plant material to this height.

(2) Trees. In order to allow disabled children tobuild an accessible tree house or to experience thefeeling of being in the treetops, low-branching andweeping type trees and low-growing vegetationshould be provided.

(3) Accessible Pathways. Accessible pathwaysshould be provided that allow children using wheel-chairs or assistive walking devices to get up close toplants for play. Natural ground covers are not acces-sible surfaces for people who use wheelchairs,canes, walkers, or crutches.

(4) Raised Beds and Transfer Points. Providingraised turf areas should be considered to allow chil-dren who use wheelchairs to transfer onto the turf.Raised beds or trellises for ground covers also pro-vides opportunities for direct contact with plant ma-terial.

b. Shade. Shade is important for some childrenand adults with disabilities. A diversity of shaded,partially shaded, and nonshaded areas should beprovided to meet a wide range of needs.

c. Sensory Experiences. A variety of sensory expe-riences should be provided using plants, such astexture, fragrance, wind effects, sound, and sea-sonal color. Plants with interesting smells andshapes are particularly beneficial to children withvisual disabilities.

d. Hazards for Children With Limited Vision.Low-hanging branches over main pathways shouldbe pruned under 2000 mm (80 inches) high (TM5–803–13) (fig 12–1).

12-6. Child Safety.Child safety factors should be considered in the

selection and maintenance of plant materials.a. Surfacing Considerations. Falls from or onto

plant material and slip hazards are important con-siderations.

(1) Safety Surface. Turf and natural groundcovers should not be used as safety surfaces in playequipment use zones.

Figure 12–1. Headroom Along Pathways.

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(2) Plant Parts. Trees and shrubs that shedplant parts should not be located where excessiveshredding will create a hazard, such as over path-ways, or where shedding will create a severe main-tenance issue.

(3) Branching Plant Material. Plant materialwith flexible branches should be used where chil-dren may run through plant material.

b. Guying and Staking Methods. Protrusion andentrapment criteria should be applied to stakingmethods. Horizontal stakes or tree guards should beused. Diagonal guy wires which create trip hazardswill not be used.

c. Pests. Use of plant materials that attractharmful pests should be avoided.

d. Undesirable Plant Characteristics. Harmful orundesirable plant material should be eliminatedfrom play areas, such as plants with thorns, thosethat excrete sticky sap, trees that drop large limbs,and plants that require excessive pruning to dis-courage climbing. Short turf species are less likelyto conceal sharp or foreign objects. Plants with ber-ries or fruit should be avoided in play areas in-tended for children under 3 years.

e. Visual Barriers. Carefully consider visibilitywhen designing with plant materials, and avoid cre-ating visual barriers. Visibility should be providedfrom adjacent housing and from the street. Clearlines of visibility should be provided to all parts ofthe play area from more than one location withinthe play area.

f. Pesticides and Fertilizers. To the extent pos-sible, natural methods of pest management andweed control will be employed. This process can befacilitated by selecting pest- and disease-resistantplant species. Species that require extensive fertili-zation should be avoided.

g. Poisonous Plants. The great majority of plantsare highly beneficial and perfectly safe for chil-

dren’s play areas. However, there are a number ofnaturally occurring poisons in the plant world.Some poisons are highly concentrated in certainplant species and can be dangerous to humans ifingested. Others may cause dermatitis or allergicreactions. For example, one or two seeds from acastor bean plant (Ricinus communis), if chewedand swallowed, may be deadly to young children. Insome plants, poisons are concentrated in certainplant parts. Others are poisonous when raw or un-ripe, and edible when cooked or ripened. The seri-ousness of the reaction depends on the amount ofplant material eaten as well as the condition andtolerances of the person affected. Young children arelikely to have more pronounced responses to planttoxins than adults simply because of size.

(1) Identify Poisonous Species. There are over700 known poisonous plants in North America. De-signers should be familiar with poisonous local spe-cies. A local horticultural expert should be contactedfor assistance in plant identification. The AmericanMedical Association Handbook of Poisonous and In-jurious Plants is an excellent comprehensive refer-ence for more information.

(2) Eliminate Poisonous Plants. Poisonousplants will not be provided in children’s outdoor playareas. Existing poisonous vegetation will be removed.

12-7. Plant List Development.

Based on criteria presented in this chapter, a listof local plants and ground cover should be devel-oped that identifies the most appropriate regionalspecies for each use, such as play, wildlife habitat,and shade. A list of local species that are highlypoisonous or otherwise unsuitable in children’s playareas should also be developed. These lists shouldbe used to evaluate existing plantings in children’soutdoor play areas, select additional species, anddevelop new designs.

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CHAPTER 13

SELF-HELP

13-1. Introduction.

Before identifying self-help projects in a proposedplan area design, the designer will understand thechild safety considerations that apply to self-helpprojects.

13-2. Play Equipment.

Manufactured play equipment should be pur-chased rather than site-built. It should be installedby professionals who are knowledgeable aboutsafety, play area construction, and installation.

a. Site-Built Equipment. Site-built play equip-ment is not recommended because all play equip-ment must be designed to meet child safety stan-dards (CPSC, ASTM F 1487). This is difficult toaccomplish with a nonmanufactured product. Be-cause the cost of purchasing materials for construc-tion is nearly equal to the cost of purchasing manu-factured play equipment, there is no cost savings inbuilding play equipment. Additionally, the installa-tion will assume liability for any accidents that oc-cur on site-built play equipment.

b. Installation of Manufactured Play Equipment.Troop sponsors with construction backgrounds mayinstall manufactured play equipment. If the equip-ment is to be installed through self-help, a manufac-turer’s representative who is experienced in the in-stallation, adjustment, and operation of theplayground equipment should be onsite during in-stallation. The safety manager should participate inperiodic and final inspections to ensure that theplay equipment complies with child safety require-ments presented in this manual.

13-3. Appropriate Volunteer Projects.

The use of community volunteers is recommendedfor simple self-help projects, such as buildingbenches or planters, or spreading loose-fill safetysurfacing. Staff trained in play area constructionand child safety will supervise all volunteer con-struction. The safety manager should ensure thatthe project complies with child safety requirementspresented in this manual.

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APPENDIX A

REFERENCES

Government Publications

Department of the Army and Air Force

TM 5–803–5 Installation DesignNAVFAC P-960AFM 88–43

TM 5–803–10 Planning and Design of Outdoor Sports FacilitiesNAVFAC P-457AFR 88–33

TM 5–803-12 Planning of Outdoor Recreation Areas

TM 5–803–13 Landscape Design and PlantingAFM 126–8

General Services Administration/Department of Defense/Department of Housing and Urban Development/U.S. Postal Service

FED–STD-795 Uniform Federal Accessibility Standards

Department of the Air Force

AFI 32–1024 Standard Facility RequirementsMIL HDBK 1190 Facility Planning and Design Guide

Department of Justice

Office of the Attorney General, US Department of Justice, Washington, DC 20530

36 CFR 1191 Americans with Disabilities Act Accessibility Guidelines

US Consumer Product Safety Commission, Washington, DC 20207

Handbook for Public Playground Safety (31 pages), Pub. No. 325, 1994

Nongovernment Publications

American Society for Testing and Materials (ASTM), 1916 Race Street, Philadelphia, PA 19103

C 136 Standard Method for Sieve Analysis of Fine and Coarse Aggregates(1984a; R1993)

F 1292 Standard Specification for Impact Attenuation of Surface Systems Underand Around Play Equipment (1991; R1993)

F 1487 Standard Consumer Safety Performance Specification for PlaygroundEquipment for Public Use ( 1993)

American Wood Preservers Association (AWPA), 1945 Gallows Road, Suite 550, Vienna, VA 22182

C 17 Consumer Information SheetInorganic Arsenical Pressure-Treated Wood (n.d.)

American Medical Association (AMA), 515 North State Street, Chicago, Illinois 60610

ISBN 0–89970-183–3 Lampe, Keneth F. AMA Handbook of Poisonous and Injurious Plants(1985)

American Institute of Graphic Arts (IAGA), 1059 Third Avenue, New York, New York 10021

American Institute of Graphic Arts. Symbol Signs ( 2nd Edition) (1993!

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APPENDIX B

QUALIFYING FIRMS

B-1. Introduction.

The following description should be used to de-velop a selection or bidding announcement to selecta play area designer who will meet the require-ments for developing unsupervised children’s out-door play areas:

B-2. Required Experience (Factor 1).

The qualifying firm should demonstrate special-ized experience and technical competence in thework required, based on the following sub factors:

a. Child Development. The qualifying firm shoulddemonstrate an understanding of the play programof children’s play activities and the physical envi-ronment for children’s play.

b. Accessibility. The qualifying firm should dem-onstrate experience in designing integrated play ar-eas for children with and without disabilities.

c. Outdoor Play Area Design. The qualifying firmshould demonstrate experience in developing out-door play areas for specific age groups.

d. Landscape Design. The qualifying firm shoulddemonstrate experience in the use of landscapeplants and material in designing children’s outdoorplay areas, the child safety requirements of plantmaterials, and using plant materials to meet playprogram requirements.

e. Play Area Components and Safety Surfacing.The qualifying firm should demonstrate experiencein the selection and design of play elements andsafety surfacing materials.

f. Workshops and Guidance Materials. The quali-fying firm should demonstrate experience in devel-oping and conducting workshops, and preparingguidance materials such as instructions, workguides, checklists and audiovisual materials.

g. Construction Documents. The qualifying firmshould demonstrate experience in the preparationof construction drawings and specifications.

h. Cost Estimates. The qualifying firm shoulddemonstrate experience in preparing constructioncost estimates.

B-3. Professional Qualifications (Factor 2).

The professional qualifications necessary for thesatisfactory performance of all required servicesshould be evaluated based on the following subfac-tors:

a. Multi-Disciplinary Firms. The qualifying firmshould be multi-disciplinary, and should include alandscape architect specializing in site planningand site design, the development of specificationsand cost estimates, and project management.

b. Play Area Specialist. The qualifying firmshould be a specialist in designing and developingchildren’s outdoor play areas.

B-4. Rating of Factors.

Qualifying firms should be evaluated according tothe relative importance of each factor and sub factor.Factor 1 is the most important factor for award andslightly more important than Factor 2. Factor 2 isalmost of equal importance to Factor 1. Under Fac-tor 1, subfactors (a) through (e) are more importantthan subfactors (f) through (h). Subfactors (f)through (h) are of equal importance. Under Factor2, subfactor (a) is more important than subfactor(b).

B-5. Responses.

All selection factors must be clearly addressed inthe response.

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GLOSSARY

ACCESSIBLE, ACCESSIBILITY.

Accessible to and usable by persons with disabilities.

ACTIVITY.

An act or action engaged in during play: running, jumping, touching, pretending, thinking, constructing,etc.

ADJACENCY DIAGRAM.

A diagram that illustrates relationships between play area components necessary for safety and function.

AGE GROUP, PRIMARY AGE GROUP, USER AGE GROUP.

The age appropriate user of a play area, play area component, play event, or design element. Three agegroups are addressed in the manual: 6 weeks to 5 years, 5 to 9 years, and 9 to 15 years.

BEHAVIOR.

The actions or reactions of children engaged in play. The child’s responses to the particular play setting orevent.

COGNITIVE, COGNITIVE DEVELOPMENT.

The process by which a child learns through perception, reasoning, experimentation, exploration, intuition,or knowledge. A cognitive play activity is one which increases the child’s learning or knowledge.

COMPONENT, PLAY AREA COMPONENT.

A play area component supports a particular type of play activity, such as dramatic play; sports and games;and sand play; and contributes to the safety, convenience, and comfort of users, such as signage.

COMPOSITE PLAY EQUIPMENT.

Manufactured play equipment that is composed of two or more play events that are functionally attached;an example is a combination climber, horizontal ladder, track ride, and slide.

CONCEPT DESIGN.

A preliminary design that incorporates the design program.

DEVELOPMENT.

To increase or expand the child’s physical, cognitive, and social development.

DEVELOPMENTAL, DEVELOPMENTAL NEEDS.

The experiences or activities required to stimulate a child’s physical, cognitive, or social growth.

ELEMENT, DESIGN ELEMENT.

An item that exists or site or is introduced to the site and contributes to the play area design; one or moredesign elements comprise a play area component.

EMOTIONAL, EMOTIONAL DEVELOPMENT.

The feelings or sensitivities that are expanded through play, such as fear, joy, sadness, love, compassion,etc.

FREESTANDING EQUIPMENT.

Manufactured play equipment that consists of a single play event that is not connected or functionallylinked to another piece of manufactured play equipment.

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LOOSE PARTS.

Play equipment, toys, or props that are moveable and can be used or combined to construct things orrepresent things, e.g., cardboard, sheets, containers for filling, small toy cars, etc.

MANUFACTURED PLAY EQUIPMENT.

A manufactured play structure, for use in public play areas, that is anchored to the ground or not intendedto be moved.

PHYSICAL, PHYSICAL DEVELOPMENT.

Involving or influencing movement of the body, including muscular, circulatory, respiratory, and nervoussystems.

PLAY AREA.

The area where children engage in play activities; an area constructed specifically for children’s play.

PLAY EVENT.

A piece of manufactured play equipment that supports one or more play activities.

SOCIAL, SOCIAL DEVELOPMENT.

Living, performing, and communicating within a community or other organized group of people; the skillsrequired to participate within such an organization or the activities which stimulate development of suchskills.

USE ZONE.

The clear area under and around play equipment where a child could land when falling, jumping, or exitingfrom the equipment.

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The proponent agency of this publication is the Office of theChief of Engineers, United States Army. Users are invited to sendcomments and suggested improvements on DA Form 2028 (Rec-ommended changes to Publications and Blank Forms) toHQUSACE (CEMP-ET), WASH, DC 20314-1000.

By Order of the Secretaries of the Army and the Air Force:

Official: DENNIS J. REIMERGeneral, United States ArmyChief of Staff

JOEL B. HUDSONActing Administrative Assistant to the SecretaryUnited States Army

MERRIL A. McPEAKGeneralUnited States Air ForceChief of Staff

Official:

EUGENE A. LUPIA,Major General, United States Air ForceDirector of Information Management

Distribution:

To be distributed in accordance with the initial distribution number (IDN)340713, requirements for TM 5–803–11.

Air Force: F

*U.S . G .P .O . :1997 -418 -285 :40090