Aim: The current study explored New Zealand speech and language therapists’ thoughts, knowledge and understanding of SLTs use of physical play to encourage engagement of young children in speech-language therapy intervention sessions. The study was conducted as an initial attempt to explore perceptions and use of physical play among SLTs since much of available research around the effectiveness of physical play are in fields other than speech and language therapy.

Methods: A qualitative study utilising an interpretive descriptive approach was used to answer the research question relevant to speech therapy practice in New Zealand. Data was collected through semi-structured interviews of four participants via online videoconferencing platform Zoom. The interview was based on four questions about play, three about physical play, two about engagement and three about demographic information with prompts or follow-up questions. Data was transcribed and the transcripts were thematically analysed.

Results: Three over-arching themes with a range of sub-themes, emerged from the analyses of participants’ statements. Theme 1 - child-centred play creates opportunities to develop engagement, demonstrated that the participants valued child’s interests, current physical and cognitive skills, sensory needs, environment and cultural factors as important considerations for a child-centred play. Theme 2 - physical play is a tool that advances a child’s ability to regulate, valued physical play or movement as essential to influence a child’s attention levels. Theme 3 - the context of play is important for child development, showed that participants viewed play as a universal tool that underpins children’s learning and development.

Summary: Overall, responses from the participants identified that engagement of children is essential in speech therapy practices. The findings demonstrated that play is an effective approach to build trust and engage a child. SLTs were also in agreement that physical play involved movement and that movement facilitates children’s learning and engagement.