KENYA STANDARD  KS 2948 -
2:2022  
ICS ##.### 
First Edition  
  
 © KEBS 2022   
 Safe play environ ment for 
children  — Guidelines    
Part 2:  
Playground hazards   
 
 
 PUBLIC REVIEW  DRAFT NOVEMBER  2022  
 
KS 2948 -2: 2022  
ii © KEBS 2022  – All rights reserved  
 TECHNICAL COMMITTEE REPRESENTATION  
The following organizations were represented on the Technical Committee:  
The following organizations were represented on the Technical Committee:  
AMC Group Africa Limited (formerly, Apex Management Systems - Consultants Ltd)  
Assist Development Solutions (ADS)  
Competition Authority of Kenya  
Consumer Information Network  
Ideaz Software  
Kenyatta University  
Topserve East Africa Limited  
Nairobi Sports House Limited  
Nile Road special school  
Mount Kenya University  
Kenya Bureau of Stan dards — Secretariat  
REVISION OF KENYA STANDARDS  
In order to  keep abreast of progress in industry, Kenya Standards shall be regularly reviewed.  
Suggestions for improvements to published standards, addressed to the Managing Director, 
Kenya Bureau of Standards, are welcome.  
© Kenya Bureau of Standards, 2022  
Copyrigh t. Users are reminded that by virtue of Section 25 of the Copyright Act, Cap. 130 of 2001 of  the Laws of Kenya, 
copyright subsists in all Kenya Standards and except as provided under Section 25 of this Act, no Kenya Standard 
produced by Kenya Bureau of Sta ndards may be reproduced, stored in a retrieval system in any form or transmitted by 
any means without prior permission in writing from the Managing Director.   KENYA STANDARD  KS 2948 -
2:2022  
ICS ##.###  
First  Edition  
 
© KEBS 2022  – All rights reserved  iii 
  Safe play environment for children  — 
Guidelines    
Part 2: 
Playground hazards  
Kenya Bureau of Sta ndards,  Popo Road, Off Mombasa Road,  
P.O. Box 54974 - 00200,  Nairobi, Kenya  
 +254 020 6948000, + 254 722 2022 37, + 254 734600471  
 info@kebs.org  
 @KEBS_ke  
 kenya bureau of standards (kebs)  
  
KS 2948 -2: 2022  
iv © KEBS 2022  – All rights reserved  
 Foreword  
This Kenya Standard was prepared by the Safety of toys  Technical Committee under the 
guidance of the Standards Projects Committee, and it is in accordance with the procedures of 
the Kenya Bureau of Standards  
This is the  First edition of this standard.  
The guidelines in this standard are focused on playground -related injuries and mechanical 
mechanisms of injury; falls from playground equipment have remained the largest single hazard 
pattern associated with playground use  
These guidelines do not represent the sole method to minimize injuries associated with 
playground equipment. However, the recommendations will contribute to greater playground 
safety.  
This is Part 2 of KS 2948  which consists of the following parts, under the gen eral title Safe play 
environment for children — Guidelines   
⎯ Part 1 : General playground considerations  
⎯ Part 2 : Playground hazards  
⎯ Part 3 : Maintaining a playground  
⎯ Part 4 : Parts of the playground  
During the preparation of this standard, reference was made to the following document (s):  
1. Royal Society for the Prevention of Accidents – Accidents do not have to happen  
2. EN1176 Playground equipment standard  
3. US Consumer Product Safety Commission – Public playground safety hand book  
Ackno wledgement is hereby made for the assistance derived from this (these) sources  KS 2948 -1: 2022  
 
© KEBS 2022  – All rights reserved  v 
  Introduction  
In recent years, it is estimated that there were more than 200,000 injuries annually on public 
playgrounds across the country that required emergency room treatment. By following the 
recommended guidelines in this standard, safer playground environment for all children can be 
created and reduction of playground -related de aths and injuries ensured.  
The safety of each individual piece of playground equipment as well as the layout of the entire 
play area should be considered when designing or evaluating a playground for safety. Since falls 
are a very common playground hazard pattern, the installation and maintenance of protective 
surfacing under and around all equipment is crucial to protect children from severe head injuries. 
Because all playgrounds present some challenge and because children can be expected  to use 
equipment in unintended and unanticipated ways, adult supervision is highly recommended. This 
draft standard provides some guidance on supervisory practices that adults should follow. 
Appropriate equipment design, layout, and maintenance, as discus sed in this draft standard, are 
also essential for increasing public playground safety.  
A playground should allow children to develop gradually and test their skills by providing a series 
of graduated challenges. The challenges presented should be appropri ate for age -related 
abilities and should be ones that children can perceive and choose to undertake. Toddlers, 
preschool - and school -age children differ dramatically, not only in physical size and ability, but 
also in their intellectual and social skills.  
Therefore, age -appropriate playground designs should accommodate these differences with 
regard to the type, scale, and the layout of equipment. Recommendations throughout this draft 
standard address the different needs of toddlers, preschool -age, and schoo l-age children; 
“toddlers “refers to children ages 6 months through 2 years of age, “preschool -age” refers to 
children 2 through 5 years, and “school -age” refers to children 5 through 12 years. The overlap 
between these groups is anticipated in terms of pl ayground equipment use and provides for a 
margin of safety.  
 
 
 
 
 
 
 
 
 
 
 
 
  
vi © KEBS 2022  – All rights reserved  
  
Safe play environment for children — Guidelines   
Part 2: 
Playground hazards  
1 Scope  
This draft standard presents safety information for public playground equipment in the form of 
guidelines. This is Part 2 of KS 2948. It provides a broad overview of general hazards that should 
be avoided on playgrounds. It is intended to raise awareness o f the risks posed by each of these 
hazards.  
2 Application  
 
This draft standard is intended for use by childcare personnel, school officials, parks and 
recreation personnel, equipment purchasers and installers, playground designers, and another 
members of the general public (e.g., parents and school groups) concerned with public 
playground safety and interested in evaluating their respective playgrounds. Due to the wide 
range of possible users, some information provided maybe more appropriate for certain us ers 
than others.  
 
Public” playground equipment refers to equipment for used by children ages 6 months through 
12 years in the playground areas of:  
 
• Commercial (non -residential) child care facilities  
• Institutions  
• Multiple family dwellings, such as apa rtment and condominium buildings  
• Parks, such as city, state, and community maintained parks  
• Restaurants  
• Resorts and recreational developments  
• Schools  
• Other areas of public use  
 
These guidelines are not intended for amusement park equipment, sport s or fitness equipment 
normally intended for users over the age of 12 years, soft contained play equipment, constant air 
inflatable play devices for home use, art and museum sculptures (not otherwise designed, 
intended and installed as playground equipment ), equipment found in water play facilities, or 
home playground equipment.  
 
Equipment components intended solely for children with disabilities and modified to 
accommodate such users also are not covered by these guidelines.  
2 Normative references  
The foll owing document is referred to in the text in such a way that some or all of its content  
constitutes requirements of this document. For dated references, only the edition cited applies. 
For undated references, the latest edition of the referenced document (including any 
amendments) applies.   
 
KS 2948 -1 Safe play environment for children — Guidelines  Part 1: General playground 
considerations  KS 2948 -2: 2022  
© KEBS 2022 – All rights reserved  1 
 3 Terms and definitions  
For the purposes of this document, the terms and definitions in KS 2948 Part 1 shall apply.  
4 Playground hazards  
4.1    Crush and Shearing Points  
4.1.1  Anything that could crush or shear limbs should not be accessible to children on a playground. 
Crush and shear points can be caused by parts moving relative to each other or to a fixed pa rt during 
a normal use cycle, such as a seesaw.  
4.1.2 To determine if there is a possible crush or shear point, consider:  
a) the likelihood a child could get a body part inside the point, and  
 
b) the closing force around the point.  
4.2    Entanglement and Impalement   
Projections on playground equipment should not be able to entangle children’s clothing nor should they 
be large en ough to impale. To avoid this risk:  
a) The diameter of a projection should not increase in the direction away from the surrounding surface 
toward the exposed end (see Figure 1). 
 
b) Bolts should not expose more than two threads beyond the end of the nut (see Figure 3).  
 
c) All hooks, such as S -hooks and C -hooks, should be closed . A hook is considered closed if there is 
no gap or space greater than 0.04 inches, about the thickness of a dime .  
NOTE Any connecting device containing an in -fill that completely fi lls the interior space preventing entry of clothing items into the 
interior of the device is exempt from this requirement  
4.2.1 Strings and ropes  
Drawstrings on the hoods of jackets, sweatshirts, and other  upper body clothing can become entangled 
in playground  equipment and  can cause death by strangulation. To avoid  this risk:  
 
a) Children should not wear jewelry, jackets or sweatshirts  with drawstring hoods, mittens connected 
by strings  through the arms, or other upper body clothing with  drawstrings.  
 
b) Remove any ropes, dog leashes, or similar objects that  have been attached to playground 
equipment. Children  can become entangled in them and strangle to death.  
 
c) Avoid equipment with ropes that are not secured at both  ends.  
 
 
 
 
 
 
 
 
 
  
2 © KEBS: 2022 : – All rights reserved  
 d) The following label, or a similar sign or label, can be  placed on or near slides or other equipment 
where potential entanglements may occur.  
 
 
 
 
 
 
 
 
 
 
Figure 1   ⎯ Example of a hazardous projection that increases in diameter from plane of initial 
surface and forms an e ntanglement hazard and may also be an impalement hazard  
 
 
 
Figure  2 ⎯ Example of a hazardous projection that  extends more than 2 threads beyond the nut 
and forms an impalement/laceration hazard and may  also be an entanglement hazard  
 
 
 
 
 
 
KS 2948 -2: 2022  
© KEBS 2022 – All rights reserved  3 
 4.3 Entrapment  
 
4.3.1 Head entrapment  
 
⎯ Head entrapment is a serious concern on playgrounds  since it could lead to strangulation 
and death. A child’s head may  become entrapped if the child enters an opening either feet  
first or headfirst .  
 
⎯ Head entrapment by h ead-first entry generally occurs when children place their heads 
through an  opening in one orientation, turn their heads to a different orientation, then are 
unable to get themselves out.  
 
⎯ Head entrapment by feet first entry involves children who generall y sit or lie down and slide 
their feet into an opening that is large enough to permit their bodies to go through but is not 
large enough to permit their heads to go through.  
 
⎯ A part or a group of parts should not form openings that could trap a child’s he ad. Also, 
children should not wear their bicycle helmets while on playground equipment. There have 
been recent head entrapment incidents in which children wearing their bicycle helmets 
became entrapped in spaces that would not normally be considered a head  entrapment.  
 
⎯ Certain openings could present an entrapment hazard if the distance between any interior 
opposing surfaces is greater than 3.5 inches and less than 9 inches. These spaces should  
be tested as recommended in A nnex A .  
 
⎯ When one dimension of an opening is within this range, all dimensions of the opening should 
be considered together to evaluate the  possibility of entrapment.  
 
⎯ Even openings that are low enough for children’s feet to touch the ground can present a risk 
of strangula tion for an entrapped child. (See Figure 3). 
 
⎯ Younger children may not have the necessary intellectual ability or motor skills to reverse the 
process that caused their heads to become trapped, especially if they become scared or 
panicked  
 
 
Figure 3 ⎯  Examples of entrapment below a barrier and between the vertical bars of a barrier  
 
 
 
4 © KEBS: 2022 : – All rights reserved  
  
Figure 4 ⎯ Example of entrapment in an angle less than 55 degrees on a fort  
 
4.3.2 Partially bound openings and angles  
 
Children can become entrapped by partially bound openings, such as those formed by two or 
more playground parts.  
 
4.3.2.1 Angles formed by two accessible adjacent parts should be greater than 55 degrees unless 
the lowest leg is horizontal or below horizontal.  
 
4.3.2.2 Use the partially bound  opening test  in Annex A to identify hazardous angles and other 
partially -bound openings.  
 
4.4   Sharp points, corners, and edges  
 
Sharp points, corners, or edges on any part of the playground or playground equipment may cut 
or puncture a child’s skin.  
 
Sharp edges can  cause serious lacerations if protective measures are not taken. To avoid the risk 
of injury from sharp points, corners and edges:  
 
a) Exposed open ends of all tubing not resting on the ground or otherwise covered should be 
covered by caps or plugs that canno t be removed without the use of tools.  
 
b) Wood parts should be smooth and free from splinters.  
 
c) All corners, metal and wood, should be rounded.  
 
d) All metal edges should be rolled or have rounded capping  
 
e) There should be no sharp edges on slides.  
 
f) Pay special  attention to metal edges of slides along the sides and at the exit.  
 
g) If steel -belted radials are used as playground equipment, they should be closely examined 
regularly to ensure that there are no exposed steel belts/wires.  
 
h) Conduct frequent inspections to help prevent injuries caused by splintered wood, sharp 
points, corners, or edges that may develop as a result of wear and tear on the equipment  
 
KS 2948 -2: 2022  
© KEBS 2022 – All rights reserved  5 
 4.5   Suspended hazards  
 
Children using a playground may be injured if they run into or trip over suspended components (such 
as cables, wires, ropes, or other flexible parts) connected from one piece of the playground equipment 
to another or hanging to the ground.  
 
These suspende d components can become hazards when they are within 45 degrees of horizontal and 
are less than 7 feet above the protective surfacing. To avoid a suspended hazard, suspended 
components:  
 
a) Should be located away from high traffic areas.  
 
b) Should either be bri ghtly colored or contrast with the surrounding equipment and surfacing.  
 
c) Should not be able to be looped back on themselves or  other ropes, cables, or chains to create 
a circle with a 5  inch or greater perimeter.  
 
d) Should be fastened at both ends unless the y are 7 inches  or less long or attached to a swing 
seat.  
 
These recommendations do not apply to swings, climbing  nets, or if the suspended component is more 
than 7 feet  above the protective surfacing and is a minimum of one inch  at its widest cross -section  
dimension.  
 
3.6 Tripping Hazards  
 
Play areas should be free of tripping hazards (i.e., sudden change in elevations) to children who are 
using a playground.  
 
Two common causes of tripping are anchoring devices for playground equipment and containment 
walls for loose -fill surfacing material s. 
 
3.6.1  All anchoring devices for playground equipment, such as concrete footings or horizontal bars at 
the bottom of flexible climbers, should be installed below ground level  and beneath the base of the 
protective surfacing material.  
 
3.6.2  This will also prevent c hildren from sustaining additional injuries from impact if they fall on 
exposed footings.  
 
a) Contrasting the colour of the surfacing with the equipment colour can contribute to better 
visibility.  
 
b) Surfacing containment walls should be highly visible.  
 
c) Any ch ange of elevation should be obvious.  
 
d) Contrasting the colour of the containment barrier with the surfacing colour can contribute to 
better visibility . 
 
3.7 Used tires 
 
Used automobile and truck tires are often recycled as playground equipment, such as tire swings or 
flexible climbers, or as a safety product such as cushioning under a seesaw or shredded as protective 
surfacing.  
 
When recycling tires for playground use : 
  
6 © KEBS: 2022 : – All rights reserved  
 a) Steel -belted radials should be closely examined regularly to ensure that there are no exposed 
steel belts/wires.  
 
b) Care should be taken so that the tire does not collect water and debris; for example, providing 
drainage  
c) holes on the underside of the tire wo uld reduce water collection.  
 
d) Recycled tire rubber mulch products should be inspected before installation to ensure that all 
metal has been removed.  
 
In some situations, plastic materials can be used as an alternative to simulate actual automobile tires  KS 2948 -2: 2022  
© KEBS 2022 – All rights reserved  7 
 Annex A 
(Informative)  
 
Suggested general maintenance checklists  
 
     There are no sharp points, corners or 
edges on the equipment ( 3.4). 
    There are no missing or damaged 
protective caps or plugs ( 3.4). 
    There are no hazardous protrusions (3.2).  
     There are no potential clothing 
entanglement hazards, such as open S -hooks 
or protruding bolts ( 3.2).      There are no crush and shearing points on 
exposed  moving parts (3.1).  
     There are no trip hazards, such as 
exposed footings  or anch oring devices and 
rocks, roots, or any other  obstacles in a use 
zone ( 3.6). 
 
 
 
 
 
NOTES:  
DATE OF INSPECTION: ………….……………. INSPECTION BY: ………………………………..   
8 © KEBS: 2022 : – All rights reserved  
 Annex  B 
(Normative)  
 
Playground testing  
 
B.1 Templates, Gauges, and Testing Tools  
 
 
Figure B1  ⎯ Projection test gauges  
 
 
Note: gauge made of any rigid material  
Figure B2   ⎯ Projection test gauge for suspended swing assemblies and slides  
KS 2948 -2: 2022  
© KEBS 2022 – All rights reserved  9 
  
Figure B3   ⎯ Toddler small torso template  
 
Figure B4   ⎯ Pre-school  and school -age small torso template  
 
Figure B5 ⎯ Large head template  
 
 
 
 
 
 
10 © KEBS: 2022 : – All rights reserved  
  
 
Figure B6 ⎯Toddler small torso probe  Figure B7. ⎯  Pre-school and school -
age small torso probe  
 
 
Figure B8  ⎯ Large head probe  
KS 2948 -2: 2022  
© KEBS 2022 – All rights reserved  11 
  
Figure B9  ⎯ Preschool/School -age partially bound probe (dimensions in inches, 
template is 0.75 inches thick)  
 
Figure B10  ⎯ Toddler partially bound probe (dimensions in inches, template is 0.60 
inches thick)  
 
 
 
12 © KEBS: 2022 : – All rights reserved  
  
 
 
 
 
 KS 2948 -1: 2022    
 
© KEBS 2022 – All rights reserved   
 B.2 Test Methods  
 
B.2.1 Determining whether a projection is a protrusion  
 
B.2.1.1 Test procedure  
 
Step 1: Successively place each projection test gauge (see Figure B1) over any projection  
 
Step 2: Visually determine if the projection penetrates  through the hole and beyond the face of 
the gauge  (see Figure B11 below).  
 
Pass : A projection that does not extend beyond the  face of the gauge passes.  
 
Fail: A pr ojection that extends beyond the face of any one of the gauges is considered a 
haza rdous protrusion and should be eliminated . 
 
  
 
Figure B11  ⎯ Determining whether a projection is a protrusion  
B.2.2 Projections on suspended members of swing assemblies  
Given the potential for impact incidents, projections on swings can be extremely hazardous. A 
special test gauge (see Figure B2) and procedure are recommended. When tested, no bolts or 
components in the potential impact region on suspended membe rs should extend through the 
hole beyond the face of the gauge.  
B.2.2.1 Test procedure  
Step 1: Hold the gauge (Figure B2) vertically with the axis  through the hole parallel to the swing’s 
path of  travel.  
Step 2: Place the gauge over any projections that are  exposed during the swing’s path of travel.  
Step 3: Visually determine if the projection penetrates  through the hole and beyond the face of 
the gauge.  
Pass : A projection that does not extend beyond the  face of the gauge passes.  
 
© KEBS 2022 – All rights reserved  3 
 Fail: A projection that extends beyond the face of  the gauge is considered a hazardous protrusion  
and should be eliminated.  
B.2.3 Projections on slides  
To minimize the likelihood of clothing entanglement on slides, projections that (1) fit within any one of 
the th ree gauges shown in Figure B1 and (2) have a major axis that projects away from the slide bed 
should not have projections greater than 1/8 inch perpendicular to the plane of the surrounding surface 
(Figure B12).  
B.2.3.1 Test procedure  
Step 1: Identify all projections within the shaded area shown in Figure B13.  
Step 2: Determine which, if any, fit inside the projection test gauges (Figure B1).  
Step 3: Place the swing and slide projection gauge (Figure B2) next to the projection to check the height 
of the pro jection.  
Step 4: Visually determine if the projection extends beyond the face of the slide projection gauge.  
Pass : A projection that does not extend beyond the face of the gauge passes.  
Fail: A projection that extends beyond the face of the gauge is consid ered a hazardous protrusion  
and should be eliminated.  
NOTE: This test procedure is not applicable to the underside of  a slide chute. For a slide chute with a circular cross section, the  
portion of the underside not subject to this projection recommendation  is shown in Figure 18. The general recommendations for  
projections in B.2.1 are applicable to the underside of the slide.  
 
 
Figure B12 ⎯ Upward facing projection  
 
4 © KEBS: 2022 : – All rights reserved  
  
Figure B13  ⎯ Recommended areas to test for slide entanglement protrusions  
 
© KEBS 2022 – All rights reserved  5 
  
Figure B14  ⎯ Examples of completely  bounded openings  
 
 
 
 
6 © KEBS: 2022 : – All rights reserved  
 B.2.4 Entrapment  
B.2.1 General  
Any completely -bounded opening (Figure B14) that is not bounded by the ground may be a potential 
head entrapment hazard. Even those openings which are low enough to permit a child’s feet to touch 
the ground present a risk of strangulation to an entrapped child, because younger children may not have 
the necessary intellectual ability and motor skills to withdraw their heads, especially if scared or 
panicked. An  opening  may present an entrapment hazard if the distance  between any interior opposing 
surfaces is greater than 3.5  inches and less than 9 inches. If one dimension of an opening is within this 
potentially hazardous range, all dimensions  of the opening should be c onsidered together to fully 
evaluate the possibility of entrapment. The most appropriate  method to determine whether an opening 
is hazardous is to  test it using the following fixtures, methods, and performance criteria.  
These recommendations apply to all p layground equipment,  i.e., toddler, preschool -age, and school -
age children. Fixed  equipment as well as moving equipment (in its stationary  position) should be tested 
for entrapment hazards. There are  two special cases for which separate procedures are give n: 
(1) completely -bounded openings where depth of penetration is a critical issue (see Figure B15) and  
(2) openings  formed by flexible climbing components.  
 
 
Figure B15  ⎯ Completely bounded opening with limited depth  
B.2.5 Test fixtures  
Two templates are required to determine if completely bounded openings in rigid structures present an 
entrapment hazard. These templates can easily be fabricated from cardboard, plywood, or sheet metal.  
B.2.5.1 Small torso template  
The dimensions (see Figure B 3 and Figure B4) of this template are based on the size of the torso of the 
smallest user at risk (5th percentile 6 -month -old child for Figure B3 and 2 - year-old child for Figure B4). 
If an opening is too small to admit the template, it is also too small t o permit feet first entry by a child. 
Because children’s heads are larger than their torsos, an opening that does not admit the small torso 
template will also prevent headfirst entry into an opening by a child.  
 
 
© KEBS 2022 – All rights reserved  7 
 B.2.5.2 Large head template  
The dimensions ( see Figure B5) of this template are based on the largest dimension on the head of the 
largest child at risk (95th percentile 5 -year-old child). If an opening is large enough to permit free passage 
of the template, it is large enough to permit free passage of the head of the largest child at risk in any 
orientation. Openings large enough to permit free passage of the large head template will not entrap the 
chest of the largest child at risk.  
B.2.5.3 Completely bounded openings with unlimited depth  
B.2.5.3.1 Test procedure  
Step 1: Select the appropriate small torso template based on the intended users of the playground 
(Figure B3 for toddler playgrounds, Figure B4 for preschool and school -age playgrounds).  
Step 2: Identify all completely bounded open ings.  
Step 3: Attempt to place the small torso template in the opening with the plane of the template parallel 
to the plane of the opening. While keeping it parallel to the plane of the opening, the template should be 
rotated to its most adverse orientatio n (i.e., major axis of template oriented parallel to the major axis of 
the opening.)  
Step 4: Determine if the small torso template can freely pass through the opening.  
  
 
Step 5: Place the large head template in the opening, again with the plane of the template parallel to the 
plane of the opening and try to insert it through the opening.  
Pass : The large head template can be freely inserted through the opening  
Fail: The opening admits the small torso template but does not admit the large head template.  
  
 
8 © KEBS: 2022 : – All rights reserved  
 B.2.5. Completely bounded openings with limited depth of penetration  
The configuration of some openings may be such that the depth of penetration is a critical issue for 
determining the entrapment potential. For example, consider a vertical wall or some other barrier behind 
a step ladder. The entrapment potential depends not only on the dimensions of the opening between 
adjacent steps but also on the horizontal space between the lower boundary of the opening and the 
barrier.  
A child may enter the ope ning between adjacent steps feet first and may proceed to pass through the 
space between the rear of the lower step and the barrier and become entrapped when the child’s head 
is unable to pass through either of these two openings. In effect, there are open ings in two different 
planes, and each has the potential for head entrapment and should be tested.  
Figure B16 illustrates these two planes for a step ladder as  well as for a generic opening. Plane A is the 
plane of the  completely bounded opening in questio n, and Plane B is the  plane of the opening 
encompassing the horizontal space  between the lower boundary of the opening in Plane A and  the 
barrier that should also be tested for entrapment hazards.  
 
 
Figure B16  ⎯ Example of a completely bounded opening wi th limited depth of penetration  
B.2.5.4.1 Test procedure  
Step 1: Select the appropriate small torso template based on the intended users of the playground 
(Figure B3 for toddler playgrounds, Figure B4 for preschool -age and school -age playgrounds).  
Step 2: Identify all completely bounded openings with limited depth of penetration.  
Step 3: Place the small torso template in the opening in Plane A with its plane parallel to Plane A; rotate 
the template to its most adverse orientation with respect to the open ing while keeping it parallel to Plane 
A. 
Step 4: Determine if the opening in Plane A admits the small torso template in any orientation when 
rotated about its own axis.  
No: Pass . The opening is small enough to prevent either head first or feet first entry  by the smallest user 
at risk and is not an entrapment hazard.  
Yes: Continue . 
 
© KEBS 2022 – All rights reserved  9 
 Step 5: Place the small torso template in the opening in  Plane B with its plane parallel to Plane B; rotate 
the template to its most adverse orientation with  respect to the opening while keeping it parallel to  Plane 
B. 
Step 6: Determine if the opening in Plane B admits the  small torso template.  
No: Pass . The depth of penetration into the opening in Plane A is insufficient to result in  entrapment of 
the smallest user at risk.  
Yes: Continue . 
Step 7: Place the large head template (Figure B5) in the  opening in Plane A with its plane parallel to 
Plane  A. Determine if the opening in Plane A admits the  large head template.  
No: Fail . A child, whose torso can enter the opening in Plane  A as well as the opening in Plane  B, may 
become entrapped by the head in the  opening in Plane A.  
Yes: Continue.  
Step 8: With the plane of the large head template parallel  to the opening in Plane B, determine if the 
opening  in Plane B admits the large head  template.  
No: Fail.  The largest user at risk cannot exit the  opening in Plane B.  
Yes: Pass.  The openings in Plane A and Plane B do  not pose an entrapment risk.  
B.2.5.5 Flexible openings  
Climbing components such as flexible nets are also a special case for  the entrapment tests because the 
size and shape of openings on this equipment can be altered when force is applied, either intentionally 
or simply when a child climbs on or falls through the openings. Children are then potentially at risk of 
entrapment in  these distorted openings.  
The procedure for determining conformance to the entrapment recommendations for flexible openings 
requires two three -dimensional test probes which are illustrated in Figure B6, Figure B7, and Figure B8 
are applied to an opening i n a flexible component with a force of up to 50 pounds.  
B.2.5.5.1 Test procedure  
Step 1: Select the appropriate small torso template based on the intended users of the playground 
(Figure B3 for toddler playgrounds, Figure B4 for preschool -age and school -age playgrounds).  
Step 2: Identify all completely bounded openings with flexible sides.  
Step 3: Place the small torso probes (Figures B6 and B7) in the opening, tapered end first, with the plane 
of its base parallel to the plane of the opening.  
Step 4: Rotat e the probe to its most adverse orientation (major axis of probe parallel to major axis of 
opening) while keeping the base parallel to the plane of the opening.  
 
 
  
10 © KEBS: 2022 : – All rights reserved  
 Step 5: Determine if the probe can be pushed or pulled completely through the opening by a force no 
greater than 30 pounds on toddler playgrounds or 50 pounds on preschool -age and school -age 
playgrounds . 
No: Pass. Stop  
 Yes: Continue.  
 
 
Step 6: Place the large head probe (Figure B8) in the opening with the plane of its base parallel to the 
plane of the opening.  
Step 7: Determine if the large head probe can be pushed or pulled completely through the opening by a 
force no greater than 30 pounds on toddler playgrounds or 50 pounds on preschool -age and school -age 
playgrounds.  
Yes: Pass. Stop . 
 No: Fail.  
 
 
B.2.5. Partially bound openings  
A partially bound opening is any opening which has at least one side or portion open, such as a U - or V-
shaped opening. These openings can still pose an entrapment hazard by allowing the neck to enter but 
not allowing the head to slip out.  
 A partially bound opening can be any part of the playground equipment where a child could get his or 
her neck caught, so it includes not only two - or three -sided openings, but also areas of large openings 
(large enou gh for the head template to enter) that have the characteristics that can entrap a child’s neck. 
Several examples outlines of this situation are shown in the figures below.  
Openings that have an outline similar to these figures are often found when two pa rts of a playground 
meet, for example, the top of a slide and the side of a guardrail.  
Identifying partially bound openings varies depending on the age range of the playground. Openings that 
should be tested include any opening where:  
For toddlers:  
⎯ The per imeter of the opening is not closed  
 
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 ⎯ The lowest leg of the opening is tilted upward (i.e., above horizontal) or 45 degrees below 
horizontal.  
For preschool - and school -age: 
⎯ The perimeter of the opening is not closed  
⎯ The lowest leg of the opening is tilted up ward (i.e., above horizontal)  
 
Examples of partially bound openings. Note, these examples are intended to illustrate 
the principle of partially bound openings and may or may not require testing.  
B.2.5.6.1 Test procedure  
Step 1: Select the appropriate Partially Bound Template  based on the intended users of the 
playground  (Figure B10 for toddler playgrounds, Figure B9 for  preschool and school -age 
playground).  
Step 2: Identify partially bound openings.  
Step 3: Align the template so that the face of the template  is parallel to the plane of the opening 
and the narrow tip of the A section is pointing toward the  opening  
 
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Openings shown are for example purposes only. Yours may be shaped or oriented differently.  
 
Step 4: Insert the A portion of t he template into the opening following the centerline of the 
opening.  
Step 5: Once inserted as far as possible, determine if there is simultaneous contact between the 
sides of the opening and both of the top corners at the narrow tip of section A.  
 
 
Step 6: While still inserted as far as possible, determine if there is simultaneous contact between 
both of the angled sides of section A and the sides of the opening.  
Yes: Note the points  
 No: Pass.  The narrow on the sides of tip should be opening where r esting on the contact was 
made lower boundary of and continue the opening with no contact with the sides of the opening. 
Stop 
 
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Step 7: Remove the template and turn the template so that the face of the template is 
perpendicular to the opening.  
Step 8: Fo llowing the plane of the opening, insert the B portion of the template into the opening 
so that the narrow part of the B portion is between the sides of the opening.  
 
 
 
 
 
 
 
 
 
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 Step 9: Once inserted as far as possible, determine if the B portion is completely past the points 
where contact was made on the sides of the opening with the A portion.  
No: Pass. Stop  
 Yes: Toddlers:  
Fail. Stop  
Preschool and  School -age: Continue  
 
 
Step 10: Determine if the B portion can reach a point where the opening increases in size.  
No: Fail. Stop  
 Yes: continue  
 
 
Step 11: Determine if the Large Head Template passes freely through the larger opening.  
Yes: Pass  
 No: Fail  
 
 
 
