A Qualitative Study of Teachers’ Perceptions of Increased Recess Time on Teaching, Learning, and Behavior

Bauml, Michelle; Patton, Mary Martin; Rhea, Debbie

doi:10.1080/02568543.2020.1718808

Cited by 11 publications

(14 citation statements)

References 20 publications

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“…Providing multiple recess opportunities creates more positive social interactions, as well as providing support for improved attention classroom behavior 39,40 . Teachers did not perceive a loss in instructional time even while recess increased from 15 to 60 minutes daily 41 …”

Section: Discussionmentioning

confidence: 99%

“…39,40 Teachers did not perceive a loss in instructional time even while recess increased from 15 to 60 minutes daily. 41 In addition, although participants shared highly ranked beliefs regarding recess being a time for a mental break and a period for socialization, there were fewer who expressed a salient belief in recess as a time needed for play. Unstructured play is a critical piece of a sound pedagogy: play provides a unique opportunity for students to assimilate new information based on existing knowledge.…”

Section: Unanticipated Outcomesmentioning

confidence: 99%

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Recess Policy Implementation: Beliefs and Perceptions of Site‐Based Decisions‐Makers

Brickman¹,

Ramstetter²,

Durham

2022

Journal of School Health

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METHODS Using the Theory of Planned Behavior (Ajzen 1991) as a theoretical framework, this study examined what administrators and teachers at a public elementary school located in a district in Northeast Georgia communicated as to their salient behavioral beliefs (attitude), normative beliefs (subjective norms), and control beliefs (perceived behavioral control) relative to the implementation of the district's written recess policy. RESULTS The results of this study demonstrated that teachers new to the field and those certified in early childhood education were more supportive of implementing the practice. The results further demonstrated that more experienced teachers and those certified in elementary education were less supportive. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY The findings in this study revealed that obtaining participant buy‐in was critical for the implementation and that targeted professional development would be a suitable vehicle for improving school health for students. CONCLUSIONS The most cited reasons for support for the policy were an understanding that an unstructured break was beneficial for students and that participants considered it a non‐negotiable. The most cited reasons for a lack of support included more time needed for academics and a need for expanded behavioral consequences.

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Section: Discussionmentioning

confidence: 99%

Section: Unanticipated Outcomesmentioning

confidence: 99%

Recess Policy Implementation: Beliefs and Perceptions of Site‐Based Decisions‐Makers

Brickman¹,

Ramstetter²,

Durham

2022

Journal of School Health

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“…In-school play opportunities were assessed more in upper grade levels (4th-6th grade; n = 11) compared to lower (K-3rd grade; n = 3) or a combination of both levels (n = 6). Four themes were identified across the publications: (a) increasing daily recess (n = 6), [28][29][30][31][32][33] (b) high versus low amounts of recess (n = 4), [34][35][36][37] (c) programs and quality (n = 5), 38-42 and (d) where and how students participate in recess (n = 5). [43][44][45][46][47]…”

Section: Continuedmentioning

confidence: 99%

“…Six studies assessed the impact of increasing the number of daily recess periods or minutes on components of AA [28][29][30][31][32][33] and social-emotional well-being. [28][29][30] Three of the studies examined the effects of the Let us Inspire Innovation 'N Kids (LiiNK) Project, 29,32,33 in which daily recess increased from 1 to 3 or four 15-minute recess periods per week, and a 3 times per week SEL curriculum was implemented.…”

Section: Increasing Daily Recessmentioning

confidence: 99%

How Elementary In‐School Play Opportunities Relate to Academic Achievement and Social‐Emotional Well‐Being: Systematic Review

Burson

Castelli

2022

Journal of School Health

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BACKGROUND Play is essential for child growth and development, and may have academic and social‐emotional implications. To understand the relationship between in‐school play opportunities and academic achievement (AA) and social‐emotional well‐being among elementary school students, a systematic review of the current in‐school play literature was conducted. METHODS Keywords were input across 7 search engines. After screening, 20 peer‐reviewed publications related to play, AA, and social‐emotional well‐being met the inclusion criteria for this review. FINDINGS Across the included publications, recess was the only in‐school play opportunity assessed. Overall, student behavior and social‐emotional outcomes benefited from more recess while mixed results were found between recess participation and academic outcomes. However, more recess was not detrimental to AA. CONCLUSION The findings from this review support the need for recess as part of a whole child approach to education that may mitigate the negative outcomes of sitting through long periods of instruction. More research is needed on the AA and social‐emotional effects of other types of in‐school play opportunities (ie, centers, play stations, and other breaks). Findings from this review indicate that recess is a necessary part of the elementary school day.

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“…The intervention introduces teachers and students in grades K-5 to four 15-minute unstructured, outdoor play breaks daily and daily character development lessons each year they are in school, beginning in kindergarten [21]. The LiiNK project defines unstructured play as outdoor free play that is child-directed and child controlled within a safe environment and with no adult influence [34]. LiiNK Project first and second-grade students have been shown to take 900 more steps and achieve 25-minutes more of MVPA per day than control school students with 30-minutes of the recess [28].…”

Section: Introductionmentioning

confidence: 99%

The Effects of a Yearlong Recess Intervention on Body Fat Shifts in Elementary-Aged Children

Farbo

Rhea

2022

Int. J. Child Health Nutr.

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Introduction: Obesity has continued to rise in recent years due to a lack of physical activity. The school environment contributes to this problem as opportunities for physical activity are eliminated for more classroom time. Recess, defined as unstructured, outdoor play, can increase MVPA and improve current obesity trends. This study aimed to examine body fat category shift differences in children who received 40-60 minutes and those who received 30 minutes. A secondary purpose was to examine differences by district, sex, grade, and race across both groups since they received more than the national average for recess. Methods: Students in 2nd-5th grade (7-11 years old) (N=393) were selected from schools serving as an intervention (N=190) or control school (N=203) in a larger longitudinal intervention titled Let’s Inspire Innovation N’ Kids (LiiNK). Bio-electrical impedance analysis was used to categorize students as either underfat, healthy, overfat, or obese. These categories were then used to determine if students shifted a category between pre and post-measurements. Results: At least 30 minutes of recess was significantly associated with a body fat shift in 2nd graders and females. Additionally, the percentage of obese students did not change over the school year. There was no association between the group, sex, or race. Conclusion: Due to this study occurring during COVID-19, it is hard to make definitive conclusions on the effects of increased recess time on obesity. However, some positive trends are pointing towards recess as a successful method of preventing a rise in childhood obesity.

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A Qualitative Study of Teachers’ Perceptions of Increased Recess Time on Teaching, Learning, and Behavior

Cited by 11 publications

References 20 publications

Recess Policy Implementation: Beliefs and Perceptions of Site‐Based Decisions‐Makers

Recess Policy Implementation: Beliefs and Perceptions of Site‐Based Decisions‐Makers

How Elementary In‐School Play Opportunities Relate to Academic Achievement and Social‐Emotional Well‐Being: Systematic Review

The Effects of a Yearlong Recess Intervention on Body Fat Shifts in Elementary-Aged Children

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