An observational study of recess quality and physical activity in urban primary schools

Abstract

Background: To date, there is scant literature that examines the recess context concurrent with, but separate from, levels of physical activity. The primary purpose of the current study was to examine how recess quality impacted physical activity levels, and how this was moderated by gender. A secondary purpose was to examine if differences in children's engagement in activities occurred between recess sessions scored as low-or high-quality. Methods: This was an observational study of children at 13 urban elementary schools in the U.S. Across the 13 schools, data were collected at 55 recess sessions, with 3419 child-level observations (n = 1696 boys; n = 1723 girls). Physical activity data were collected using Fitbit accelerometers, recess quality data were collected using the Great Recess Framework-Observational Tool (GRF-OT), recess engagement data were collected using the Observation of Playground Play (OPP), and basic psychological need satisfaction (BPNS) data were collected using a modified version of the BPNS for recess physical activity survey. Primary analyses were conducted using Hierarchical Linear Modeling (HLM) with children nested within recess sessions. Results: Gender moderated the relationship between adult engagement and moderate-to-vigorous physical activity (MVPA) (b = .012; 95% CI .001, .024), student behavior and MVPA (b = −.014; 95% CI −.021, −.007), and student behaviors and light physical activity (b = .009, 95% CI .003, .015). Both boys and girls engaged in more play during recess sessions scored as high quality on the GRF-OT. Children reported higher levels of basic psychological need satisfaction at recesses sessions scored as high quality on the GRF-OT. Conclusions: Results of the current study showed that the quality of the recess environment, and the interactions of both adults and students in that environment, need to be taken into consideration in future school-based recess studies.

From policy to practice: Examining the role of recess in elementary school

“…Regarding recess investment, 39.1% of schools reported policies that recess supervisors should provide students with organized activities, while 91.3% of schools reported policies that recess supervisors should encourage physical activity. This is encouraging considering previous evidence that adult engagement predicts children’s physical activity and recess engagement [ 24 , 39 ]. Almost all schools had policies for teaching students the recess rules, whereas only 39.1% had the recess rules posted.…”

“…Although policies about recess investment were not found to be significantly associated with children’s BMI, they were significantly related to recess quality as measured by the GRF-OT. Previous literature has shown that the quality of the recess environment, specifically adult engagement and supervision at recess, significantly predicts children’s physical activity and recess engagement [ 24 ], especially for girls’ [ 39 ]. Furthermore, higher quality recess, as measured by the GRF-OT, has been found to predict adaptive behaviors like social skills, adaptability, and communication among elementary school children [ 41 ].…”

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

“…While providing daily recess is vital, recess quality may also impact student engagement and basic psychological needs attainment, as students attending schools with higher quality recess scored higher in autonomy, competence, and relatedness during recess compared to those in schools with lower quality recess. 51 Similarly, high quality recess was associated with greater engagement in play and recess activities among students compared to lower quality recess. 51 Inclusive recess is a component of high-quality recess, and recess exclusion and enjoyment may have lasting social-emotional effects.…”

“…51 Similarly, high quality recess was associated with greater engagement in play and recess activities among students compared to lower quality recess. 51 Inclusive recess is a component of high-quality recess, and recess exclusion and enjoyment may have lasting social-emotional effects. Adults' retrospective reports of recess memories were associated with current socialemotional reports.…”

The Management of Safety Situations and Assumable Risk during Transitions and Recesses in Different Types of Schools

“…), and to the management that can be performed by schools. The design of the space where recess takes place, the maintenance, the availability of equipment, and the participation of adults contribute to the avoidance of safety problems and exclusion practices [ 23 , 24 ]. Likewise, the intervention or not of teachers directly affects the behavioral patterns of children during recess [ 25 , 26 , 27 ].…”