Physical Activity, Public Health, and Elementary Schools

McKenzie, Thomas L.; Kahan, David

doi:10.1086/529100

Cited by 59 publications

(69 citation statements)

References 28 publications

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“…There are measures schools can take to address these concerns and protect children while still preserving play during recess. 5,11,24,28,34,37,38 Compliance with the Consumer Product Safety Commission' s Playground Safety Handbook (http://www. cpsc.gov/CPSCPUB/PUBS/325.pdf) will help to ensure proper maintenance of playground equipment that meets all of the following applicable federal guidelines:…”

Section: Safety and Supervisionmentioning

confidence: 99%

“…12,38 One aspect of supervision should be to facilitate social relationships among children by encouraging inclusiveness in games. A problem arises when the structured activities of recess are promoted as a replacement for the child' s physical education requirement.…”

Section: The Emerging Issue Of Structured Recessmentioning

confidence: 99%

“…24, 30,34 There are ways to encourage a physically active recess without necessarily adding structured, planned, adult-led games, such as offering attractive, safe playground equipment to stimulate free play; establishing games/ boundaries painted on the playground; or instructing children in games, such as four square or hopscotch. 37,38,40 These types of activities can range from fully structured (with the adult directing and requiring participation) to partly unstructured (with adults providing supervision and initial instruction) to fully unstructured (supervision and social guidance). In structured, partly structured, or unstructured environments, activity levels vary widely on the basis of school policy, equipment provided, encouragement, age group, gender, and race.…”

Section: The Emerging Issue Of Structured Recessmentioning

confidence: 99%

“…In structured, partly structured, or unstructured environments, activity levels vary widely on the basis of school policy, equipment provided, encouragement, age group, gender, and race. 4,7,30,38,40 Consequently, the potential benefits of mandatory participation of all children in a purely structured recess must be weighed against the potential social and emotional trade-off of limiting acquisition of important developmental skills. Whichever style is chosen, recess should be viewed as a supplement to motor skill acquisition in physical education class.…”

Section: The Emerging Issue Of Structured Recessmentioning

confidence: 99%

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The Crucial Role of Recess in School

Murray¹,

Ramstetter²

2013

Pediatrics

168

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Recess is at the heart of a vigorous debate over the role of schools in promoting the optimal development of the whole child. A growing trend toward reallocating time in school to accentuate the more academic subjects has put this important facet of a child’s school day at risk. Recess serves as a necessary break from the rigors of concentrated, academic challenges in the classroom. But equally important is the fact that safe and well-supervised recess offers cognitive, social, emotional, and physical benefits that may not be fully appreciated when a decision is made to diminish it. Recess is unique from, and a complement to, physical education—not a substitute for it. The American Academy of Pediatrics believes that recess is a crucial and necessary component of a child’s development and, as such, it should not be withheld for punitive or academic reasons.

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Section: Safety and Supervisionmentioning

confidence: 99%

Section: The Emerging Issue Of Structured Recessmentioning

confidence: 99%

Section: The Emerging Issue Of Structured Recessmentioning

confidence: 99%

Section: The Emerging Issue Of Structured Recessmentioning

confidence: 99%

See 2 more Smart Citations

The Crucial Role of Recess in School

Murray¹,

Ramstetter²

2013

Pediatrics

168

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“…Schools have been singled out as the primary institution for promoting physical activity among youth because they exist in all communities, school attendance is mandatory, and schools have staff, equipment, and facilities to support physical activity [8]. Furthermore, school-based extracurricular organized sport provides opportunities for physical activity beyond the school day.…”

Section: Introductionmentioning

confidence: 99%

School Sport Participation Under Two School Sport Policies: Comparisons by Race/Ethnicity, Gender, and Socioeconomic Status

et al. 2012

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Background School-based extracurricular sport remains an effective strategy to increase physical activity. However, school sport is often limited to a small number of elite athletes. Few schools provide more inclusive sport programs that offer a wider array of activities regardless of ability. Purpose The aim of this study was to examine school sport participation in middle schools (ages 11-14) with contrasting school sport delivery strategies (intramural vs. interscholastic). Methods Data were obtained through an online survey administered to students at four public middle schools (grades 6-8) in a southeastern US city (n02,582). Results More students participated in school sports at intramural schools. Boys were more likely to participate in afterschool sports at intramural schools. Low-income and Black children, two groups at greater risk of physical inactivity and other negative outcomes, had greater participation in intramural programs. Conclusions After-school intramural sports in middle school is a promising strategy for increasing sport participation.

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Outdoor‐based play and reconnection to nature: A neglected pathway to positive youth development

Mainella

Agate

Clark

2011

New Directions for Youth Development

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Throughout history, outdoor-based play and the connection to nature have been recognized as important contributors to a happy life and healthy development. At times, however, play and nature have been neglected and viewed as frivolous and wasteful. In the early twentieth century, the first play movement took place to get children out of the factories and back outdoors to play. Now, a century later, factors including twenty-four-hour media,stranger danger, and overscheduling of children's time have resulted in a level of play deprivation that is contributing to a host of social, emotional, and physical problems. This article draws on recent research that shows that as many as 40 percent of America's schools have eliminated or significantly reduced recess. Also, children and adolescents are spending an average of fifty-three hours each week in front of screen media, and only 31 percent of mothers report that their children play outside as frequently as they did as children. The deficits in outdoor-based play that arise from these lifestyles have resulted in significant increases in emotional and psychological disorders, decreased capacity to deal with stressors, and decreased physical fitness. This article describes specific organizations and programs that address the problem of play deprivation and reconnection to the outdoors.

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Physical Activity, Public Health, and Elementary Schools

Cited by 59 publications

References 28 publications

The Crucial Role of Recess in School

The Crucial Role of Recess in School

School Sport Participation Under Two School Sport Policies: Comparisons by Race/Ethnicity, Gender, and Socioeconomic Status

Outdoor‐based play and reconnection to nature: A neglected pathway to positive youth development

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