Examining the Relationship Between Physical Activity Levels and Social Behaviors on Elementary School Recess Yards

Abstract

This study examines the relationship between physical activity levels and pro-social behaviors at recess, which few previous studies have done. A cross-sectional study. Second and third grade students from 14 New York City public elementary schools were observed during recess on playgrounds. Two observation tools: System of Observing Play and Leisure Activity in Youth (SOPLAY) and System of Observing Play Engagement Episodes at Recess (SOPEER). Two days of recess were observed at all schools. Physical activity level was recorded as sedentary, walking, or vigorous. Social behaviors were recorded as positive (“physical sportsmanship” and “verbal sportsmanship”) and negative (“physical conflict” and “verbal conflict”). Percentage of boys and girls playing with each other was also recorded. Correlation coefficients compared physical activity levels and social behaviors for both boys and girls. In both boys and girls there were significant correlations between vigorous activity and verbal conflict (r=0.48; p<0.001, r=0.30; p=0.01 respectively). Students interacted with the opposite gender significantly more when they were sedentary during recess (r=0.45 p<0.001). Physical conflict and verbal conflict were also highly correlated (r=0.55; p<0.001). Recess structured play programs that aim to increase vigorous physical activities and pro-social behaviors should pay careful attention to alleviate verbal conflicts and also work to assure boys and girls play together.