Recess or Lunch First? Impact on Recess Physical Activity Levels and Pro-Social Behaviors and Classroom Readiness to Learn

Abstract

ObjectiveWith calls for recess before lunch, more research is needed to understand how the order of recess and lunch impacts recess physical activity levels and social behavior, and classroom readiness to learn. This study explores these relationships.Design, Setting, Participants, and InterventionA cross-sectional study with 2nd and 3rd graders (n = 2664) from 14 New York City public elementary schools.Outcome Measures and AnalysisDuring recess, the System of Observing Play and Leisure Activity in Youth (SOPLAY) assessed physical activity level (sedentary, walking or vigorous) and the System of Observing Play Engagement Episodes at Recess (SOPEER) assessed social behaviors (“physical sportsmanship”, “verbal sportsmanship,” “physical conflict,” and “verbal conflict”). Minutes of playtime at recess were recorded, to determine if order impacted length of time to play. Two days of recess were observed at all schools. Teachers completed the Survey of Readiness, Engagement And Disruption in Youth (SOREADY) with 4 scales: behavioral engagement, social engagement, behavioral disaffection, social disaffection.ResultsWhether recess was before or after lunch, there was no difference in minutes of playtime, or social behaviors during recess. However, both boys and girls were more vigorously active at recess when lunch was first (9%; p=0.04 and 12%; p=0.009 respectively). Teachers reported better behavioral engagement in the classroom, with lunch before recess (p=. 012).Conclusions and ImplicationsWith lunch before recess being associated with more physical activity and readiness to learn in the classroom, these results contradict some prior research. Further research is warranted to soundly inform school policy makers on whether recess should come before or after lunch for young school children.FundingNone ObjectiveWith calls for recess before lunch, more research is needed to understand how the order of recess and lunch impacts recess physical activity levels and social behavior, and classroom readiness to learn. This study explores these relationships. With calls for recess before lunch, more research is needed to understand how the order of recess and lunch impacts recess physical activity levels and social behavior, and classroom readiness to learn. This study explores these relationships. Design, Setting, Participants, and InterventionA cross-sectional study with 2nd and 3rd graders (n = 2664) from 14 New York City public elementary schools. A cross-sectional study with 2nd and 3rd graders (n = 2664) from 14 New York City public elementary schools. Outcome Measures and AnalysisDuring recess, the System of Observing Play and Leisure Activity in Youth (SOPLAY) assessed physical activity level (sedentary, walking or vigorous) and the System of Observing Play Engagement Episodes at Recess (SOPEER) assessed social behaviors (“physical sportsmanship”, “verbal sportsmanship,” “physical conflict,” and “verbal conflict”). Minutes of playtime at recess were recorded, to determine if order impacted length of time to play. Two days of recess were observed at all schools. Teachers completed the Survey of Readiness, Engagement And Disruption in Youth (SOREADY) with 4 scales: behavioral engagement, social engagement, behavioral disaffection, social disaffection. During recess, the System of Observing Play and Leisure Activity in Youth (SOPLAY) assessed physical activity level (sedentary, walking or vigorous) and the System of Observing Play Engagement Episodes at Recess (SOPEER) assessed social behaviors (“physical sportsmanship”, “verbal sportsmanship,” “physical conflict,” and “verbal conflict”). Minutes of playtime at recess were recorded, to determine if order impacted length of time to play. Two days of recess were observed at all schools. Teachers completed the Survey of Readiness, Engagement And Disruption in Youth (SOREADY) with 4 scales: behavioral engagement, social engagement, behavioral disaffection, social disaffection. ResultsWhether recess was before or after lunch, there was no difference in minutes of playtime, or social behaviors during recess. However, both boys and girls were more vigorously active at recess when lunch was first (9%; p=0.04 and 12%; p=0.009 respectively). Teachers reported better behavioral engagement in the classroom, with lunch before recess (p=. 012). Whether recess was before or after lunch, there was no difference in minutes of playtime, or social behaviors during recess. However, both boys and girls were more vigorously active at recess when lunch was first (9%; p=0.04 and 12%; p=0.009 respectively). Teachers reported better behavioral engagement in the classroom, with lunch before recess (p=. 012). Conclusions and ImplicationsWith lunch before recess being associated with more physical activity and readiness to learn in the classroom, these results contradict some prior research. Further research is warranted to soundly inform school policy makers on whether recess should come before or after lunch for young school children. With lunch before recess being associated with more physical activity and readiness to learn in the classroom, these results contradict some prior research. Further research is warranted to soundly inform school policy makers on whether recess should come before or after lunch for young school children.