Outdoor Recess Research Articles

Outdoor recess is associated with more positive attitudes toward physical activity among pre-adolescent students and their parents.

School day structure has the potential to increase students' physical activity (PA) levels and form positive attitudes about PA. Including various PA opportunities and free play possibilities in the school schedule, especially outdoor recess, can improve students' moderate-to-vigorous PA (MVPA) levels during school time. Therefore, the main aim of the study was to investigate students' and their parents' attitudes about outdoor recess and PA opportunities in schools with different recess opportunities. Students from grades three to six (9-13-year-olds) and their parents responded to a questionnaire about the effect of outdoor recess and opportunities for PA during the school day. Schools were divided into three groups based on the recess opportunities during the school day: (1) "outdoor recess", (2) "outdoor recess on some days", (3) "indoor recess". Students and parents of the "outdoor recess" group had significantly more positive attitudes about outdoor recess and PA opportunities in school. Students of the "outdoor recess" group stated being significantly more active during their leisure-time compared to other groups. Parents of the "outdoor recess" group stated that the school has asked their opinion regarding PA opportunities during the school day significantly more compared to the other two groups. These findings emphasize the positive effect outdoor recess can have on students' PA beliefs and habits. Parents of the "outdoor recess" group also had more positive attitudes toward PA which is important as parents most likely convey their attitudes and beliefs to their children. In addition, involving and informing parents is critical when changing the school schedule and introducing new school culture, to make the changes last.

Exploring key informants’ perceptions of weather-modified recess

ABSTRACT Outdoor recess presents an opportunity for children to be physically active, socialize with their peers, and spend time in nature. Inclement weather may detract from these activities. The purpose of this study is to explore how teachers and administrators adapt their school day during inclement weather and how it may impact the wellbeing of students. Ten elementary school teachers and administrators with an average of 10 years of experience were interviewed. The interviews were transcribed verbatim and analyzed using content analysis. Key informants reported that approximately 26 days of recess per year are modified to be indoors due to inclement weather. Two key themes were identified: consequences of indoor recess and modifiable barriers to wellbeing activities in inclement weather. Indoor recess reduces students’ opportunities for physical activity, experiencing nature, and socializing with peers. It is pertinent to children’s wellbeing that these opportunities are maximized throughout the school year.

Sex Differences in Perceived Motor Competence After the Children's Health Activity Motor Program Intervention.

This study examined the effects of a motor-skill intervention on children's perceived motor competence (PMC; object control, locomotor, and combined [total]) and explored if effects differed between the sexes. Preschoolers (N = 274; 47.96 months) completed either a motor-skill intervention (the Children's Health Activity Motor Program [CHAMP]) or recess. PMC was measured with the Digital Scale of PMC before and after each condition. Controlling for pretest scores, recess girls had lower posttest object-control PMC scores than CHAMP boys, CHAMP girls, and recess boys (all p < .05). CHAMP children had significantly higher posttest locomotor and total PMC (all p < .001) compared with children who engaged in recess. CHAMP partially eliminates sex differences in PMC, particularly for object-control skills. Girls who participated in recess did not increase PMC like children in CHAMP and boys who engaged in outdoor recess.

School Children’s Physical Activity and Preferred Activities during Outdoor Recess in Estonia: Using Accelerometers, Recess Observation, and Schoolyard Mapping

Studies about recess have found that children have higher physical activity (PA) during outdoor recess compared to indoor recess, and well-constructed schoolyards play an important role in stimulating PA in children. This study aimed at investigating the affordances of schoolyards and outdoor recess PA in two urban and two rural primary schools in Estonia. Schoolyards were described with the geographical mapping method, children's activities during outdoor recess were registered by using observations, and PA levels were measured with accelerometers. Students from grades two to six (8-13-year-olds) were included in the study. All observed schoolyards had different spaces including various ball game areas, climbing facilities, and slacklines. The natural environment dominated in the rural schools, and artificial surfaces dominated in the urban schools. Boys in the study tended to enjoy more sport-related activities, whereas girls preferred more social and less active activities. Students participating in outdoor recess spent about twice as much time (20.4%) on moderate-to-vigorous PA (MVPA) compared to indoor recess (9.5%), although boys were more active than girls (22.9% vs. 17.3%). All schoolyards afforded more MVPA during outdoor recess compared to indoor recess, whereas schoolyards with more space per child and natural environment elements generated more varied PA and higher MVPA. These findings confirm the importance of schoolyard design and quality for the variety and intensity of students' PA during outdoor recess.

Exploring Extreme Weather and Recess Policies, Practices, and Procedures in the Canadian Context.

The purpose of this study was to explore the different policies, practices, and procedures that are used on weather and recess in the Canadian context. Fifty school websites were examined, and ten key informants were interviewed. Policies, practices, and procedures from school websites were downloaded, and interviews were transcribed verbatim and analyzed using a qualitative content analysis. Fourteen schools had an outwardly facing policy, practice, or procedure for weather and recess. Cold temperatures were the most often cited reason for modifying recess to be indoors, with temperatures ranging from -20 to -40 for complete indoor recess. Precipitation was only found in four online documents but was mentioned as a reason to modify recess by all key informants. Additionally, key informants discussed variability in how recess policies, practices, and procedures were followed. The findings of this study illustrate inconsistencies in both formal and informal school weather and recess policies. With outdoor recess providing numerous opportunities to improve various domains of well-being, it is pertinent to understand the conditions on which it is being modified.

Increasing Social Interactions of Preschool Children With Autism Through Cooperative Outdoor Play

Unstructured activity periods are central components of early childhood education programs. Deficits in social communication and social interaction presented by children with autism spectrum disorder (ASD) become apparent in these settings during unstructured activities, such as outdoor recess. Thirty-two preschool-age children with and without ASD participated in the Buddy Game, a structured, cooperative play curriculum that focused on natural peer–peer modeling and imitation. The Buddy Game used familiar songs to promote peer proximity and discrete social bids between peers during outside time. A multiple baseline design across three classrooms was used to study curriculum effects on discrete social bids of children with ASD. Results demonstrated increased social bids from children with ASD to their peers with neurotypical development (NTD) across classrooms. In one classroom, effects maintained after intervention stopped and generalized to other times of the day. Implications for integrated educational settings and early childhood curricula are discussed.

The Effects of Wellness In The Schools (WITS) on Physical Activity During Recess in New York City Public Schools

Only 21% of U.S. children meet federal physical activity (PA) guidelines. Schools have insufficient time for physical education classes. School children typically have recess daily, making recess a venue to increase PA. Programs such as Wellness In the Schools (WITS) provide a coach during school recess to lead organized activities and encourage all students to participate may provide students with health, psychological, academic and social benefits. This study was a quasi-experimental matched-control design with seven WITS intervention schools and seven matched control schools, measuring two outcomes: 1) PA level, 2) PA type (measured with an observational tool: System for Observing Play and Leisure Activities in Youth (SOPLAY)). Outcomes were measured in second and third graders pre-(T0) and post-(T1), one school-year into the WITS intervention during outdoor (T0 and T1) and indoor (inclement weather) (T1 only) recess. Results at T1 were compared between control and WITS schools with ANOVA tests. For PA level, the WITS intervention increased PA in indoor recess, a higher percentage of WITS girls and boys were vigorously active, a lower percentage were sedentary, and overall recess PA levels were higher (all p ≤ .001). For PA type, WITS intervention schools had higher overall PA level during ball-like activities during outdoor recess in girls (p = 0.002) and boys (p = 0.010). This study suggests active recess interventions increase PA level during indoor recess and during ball-like activities in outdoor recess, suggesting the WITS intervention has the potential to increase PA during school and help students receive the benefits of regular PA.

A Nationwide Study of Myopia in Taiwanese School Children: Family, Activity, and School-Related Factors

The purpose of the study was to explore how fixed and modifiable family, activity, and school factors affect a student's myopia risk and severity. We used national cross-sectional data from Taiwanese children in Grades 4-6. Bivariate and multivariate analyses, including logistic and ordinary least squares regression, examined factors related to children's myopia status and severity. Age, parent myopia, and school district were associated with risk of myopia. One hour or more per day of near work (OR = 1.26) increased the odds of myopia. The same amount of time in outdoor activities (OR = 0.85) or moderate or vigorous physical activities (OR = 0.82) was associated with lower risk. Near work (β = 0.06), outdoor activity (β = -0.04), and outdoor recess (β = -0.03) predicted myopia severity. To promote healthy vision, nurses should advocate for and implement interventions that increase school children's time outdoors and in physical activities and reduce their time on near work.

P90 - Wellness in the Schools (WITS): Evaluating a Program that Promotes Healthy School Lunch and Active Recess

Background (Background, Rationale, Prior Research, and/or Theory): A positive school lunch and recess experience promotes healthy behaviors. Objective: To evaluate the two-year impact of WITS programming on school lunch consumption, physical activity levels, and pro-social behaviors at recess. Study Design, Setting, Participants, Intervention: Quasi-experimental, matched-control study in 14 NYC public elementary schools with second and third graders. WITS programming provides scratch-cooked, less processed school lunch and organized activities at recess by placing trained chefs and coaches in the school. Outcome Measures and Analysis: School lunch consumption, as well as physical activity and pro-social behaviors at outdoor and indoor recess, were measured using standardized tools and protocols. Data were collected at three time points (no baseline): Time 0 (early intervention), Time 1 (one school year post intervention) and Time 2 (two school years post intervention) and compared using Repeated Measures Analysis of Variance. Results: For school lunch consumption, there were early intervention effects. Students in the WITS schools ate more vegetables and fruit at Time 0 than students in control schools (.27 cups vs. .18 cups, P < .05), with the same differences found at Time 1 and Time 2. However, students in WITS schools ate less entrée (42% of portion versus 46%, P < .05) and drank less milk (29% of portion versus 38%, P < .05) at Time 0, with these differences also remaining through Time 2. Outdoor recess had no difference in physical activity levels. Indoor recess had a higher percentage of WITS students vigorously active (46% vs. 3% at Time 1, P < .05; 29% vs. 4% at Time 2, P < .05; and was not measured at Time 0). Pro-social behavior scores were higher in WITS schools at all time points for outdoor and indoor recess (P < .05). Conclusions and Implications: WITS programming changed school lunch consumption with both positive and negative results. WITS is a promising school-wide intervention. Further research is needed to better understand how students could eat more of all school lunch components and how to get students more physically active during outdoor recess. Funding: Wellness in the Schools.

Factors associated with in-school physical activity among urban children with asthma

ABSTRACTObjective: A cross-sectional study was conducted to determine if in-school physical activity (PA) varied by age, gender, weight and asthma status, participation in physical education (PE), outdoor recess, and other in-school PA among urban schoolchildren with asthma. Methods: PA was measured by tri-axial accelerometers. Height and mass were measured and overweight defined as BMI ≥85th percentile. Asthma impairment and risk were assessed as per national guidelines, and asthma status variable with three categories (mild, moderate, and severe) was created. Multivariable generalized linear mixed models adjusting for clustering due to school and student were fitted to identify variables predictive of PA. Results: 108 children with asthma participated. Children spent 374 minutes in school, of which 253 minutes were sedentary, 105 minutes in light PA, and 16 minutes in moderate-to-vigorous PA (MVPA). Only 3 participants reached the recommended ≥30 minutes/day of MVPA. Multivariable analysis revealed age, gender, participation in PE class, outdoor recess, and other in-school PA as independent predictors of PA. BMI and asthma status were not associated with PA. Conclusions: Children with asthma were mostly sedentary at school. Older children and girls were particularly at risk for inactivity. PE, recess, and other in-school PA participation are modifiable factors that should be targeted in school-based interventions aimed at increasing PA in this population.

Factors influencing implementation of a preschool-based physical activity intervention.

Examining factors that influence implementation of key program components that underlie an intervention’s success provides important information to inform the development of effective dissemination strategies. We examined direct and indirect effects of preschool capacity, quality of prevention support system and teacher characteristics on implementation levels of a component, called Move Outside (i.e., preschool classroom teachers to provide at least 40 min of outdoor recess per day), that was fundamental to the success of a preschool-based physical activity intervention. Level of implementation, defined as the percent of daily goal met for the Move Outside component, was assessed via direct observation. Items assessing preschool capacity, quality of prevention support system and teacher characteristics were selected from surveys and an environmental checklist completed by preschool directors and teachers. Preschool classroom was used as the unit of analysis (Year 1: n = 19; Year 2: n = 17). Results from Bayesian path analyses showed that the three factors were not significantly associated with level of implementation in Year 1, but preschool capacity was directly associated with level of implementation in Year 2 (β= 0.528, 95% CI: 0.134, 0.827). The current findings suggest that factors that influence level of implementation appear to differ as an intervention evolved over time.

Schoolyard upgrade in a randomized controlled study design-how are school interventions associated with adolescents' perception of opportunities and recess physical activity.

School recess physical activity is important for adolescent s health and development, and several studies have established evidence based on cross-sectional studies that it is influenced by the environment in the schoolyard. The aim of this study was to investigate the effect and variation across schools of a school-based intervention on students perceived opportunities for physical activity in the schoolyard, and to evaluate if an improved collective perception of opportunities was followed by an increase in PA during recess for the 13–15 year-old students. The intervention components included schoolyard renovation; mandatory outdoor recess; and increased adult supervision and support. Students collective perceptions were evaluated by a newly developed Schoolyard index (SYi) with seven items, and physical activity was objectively measured with accelerometer. We found variations in the change of student perceptions across the intervention schools, and that a one unit increase in the Schoolyard index (SYi) led to a 12% increase in recess PA. This study shows that adolescent PA during recess can be increased through a multicomponent intervention. The prospect for making an impact is low and according to the process analysis dependent on direct involvement; active and supportive adults; and varied, connected and well located facilities.

Effect of the Children's Health Activity Motor Program on Motor Skills and Self-Regulation in Head Start Preschoolers: An Efficacy Trial.

Self-regulatory skills are broadly defined as the ability to manage emotions, focus attention, and inhibit some behaviors while activating others in accordance with social expectations and are an established indicator of academic success. Growing evidence links motor skills and physical activity to self-regulation. This study examined the efficacy of a motor skills intervention (i.e., the Children’s Health Activity Motor Program, CHAMP) that is theoretically grounded in Achievement Goal Theory on motor skill performance and self-regulation in Head Start preschoolers. A sample of 113 Head Start preschoolers (Mage = 51.91 ± 6.5 months; 49.5% males) were randomly assigned to a treatment (n = 68) or control (n = 45) program. CHAMP participants engaged in 15, 40-min sessions of a mastery climate intervention that focused on the development of motor skills over 5 weeks while control participants engaged in their normal outdoor recess period. The Delay of Gratification Snack Task was used to measure self-regulation and the Test of Gross Motor Development-2nd Edition was used to assess motor skills. All measures were assessed prior to and following the intervention. Linear mixed models were fit for both self-regulation and motor skills. Results revealed a significant time × treatment interaction (p < 0.001). In regard to motor skills, post hoc comparisons found that all children improved their motor skills (p < 0.05), but the CHAMP group improved significantly more than the control group (p < 0.001). Children in CHAMP maintained their self-regulation scores across time, while children in the control group scored significantly lower than the CHAMP group at the posttest (p < 0.05). CHAMP is a mastery climate movement program that enhance skills associated with healthy development in children (i.e., motor skills and self-regulation). This efficacy trial provided evidence that CHAMP helped maintain delay of gratification in preschool age children and significantly improved motor skills while participating in outdoor recess was not effective. CHAMP could help contribute to children’s learning-related skills and physical development and subsequently to their academic success.

Children’s physical activity levels during primary school break times

The overall aim of this study was to assess the diversity of primary school children’s physical activity (PA) during outdoor recess. The study was grounded in a mixed method approach, assisting in the identification of multifaceted predictors of children’s PA, including insights to social behaviours during break time. Data were obtained from children aged 7–10 years across five primary schools in the West Midlands, United Kingdom. Data were collected during the English winter months from November 2013 to January 2014 and involved two distinct phases. In the quantitative phase ( n = 82), children’s PA levels and social play behaviours were directly observed at break time using the system for observing children’s activity and relationships during play (SOCARP).The SOCARP instrument coded 820 minutes of school break time across the categories of: physical activity; group size; activity type and social play behaviours. In the qualitative phase ( n = 80), children participated in group interviews in relation to their perceptions and experiences of the playground environment. Findings indicated boys and girls have different predictors of their PA levels. Participating in sports activities and engaging in large groups were positive predictors of boys’ moderate to vigorous physical activity (MVPA), whereas pro-social interactions and small/medium groups were positive predictors of girls’ MVPA. The qualitative findings highlighted several themes including: boys and sport; power hierarchies; girls’ walk and talk; and imaginary play. Drawing from the current findings, it is suggested that interventions should focus on the social environment of break times, facilitating walk and talk routes for girls and sporting opportunities for boys.

Physical Activity During Recess Outdoors and Indoors Among Urban Public School Students, St. Louis, Missouri, 2010–2011

We measured the quantity and intensity of physical activity in 106 urban public school students during recess outdoors, recess indoors in the gym, and recess indoors in the classroom. Students in grades 2 through 5 wore accelerometer pedometers for an average of 6.2 (standard deviation [SD], 1.4) recess periods over 8 weeks; a subsample of 26 also wore heart rate monitors. We determined, on the basis of 655 recess observations, that outdoor recess enabled more total steps per recess period (P < .0001), more steps in moderate-to-vigorous physical activity (P < .0001), and higher heart rates than recess in the gym or classroom. To maximize physical activity quantity and intensity, school policies should promote outdoor recess.

Children's Physical Activity Levels During Indoor Recess Dance Videos

Children's physical activity (PA) levels remain low, and schools are being asked to assume a leadership role in PA promotion. Research suggests outdoor recess contributes to children's overall PA levels. However, similar research is not available for indoor recess, which occurs frequently due to a variety of factors. The purpose of this study was to describe PA levels and intensity during indoor recess using PA dance videos. Fifty-four children (27 girls) wore accelerometers for 5 days during indoor recess. Factorial analyses of variance were conducted to examine the differences in PA between sexes and across grades. Participants averaged 17.66 (SD = 2.82) minutes in indoor recess. On average, 22.22% (SD = 12.72) was spent in moderate-to-vigorous physical activity (MVPA), and 45.70% (SD = 11.29) of time was spent in low-intensity physical activity (LPA) totaling 67.92% (SD = 16.54) of total recess time. Boys accumulated a higher percentage of MVPA and total PA compared to girls. Students engaged in PA 68% of indoor recess time, equaling almost 12 minutes of PA during recess. Results suggest PA dance videos are 1 effective method for increasing elementary children's PA during indoor recess as an alternative to sedentary activities.

Physical Activity During School in Urban Minority Kindergarten and First-Grade Students

To determine if physical activity (PA) during the school day varied by school, grade level, gender, weight status, and physical education (PE) and recess participation among urban kindergarten and first-grade students. Cross-sectional study at 4 Bronx, NY, schools. Student PA was measured by a Yamax Digi-Walker pedometer, an objective and validated measure of PA in children. Each student wore a sealed pedometer during school for 5 consecutive days. Hierarchical models were fit to identify variables predictive of PA. A total of 916 had valid pedometer data (53% male, 70% Hispanic, mean age 5.98 years [SD 0.66], 45% overweight). PA varied by school (P < .0001). First-grade students took a significantly greater mean number of steps during school than kindergarten students. Overall, students took an average of 2479.7 (SD 961.8) steps/school day. PA did not differ by BMI status. Students took on average 724 more steps on PE days than on non-PE days and 490 more steps on days with outdoor recess than nonrecess days (P < .05 for both). Fewer than 1% of all students achieved lower cut points for previously published mean range of steps/school day for boys and girls. Multivariable analysis revealed higher grade level, participation in PE class, and outdoor recess as independent predictors of PA. PA levels were low in kindergarten and first-grade students. Future interventions incorporating classroom-based PA and outdoor recess may increase PA in resource-poor urban schools with limited PE facilities.

Vegetation and outdoor recess time at elementary schools: What are the connections?

Empirical and anecdotal evidence suggests that landscapes with more vegetation have a positive impact on children's focus, attention, and cognitive development. In school, children are able to regain focus, suppress impulses, and pay attention in class longer after exposure to natural settings. Because children spend much of their time in school, the amount and types of vegetation on school grounds may influence their development. Public elementary schools in the Commonwealth of Virginia (N = 988) were surveyed to examine correlations between school ground vegetation and outside recess. The number of trees on school grounds, the size of the school grounds, and the presence of sports fields were modestly correlated with greater outside recess time. These correlations support common sense because sports fields facilitate supervised play and larger school grounds provide space for sports fields and playgrounds and additional opportunities for free play. More trees on school grounds provide a welcoming environment for students and teachers, and encourage outside play. These results may help school personnel design and maintain school grounds that increase outdoor recess time.

The effects of different recess timing regimens on preschoolers' classroom attention

This study examined the effects of different recess timing regimens on preschoolers’ classroom attention. Using cognitive immaturity theory, we predicted that attention to a classroom task would be greater after a recess break. We also examined the extent to which different recess timing regimens related to post‐recess attention. Participants were 27 European American children (18 girls and nine boys; mean = 55.56 months, standard deviation = 4.01) from a northeastern US preschool. Observations were made in the classroom before and after recess and outdoors on the playground during recess. Findings revealed that post‐recess attention was greater following sustained outdoor play periods. Gender differences emerged. Girls were more attentive to classroom tasks than boys were. Our findings support and parallel empirical findings with primary school children on the role of recess in children’s cognitive performance. It seems reasonable that outdoor recess breaks rejuvenate young children and help them attend to classroom tasks.

‘You Know, Mrs. Castro, You'd Be a Really Good Teacher!’

Involvement with the day-to-day of teachers has complicated Ms. Castro's life, lengthened her workday, caused her to seek paperwork shortcuts. she views her presence in the classroom as the most part of her - as much for teachers as for herself. THE third-graders stared at me expectantly, some looking a little worried. hadn't been in front of a class for almost eight years, can still recall the nervousness felt in my stomach that day. was scared. Could still teach? As began to give directions for the morning's work, one of the children raised her hand. But where is Leary? she asked. explained that Leary's daughter was in a school play, had encouraged her to go see it. would be their substitute teacher. But if you are our teacher, who will be our principal? another child asked. Mrs. Pugh is handling everything in the office, said, and sure theyll be fine without me. Sensing my need for their help, the children oiled my rusty teaching skills. They told me how Leary worked with reading groups, showed me the finished work box, reminded me to send the attendance form to the office. Every so often that morning, a teacher would pause at the door survey the scene, often smiling before leaving. As conferenced with a student editing his paper, a teacher interrupted, asking if we would have indoor or outdoor recess. Ask Pugh, suggested. Im teaching right now. Before knew it, we had to start cleaning up for lunch. We took time to recap what we had accomplished, what could have gone better, what the children would tell Leary about our morning. As they went to get their lunches coats (Mrs. Pugh had decided it would be an outdoor recess), one of the children came running up to me before taking his place in line. With a big smile, he said, You know, Castro, You'd be a really good teacher! His words warmed my heart, but it was also a life-changing moment. How had gotten so far away from the thing loved most? How could be an effective school when had become so distant from what school is really about, from what it is to be a teacher? resolved then there that would find ways to stay close to the heart of the matter - teachers students in the classroom. The first part of the struggle to reshape my role as instructional leader was to take control of the hours minutes of my days. penciled in blocks of one to two hours on my calendar at different points each day - time that would be devoted to classrooms. Next to the arrows marking these time spans, wrote sacred told my secretary never to schedule anything at these times. The going was bumpy at first. The superintendent called to schedule a meeting during one of these blocks, though supportive of the idea, he suggested move it to another time. did, before knew it, the sacred time had evaporated from my calendar for that day. The next time there was a conflict, simply said, I can't do it then, with no explanation. It worked. We'd always find another time for that important activity. My morning of teaching also changed my relationship with the faculty. Some of the teachers later told me that the faculty room buzzed with reports of where I'd been that morning how looked at in the classroom. This surprised me, as I'd always seen myself as a teacher, but realized that was new in the district (it was the beginning of my second year), my colleagues had known me only as the principal. used our next faculty meeting to explain that wanted to spend more time in classrooms. My unannounced visits would not be for the purpose of evaluating teachers but were intended to keep me in touch with their classrooms. They would allow me to communicate about our school and, most important, help me better support each teacher in his or her practice. …