March 22, 2018
Development of the great recess framework-observational tool to measure contextual and behavioral components of elementary school recess ›
This study established initial evidence for a valid and reliable assessment tool to observe school recess environments with a specific focus on safety, resources, student engagement, adult engagement, pro-social/anti-social behavior, and student empowerment. Use of the Great Recess Framework-Observational Tool can inspire evaluation, and subsequent intervention, to strategically create consistent, appropriate, and engaging school recess…
December 8, 2017
A new review conducted by RAND Corporation and commissioned by The Wallace Foundation found that Playworks stands out among social and emotional learning (SEL) programs for evidence of impact. The review found that the Playworks Coach service is one of only seven elementary school SEL interventions to meet the highest criteria for evidence of impact…
April 13, 2017
Urban youth face more barriers to physical activity outside of the school day. Results from this study suggest that youth have the ability to be change makers in the school setting, influencing the school culture in positive ways by reducing bullying, role modeling for younger students and teaching conflict resolution. Not only are youth capable…
April 11, 2017
Results from this study provide evidence that school recess can be used to teach social–emotional competencies that can impact student behavior during recess and in the classroom. There were an increased amount of positive interactions between adults and students and a decreased amount of conflict in the playground at Playworks schools post intervention. Results also…
April 1, 2017
Children need opportunities to establish positive social connections at school, yet many school playgrounds are challenged by social conflict that can undermine these connections. Because recess is typically the only time during the school day that children are free to socialize and play, it is possible to begin to think of recess through the lens…
January 1, 2017
In Jan 2017, the Centers for Disease Control and Prevention (CDC) and SHAPE America released new guidance documents for recess. Playworks contributed to the development of these guidance documents and we’re excited that the CDC and SHAPE America have taken the step to publicly recognize the importance of recess in the development of our kids.
May 1, 2016
Dutch Primary Schoolchildren’s Perspectives of Activity-Friendly School Playgrounds: A Participatory Study ›
Children's desire for fun and active play were influenced by physical playground characteristics and safety, rules and supervision, peer-interactions, and variations in equipment/games. Structural involvement of children in designing, developing and improving playgrounds may increase children’s active play and consequently physical activity levels during recess.
March 22, 2016
Disparities in moderate-to-vigorous physical activity among girls and overweight and obese schoolchildren during school- and out-of-school time ›
In a study measuring the physical activity of 453 schoolchildren in Massachusetts, only 15 percent of students achieved the CDC-recommended 60 minutes of daily MVPA throughout the day, and only 8 percent met the recommendation of 30 minutes of MVPA during school. The greatest disparity was between boys and girls, with girls being far less…
March 1, 2016
The Impact of Playworks on Students’ Physical Activity by Race/Ethnicity: Findings from a Randomized Controlled Trial ›
The impact of Playworks was larger among minority students than among non-Hispanic white students. One possible explanation is that minority students in non-Playworks schools typically engaged in less physical activity, suggesting that there is more room for improvement.