Reports

May 11, 2018

Evidence-based Strategies for Socially, Emotionally and Physically Beneficial School Recess ›

Based on the evidence obtained from the authors’ investigation with Playworks participants and coaches, five strategies were identified for health and physical education practitioners to consider in the implementation of school programs focused on increased PA, play, and social-emotional development. An emphasis on two critical factors for successful intervention — the need for holistic programming…

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

Social and Emotional Learning Interventions Under the Every Student Succeeds Act ›

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

The Impact of a Recess-Based Leadership Program on Urban Elementary School Students ›

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

The Impact of a Multi-Component Physical Activity Programme in Low-Income Elementary Schools ›

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

School Recess, Social Connectedness and Health: A Canadian Perspective ›

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

Strategies for Recess in Schools ›

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…