Reports

November 1, 2012

Psychological Predictors of Children’s Recess Physical Activity Motivation and Behavior ›

This study explored the relationship between children’s basic psychological needs, satisfaction at recess, level of recess physical activity motivation (RPAM), and recess physical activity (RPA). Findings provide important insight into the variations in psychological predictors of motivation for RPA and actual PA behavior based on gender and weight status. Children need to feel empowered and…

April 1, 2012

The Impact of State Laws and District Policies on Physical Education and Recess Practices in a Nationally-Representative Sample of US Public Elementary Schools ›

Odds of schools meeting recommendations for PE and recess increased if they were in states or school districts having a law or a policy requiring/encouraging it. State policies are more influential than district policies in regards to recess. Schools with a majority of Caucasian students were more likely than all other racial/ethnic groups to have…

August 1, 2011

Physical Activity and Positive Youth Development: Impact of a School-Based Program ›

After one year of exposure to Playworks, students showed statistically significant increases in the following four protective factors as compared to students with no exposure to Playworks: (1) Physical Activity, (2) Problem-Solving Skills, (3) Meaningful Participation in School (4) Goals and Aspirations. With each additional year of Playworks, the overall effect was shown to be…

July 1, 2010

The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance ›

Studies that looked at recess suggested mostly that recess has a positive relationship with children's attention, concentration or classroom behavior. A majority of studies also found a strong positive relationship between class-time opportunities for physical activity and indicators of cognitive skills, and academic behavior/achievement.

February 1, 2009

School Recess and Group Classroom Behavior ›

Based on secondary analysis of the Early Childhood Longitudinal Study, children with non or minimal exposure to recess were more likely to be black, low income, live in large cities, to be from the Northeast or South and to attend public school. Teacher ratings of classroom behavior were generally more positive for children with some…