January 2, 2014

Impact of Recess Interventions on Children’s Physical Activity- A Meta Analysis ›

Recess interventions can improve youth physical activity levels, even when controlling for other variables. According to this meta analysis, playtime/recess can contribute between 5% and 40% of children recommended physical activity. Results from this study reinforce the importance of schools in advocating for recess during the school day.

May 2, 2013

Impact and Implementation Findings from an Experimental Evaluation of Playworks: Effects on School Climate, Academic Learning, Student Social Skills and Behavior ›

Summary A randomized control trial by Mathematica Policy Research and Stanford University found that compared to control schools, Students are more physically active at Playworks schools: There was a 43% difference in the amount of time students spent in vigorous activity during recess at Playworks schools compared to non Playworks schools.   Playworks schools have…

May 1, 2013

Findings from an Experimental Evaluation of Playworks: Effects on Play, Physical Activity and Recess ›

Accelerometer data showed that Playworks had a positive impact on students’ physical activity during recess. Students in treatment schools engaged in physical activity during recess that was, on average, more intense than the physical activity engaged in by control students. Moreover, students in treatment schools spent significantly more time engaged in vigorous physical activity at…

January 1, 2013

The Crucial Role of Recess in School ›

Recess is at the heart of a vigorous debate over the role of schools in promoting the optimal development of the whole child. A growing trend toward reallocating time in school to accentuate the more academic subjects has put this important facet of a child’s school day at risk. Recess serves as a necessary break…

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…

kids running through high five line
kids running through high five line

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…