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 suggested that the Junior Coach Leadership program had beneficial effects on students’ classroom behavior.
Health Education Journal
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…
December 1, 2014
Playing Fair: The Contribution of High-Functioning Recess to Overall School Climate in Low-Income Elementary Schools ›
In schools that achieved a high functioning recess, teachers and principals agreed that by the end of the year, recess offered more opportunities for student engagement, conflict resolution, pro-social skill development, and emotional and physical safety. Respondents linked these changes to improved overall school climate.
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…