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

  • Health Education Journal
  • April 11, 2017

William V Massey, Megan B Stellino, Megan Holliday, Travis Godbersen, Rachel Rodia, Greta Kucher, Megan Wilkiso

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.

Related Studies

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%…

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…

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…