The majority of children’s school-based physical activity opportunities take place during recess. This opportunity is vital given that engagement in exercise and physical activity has been shown to improve children’s physical and cognitive health outcomes (Bailey et al., 2013) and is particularly important in children who come from economically disadvantaged backgrounds (Milteer & Ginsburg, 2012).
Despite ongoing claims that recess is necessary for the psycho-social, emotional, and academic development for children, recess is generally assessed by the objective measure of children’s physical activity levels. When children interact with peers in physical activities, such as recess, it allows them to develop necessary social and emotional skills such as cooperative goal setting, teamwork, and emotional control (Miyamoto et al., 2015).
Explore our bibliography of recess research