MAXIMIZING
RECESS PHYSICAL ACTIVITY
Written by: Aaron
Beighle, Ph.D.
Sometimes
referred to as the fourth R because
of it’s importance in the school
day, recess offers many benefits to
students (Waite-Stupiansky
& Findlay, 2001). Recess
can impact learning by improving concentration,
enhancing students’ ability to
focus, and improving classroom behavior
(Barros, Silver,
& Stein, 2009; Caterino & Polak,
1999; Jarrett, et al., 1998; Pellegrini
& Bohn, 2005; Pellegrini, Huberty,
& Jones, 1995; Pellegrini &
Davis, 1993). Interestingly,
these positive influences on learning
are related to the physical activity
that occurs during recess. For example,
students who engaged in recess were
less fidgety and had lower incidences
of misbehavior compared to students
without recess (AD Pellegrini, et al.,
1995). Thus, increasing the physical
activity levels of children during recess
not only has health benefits, it holds
great potential for positively impacting
student academic performance.
Research suggests
that when students are provided the
chance to be active during recess, they
will be active (
Beighle, Morgan, Le Masurier, &
Pangrazi, 2006; Johns & Ha, 1999).
Conversely, other studies report relatively
low levels of physical activity during
recess (Mota,
et al., 2005; Ridgers, Stratton, &
Fairclough, 2005). It is likely
that these differences in findings is
impacted by the recess environment present
in the studies as the literature suggests
that small changes in the recess environment
can have significant impact on student
physical activity levels (Jago
& Baranowski, 2004). Therefore,
the focus of this paper will be to provide
strategies for increasing the physical
activity levels of youth during recess.
Markings
and paintings
Simply painting the playground can increase
the physical activity levels of students
during recess (Loucaides,
Jago, & Charalambous, 2009; Stratton
& Mullan, 2005). For this
approach bright colored paint was used
based on the school’s preference.
For the playground space of younger
children, mural type paintings of objects
such as castles, mazes, clock faces,
letters, trails, and ladders were painted
throughout the playground. For older
students similar paintings were created
as well as lines for games such as soccer,
hopscotch, and four square. More recently,
this approach has been found to be sustainable
over the long-term, thereby offering
a cost effective strategy for maximizing
physical activity during recess (Ridgers,
Stratton, Fairclough, & Twisk, 2007).
Equipment
Another simple approach is to provide
children with equipment. It is logical
that if students are provided equipment
such as balls, jump ropes, and hula
hoops to play with, they are more likely
to be physically active. Although the
research is limited, findings from one
study found this approach to be effective
in increasing student activity during
recess (Verstraete,
Cardon, De Clercq, & De Bourdeaudhuij,
2006). While providing equipment
may be enough, providing each class
with their own equipment, rotating equipment
often to maintain interest and providing
students with a list of activities that
can be played using specific equipment
will enhance the effectiveness of the
efforts.
Recess
supervision
Recess supervisors or aides can also
play a role in increasing physical activity.
When playground supervisors encourage
activity and teach students games during
recess, student activity levels increase
(Connolly &
McKenzie, 1995). This approach
will require training for recess supervisors
but holds great potential. Another strategy
would be to allow older students to
teach younger students games during
recess. As a behavior incentive, students
who achieve a specific goal are trained
by the PE teacher and then teach younger
students fun activities or games during
the younger students’ recess.
Teaching
playground games during physical education
The physical educator in the school
can have a tremendous impact on recess
physical activity. At the beginning
of the year, the physical educator integrates
recess games into the curriculum. The
activities/games should be relatively
simple so students can play with little
supervision or explanation. The games
should also be enjoyable to a majority
of students. This approach was used
to explain gender differences in physical
activity levels in a descriptive study
of youth activity during recess (Beighle,
et al., 2006). The physical education
teacher reported teaching children “four
ball soccer” earlier in the school
year, and it was found that students
chose to play this game at recess. The
game maximizes activity by using more
than one ball and is not one that youth
will typically consider.
Intramurals
Although not researched, intramurals
combine the recess supervision, equipment,
and teaching games during physical education
approaches to increase activity during
recess for youth 4th grade and older.
Initially the physical education teacher
helps the students get the “league”
started and creates sheets for tracking
home team, wins/losses, points scored,
etc. Ultimately the students run the
league with rotating captains in charge
of equipment, officiating, and/or tracking
records. All arguments are solved with
rock paper scissors to avoid confrontation
and keep students active. The recess
supervisor monitors the league as needed
and makes suggestions or game modifications
when appropriate. To keep student interest,
non-traditional games such as four square,
wall ball, and ultimate Frisbee can
be taught in physical education and
then offered as an intramural league.
Recess
Activity of the Week
Recess Activity of the Week (RAW) (Sinclair,
Babkes Stellino, & Partridge, 2008)
requires cooperation of the PE teacher
and recess supervisor. In this approach
the physical educator teaches an activity
at the end of a physical education lesson.
This activity is announced as the RAW
for the next week. The following week
the RAW is set up as an activity zone
(explained below), announcements are
made to all students, and students are
reminded of the RAW during physical
education class. This approach provides
connection between the physical education
class and physical activity outside
of the formal class. Additionally, this
allows for new activities to be introduced
to the activity zone rotation, and minimizes
the need for recess supervisors to teach
new activities on a weekly basis.
Activity
Zones
The use of activity zones is a relatively
new approach with great potential whereby
the playground area is zoned off for
specific activities that rotate on a
weekly basis. That is, for one week,
one area may be for jump rope, one area
for basketball, one area a walking track,
and one area for disc golf. Students
are encouraged to choose one of the
activities, but they are not required
to; thus, space is provided for non-activity
zone play. Playground supervisors monitor
the zones assisting students, clarifying
game rules, and encouraging students
to be active. This approach has been
found to be effective with European
children (Ridgers,
et al., 2007).
Recess offers
many benefits for youth. To maximize
physical activity levels during recess
numerous strategies have been discussed.
Strategies such as providing equipment,
offering playground supervision, utilizing
activity zones, painting the playgrounds,
and teaching recess activities during
physical education are relatively cost-effective.
They do, however, require some time.
As physical educators begin taking the
role of physical activity directors
for the school, recess is one area that
can be easily altered to have a positive
impact on youth physical activity.
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