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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