“We Did More Then”: Changes in Pupils' Perceptions of Breaktime (Recess) from 7 to 16 Years

Abstract

This paper reports on changes in recess activities from 7 to 16 years. The focus is on pupils' own descriptions of their activities, and on their explanations for why activities had changed. Previous research has focused on the primary years, but because recess occurs throughout the school years in England, it was possible to take a longer-term view. The study was longitudinal; researchers interviewed pupils from inner London schools at 7, 11 and 16 years (Ns were 133, 175 and 108, respectively, with 72 of the same children interviewed at all three ages). Main themes emerging from both quantitative and qualitative analysis were 1) primary breaktimes were seen as enjoyable and carefree, 2) activity levels declined from primary to secondary, 3) less games and play activities took place, 4) pupils thought they had more freedom of movement at secondary. Pupil explanations for these changes are analyzed. Results are discussed in terms of developmental and school influences, sex differences, and concerns about school policies leading to less time at recess.