Evidence-based Strategies for Socially, Emotionally and Physically Beneficial School Recess

Abstract

Health and education disparities continue to persist in low-income communities, and in communities with a high proportion of racial and ethnic minorities. Despite recess being a main contributor to children's school-based physical activity (PA), children in the aforementioned communities have less access to recess opportunities. The purpose of this article is to present evidence-based strategies and underlying critical success factors for school-based recess implementation that can be used by health and education professionals to increase PA opportunities in urban elementary schools. A brief overview of recess programs is provided, with a specific focus on Playworks — a national non-profit organization focused on providing safe and engaging recess for children. A program evaluation of the Playworks program was conducted through 15 focus groups and 13 semi-structured interviews. Data from a content analysis was used to identify strategies and critical success factors for recess implementation. These strategies are discussed, with implications for health and education professionals.

Additional information

Notes on contributors

William V. Massey

William V. Massey ([email protected]) is an assistant professor in the School of Biological and Population Health Sciences at Oregon State University in Corvallis, OR. Megan B. Stellino is a professor in the School of Sport and Exercise Science at the University of Northern Colorado in Greeley, CO. Jennette Claassen is the national evaluation director at Playworks Inc. in Oakland, CA. Samantha Dykstra and Andrea Henning are master's of occupational therapy students in the Department of Occupational Therapy at Concordia University in Mequon, WI.