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Active, semi-structured, or structured recess is a break from the school day typically before lunch that involves a variety of planned, inclusive, and actively supervised games or activities. Active recess engages all students in these playground activities and games. Active recess efforts are often multi-component interventions that include investments in playground and activity equipment, painted markings on playgrounds, and training for teachers or specialists to lead activities (MPS-Alholm 2010).
Expected Beneficial Outcomes
Increased physical activity
Improved social skills
Improved school climate
Evidence of Effectiveness
There is strong evidence that active recess increases physical activity for schoolchildren (Erwin 2014, Larson 2014, Janssen 2013, Howe 2012, HFRP-Sports4Kids). Active recess programs can lead to significant increases in moderate to vigorous activity; children can expend 100kcal/30 minutes of recess (Howe 2012).
Recess interventions including active recess are most effective for young children, age 10 and younger (Erwin 2014). The longer the duration of each active recess period, the more children’s physical activity levels increase (Erwin 2014). Additional evidence is needed to confirm the effects of active recess interventions for adolescents (Parrish 2013).
Several components of active recess programs have been shown to increase physical activity during recess, including staff training, activity zones, painted markings on playgrounds, and playground equipment improvements (Escalante 2014, Ickes 2013, Ridgers 2012). Offering game equipment such as jump ropes, frisbees, assorted balls, hula hoops, racquets, and juggling equipment can also increase children’s physical activity levels (Broekhuizen 2014, Verstraete 2006); however, the positive effect of playground equipment can diminish over time and new equipment or rotating equipment may be necessary to maintain student interest (Ickes 2013, Erwin 2014). Combining recess intervention strategies such as structured recess, activity options, variety in playground equipment, and teacher training and involvement may also help maintain the effect on children’s physical activity levels in the long-term (Erwin 2014).
Programs such as Playworks that include active recess have also been shown to reduce playground conflicts, bullying, and exclusionary behavior (Mathematica-Bleeker 2012, HFRP-Sports4Kids, JGC-Mallonee 2011), especially with high quality program implementation (JGC-London 2013). Teachers from schools participating in Playworks programs report higher levels of student engagement in physical activity, and accelerometer data shows marginally significant effects on physical activity (Beyler 2014).
In some studies, active recess programs, such as Playworks (Beyler 2014), have been shown to have a stronger effect for girls than for boys (Janssen 2013), perhaps because boys generally engage in more physical activity during recess than girls (McKenzie 2010). Other studies show no gender differences (Howe 2012).
Studies examining structured and unstructured recess interventions have shown positive associations between recess and academic behavior, attitudes, and indicators of cognitive skills (CDC-School PA 2010, Ramstetter 2010). Principals believe recess has a positive impact on student achievement and learning in the classroom (FENTON 2010), and an assessment of Playworks indicates that high-functioning recess, which includes age appropriate games, spaces, and equipment and intentional adult support, is associated with improved social skills and school climate (London 2015). Daily recess is associated with better teacher ratings of classroom behavior (Barros 2009).
Many public school districts across the country have active or structured recess programs, for example Minneapolis, MN (MPS-Active recess); Rochester, NY; and Chicago, IL (DASH NY-Active recess). Playworks is a program that includes a structured recess component; Playworks has been implemented in more than 300 low income schools in 23 cities nationwide (Playworks-Recess).
Many states have laws that require recess periods in elementary schools as in Missouri, Nevada, and Virginia (DASH NY-Active recess). Other states have legislation that supports active recess interventions in elementary and/or middle school, for example Arkansas, Connecticut, and Massachusetts (NCSL-Childhood obesity 2013). Georgia’s Georgia SHAPE is an example of a comprehensive, state-wide initiative to reduce childhood obesity. This initiative encourages elementary schools to use active recess interventions and physically active classrooms to incorporate at least 30 minutes of physical activity daily via its Power Up for 30 program (Georgia SHAPE, HealthMPowers-Power up).
Playworks has been implemented in several schools in Wisconsin (Playworks-Wisconsin). Some schools in Wisconsin are implementing active recess as part of a broader active schools initiative, as in Richland County (Richland FIT-Active schools) and Gibraltar (WI DPI-Active recess).
- Alliance for a Healthier Generation (AFHG). Physical activities: Activities during the school day and out of school time activities. Accessed on March 2, 2016
CDC-CSPAP guide 2013
- Centers for Disease Control and Prevention (CDC). Comprehensive school physical activity programs (CSPAP): A guide for schools. US Department of Health and Human Services (US DHHS); 2013. Accessed on March 3, 2017
DASH NY-Manes 2013
- Manes R, Pickering R. Time to Play: Improving Health and Academics through Recess in New York Elementary Schools: A Mandatory Daily Active Recess Policy Implementation Guide. Designing a Strong and Healthy New York (DASH NY). Accessed on March 3, 2016
- KaBoom! Play matters: A study of best practices to inform local policy and process in support of children’s play. Washington, DC: KaBoom. Accessed on February 4, 2016
- National Dairy Council (NDC), National Football League (NFL). Fuel up to play 60: 2015-2016 Playbook. Accessed on March 7, 2016
Playcore. Youth fitness resources and links, including information about Play On! Playground learning activities for youth fitness. Accessed on December 4, 2015
Citations - Description
- Alholm L. Active recess: Making the most of recess. Healthy Kids Focused Students; Minneapolis Public Schools (MPS). 2010. Accessed on February 16, 2016
Citations - Evidence
- Barros RM, Silver EJ, Stein REK. School recess and group classroom behavior. Pediatrics. 2009;123(2):431-6. Accessed on December 7, 2015
- Beyler N, Bleeker M, James-Burdumy S, Fortson J, Benjamin M. The impact of Playworks on students' physical activity during recess: Findings from a randomized controlled trial. Preventive Medicine. 2014;69:S20-S26. Accessed on February 16, 2016
- Broekhuizen K, Scholten AM, de Vries SI. The value of (pre)school playgrounds for children's physical activity level: A systematic review. International Journal of Behavioral Nutrition and Physical Activity. 2014;11:59. Accessed on February 16, 2016
CDC-School PA 2010
- Centers for Disease Control and Prevention (CDC). The association between school-based physical activity, including physical education, and academic performance. Atlanta: US Department of Health and Human Services (US DHHS); 2010. Accessed on March 1, 2017
- Erwin HE, Ickes M, Ahn S, Fedewa A. Impact of recess interventions on children's physical activity: A meta-analysis. American Journal of Health Promotion. 2014;28(3):159-167. Accessed on February 16, 2016
- Escalante Y, Garcia-Hermoso A, Backx K, Saavedra JM. Playground designs to increase physical activity levels during school recess: A systematic review. Health Education & Behavior. 2014;41(2):138-144. Accessed on February 16, 2016
- FENTON Communications. The state of play: Gallup survey of principals on school recess. Princeton: Robert Wood Johnson Foundation (RWJF); 2010. Accessed on March 1, 2016
- Harvard Family Research Project (HFRP). Evaluation report: Case study of the first year of Sports4Kids at the Ohrenberger Elementary School in Boston, Massachusetts 2006-2007 school year. Cambridge: Harvard Family Research Project (HFRP); 2007. Accessed on February 5, 2016
- Howe CA, Freedson PS, Alhassan S, Feldman HA, Osganian SK. A recess intervention to promote moderate-to-vigorous physical activity. Pediatric Obesity. 2012;7(1):82-8. Accessed on February 5, 2016
- Ickes MJ, Erwin H, Beighle A. Systematic review of recess interventions to increase physical activity. Journal of Physical Activity & Health. 2013;10:910-926. Accessed on February 16, 2016
- Janssen M, Twisk JWR, Toussaint HM, van Mechelen W, Verhagen EALM. Effectiveness of the PLAYgrounds programme on PA levels during recess in 6-year-old to 12-year-old children. British Journal of Sports Medicine. 2013(Jan 4): Epub. Accessed on February 24, 2016
- London RA, Castrechini S, Stokes-Guinan K, et al. Playworks implementation in 17 schools from 6 U.S. cities. Stanford: John W. Gardner Center (JGC), Mathematica Policy Research (MPR), Robert Wood Johnson Foundation (RWJF); 2013. Accessed on March 3, 2016
- Mallonee N, London RA, Stokes-Guinan K, Westrich L, McLaughlin MW. Playworks: Supporting positive school climate in low-income elementary schools. Stanford: John W. Gardner Center (JGC); 2011. Accessed on February 4, 2016
- Larson JN, Brusseau TA, Chase B, et al. Youth physical activity and enjoyment during semi-structured versus unstructured school recess. Open Journal of Preventive Medicine. 2014;4(8):631-639. Accessed on February 16, 2016
- London R, Westrich L, Stokes-Guinan K, McLaughlin M. Playing fair: The contribution of high-functioning recess to overall school climate in low-income elementary schools. Journal of School Health. 2015;85(1):53-60. Accessed on February 16, 2016
- Bleeker M, James-Burdumy S, Beyler N, et al. Findings from a randomized experiment of Playworks: Selected results from cohort 1. Princeton: Mathematica Policy Research (MPR), John W. Gardner Center (JGC), Robert Wood Johnson Foundation (RWJF); 2012. Accessed on February 29, 2016
- McKenzie TL, Crespo NC, Baquero B, Elder JP. Leisure-time physical activity in elementary schools: Analysis of contextual conditions. Journal of School Health. 2010;80(10):470-7. Accessed on March 1, 2016
- Parrish AM, Okely AD, Stanley RM, Ridgers ND. The effect of school recess interventions on physical activity: A systematic review. Sports Medicine. 2013;43:287-299. Accessed on February 16, 2016
- Ramstetter CL, Murray R, Garner AS. The crucial role of recess in schools. Journal of School Health. 2010;80(11):517-26. Accessed on May 31, 2016
- Ridgers ND, Salmon J, Parrish AM, Stanley RM, Okely AD. Physical activity during school recess: A systematic review. American Journal of Preventive Medicine. 2012;43(3):320-8. Accessed on November 9, 2015
- Verstraete SJM, Cardon GM, De Clercq DLR, De Bourdeaudhuij IMM. Increasing children’s physical activity levels during recess periods in elementary schools: The effects of providing game equipment. European Journal of Public Health. 2006;16(4):415-9. Accessed on May 31, 2016
Citations - Implementation
DASH NY-Active recess
- Designing a Strong and Healthy New York (DASH NY), New York State's Obesity Prevention Policy Center. Policy: Mandatory daily active recess. Accessed on February 16, 2016
- Georgia Student Health and Physical Education (SHAPE) Initiative. Power up for 30 success in Georgia. Accessed on December 4, 2015
- Minneapolis Public Schools (MPS). Active recess. Accessed on March 3, 2016
NCSL-Childhood obesity 2013
- National Conference of State Legislatures (NCSL). Childhood obesity legislation: 2013 update of policy options: Physical activity or physical education in schools and school recess legislation. Accessed on February 16, 2016
Richland FIT-Active schools
- Richland County Fitness in Total (Richland FIT). Active schools: Active recess. Accessed on February 16, 2016
WI DPI-Active recess
- Wisconsin Department of Public Instruction (WI DPI). Active schools toolkit: Active recess. Accessed on February 29, 2016
Page Last Updated
December 7, 2015
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