What is Recess in schools?
Implications of Recess
The importance of recess goes farther than simply providing children with a time to play and unwind. Teachers, administrators, and community support staff all have good reasons to ensure that recess is implemented safely and productively. The benefits of having a sound recess program in schools are many. Teachers benefit from recess in terms of improved academic performance and cognition levels in their students (Brusseau & Hannon, 2015; Podnar, Novak, & Radman, 2018; Sibley & Etnier, 2003). Recess decreases negative classroom behaviors so that teachers and administrators can focus on academics (Carlson et al., 2015; Horng, Klasik, & Loeb, 2010; Michael, Merlo, Basch, Wentzel, & Wechsler, 2015). After recess, students are more focused and attentive (Carlson et al., 2015; Pellegrini & Bohn, 2005), allowing teachers to teach more efficiently, ensuring that students perform better academically to meet classroom and educational standards. Reaching high academic and educational standards improves teacher performance and evaluation results (Harris, Ingle, & Rutledge, 2014). Policy makers and school administrators also use the academic performance of children and teachers as key performance indicators of the school, comparing results across the district and state (Harris et al., 2014).
A thorough understanding of the many subcomponents of recess is important for all involved in its implementation. Recess, is defined as an unstructured time for students to play freely, socialize, with their peers to “learn and practice important social and emotional skills such as conflict resolution, decision-making, compromise, and self-regulation” (London & Standeven, 2017, p. 1; Ramstetter, Murray, & Garner, 2010; Zavacky & Michael, 2017). Two distinct categories of recess are unstructured and structured playtime. (Ramstetter, et al., 2010). Structured play during recess is shown to increase physical activity in children as opposed to unstructured play (Behrens et al., 2019; Frank, Flynn, Farnell, & Barkley, 2018; Stellino & Sinclair, 2008). Despite the increased physical activity noted with structure, children still need and want to have a say in what activities and games they play during recess (McNamara, 2013). Having autonomy in the activities chosen during free play allows children to develop their social, emotional, and creative abilities not seen with structured play (Ramstetter, Murray, & Garner, 2010).
Teachers often are observers during recess and do not directly engage in the activities. According to the literature, when teachers are involved in recess activities, children’s activity and participation increase (Springer, Tanguturi, Ranjit, Skala, & Kelder, 2013; Strampel et al., 2014). Having adult involvement ensures that children are safe and have equal access to equipment and games. It also warrants that disputes are handled, thus minimizing bullying and isolation (Heidorn & Heidorn, 2018). The benefits of having adult supervision are especially important for children that have physical, social limitations and are female. Children that are female and have physical and social limitations or low socio-economic status tend to have lower physical activity rates and greater difficulty accessing playground activities, equipment, peer relationships, and games (Carlson et al., 2014; Jaunzarins, Gauthier, King, Larivière, & Dorman, 2015; McNamara, Lakman, Spadafora, Lodewyk, & Walker, 2018).
Play takes place in many forms during recess, such as jumping rope, basketball, tag, soccer, playground activities, and football. Many games and activities during recess, once started, are a closed system dependent on social networks (Ren & Langhout, 2010). The children that have high physical attributes and social networks in place tend to participate in more competitive games (McNamara, 2013). The closed aspect of these games is compounded when children lack friendships, social, and the physical ability to advocate for themselves, which may lead to bullying through social exclusion (Bourke & Burgman, 2010; McNamara, Colley, & Franklin, 2015). For many children recess is associated with aggressive behaviors, bullying, and social isolation (Doll, Murphy, & Song, 2003; McNamara, 2013; McNamara et al., 2015). According to Vaillancourt et al. (2010), the playground/schoolyard is where the majority of bullying and exclusion activities take place, making it an important area to consider for children with disabilities.
In addition to the limitations seen in children that are female and have physical disabilities, there are environmental factors, such as lack of space, play supplies, and adequate playground equipment (Escalante, Backx, Saavedra, García-Hermoso, & Domínguez, 2012; McNamara, 2013). Often these barriers can be easily addressed by marking and highlighting playground areas, having teacher involvement, adequate space, equipment, and activities (Escalante et al., 2012; Hyndman, 2015; Ickes, Erwin, & Beighle, 2013; Zavacky & Michael, 2017). Playground equipment that can either contribute or hinder recess participation. Playground equipment availability and safety is shown to improve recess participation but is also attributed to increased injury rates if not safe. Having injuries has led many administrators to minimize the playground equipment in the school playgrounds, which decreases recess participation and activity levels (Simon & Childers, 2006). The literature supports many recess strategies to overcome the barriers to recess, in turn improving the activity levels of all students in the school setting.
From a community health perspective, the benefits of recess are paramount in fighting the childhood obesity epidemic. The prevalence of childhood obesity in the United States is 18.5%, affecting roughly 13.7 million children and adolescents (Centers for Disease Control [CDC], 2019). Since 1980, the obesity rates have risen dramatically from 5% to 20% among teens in the United States, contributing to the overall economic impact, which is estimated to be 14 billion annually in direct health-related expenses (State of Obesity, 2019). Despite the role that recess plays in the physical activity in children, it is estimated that 40% of all school districts in the United States have cut recess (Robert Wood Johnson Foundation, 2010). Only eight states are issuing policies requiring elementary schools to have a daily recess (America–Society of Health and Physical Educators [SHAPE], 2016).