Maximizing Recess Physical Activity

Schools provide an opportune time and location for physical activity promotion for youth (Pate et al, 2006; Sallis & McKenzie, 2006). In addition, with federal legislation and the call from many organizations to take a leadership role, schools are looking for ways to increase the physical activity levels of students (PL 108 265; NASPE, 2008; Pate et al, 2006). Strategies to maximize the physical activity opportunities for students during the school day include quality physical education, classroom physical activity, and recess. Although a small amount of time is typically allocated for recess, it does offer an opportunity for student to accumulate meaningful amounts of physical activity. The purposes of this proposal are: 1) to provide an overview of current research related to recess and physical activity; and (2) to provide practical strategies to assist students in maximizing the amount of physical activity they receive during physical education. Research suggests that when student are provided the chance to be active during recess, they will be active (Johns and Ha, 1999; Beighle, Morgan, Le Masurier, & Pangrazi, 2006). Conversely, other studies report relatively low levels of physical activity during recess (Mota, et al, 2005; Ridgers & Stratton, 2005). These differences are likely due to the recess environment in the studies (Jago & Baranowski, 2004). Strategies for increasing activity levels during recess include providing loose, recreational equipment (e.g. playground balls, jump ropes, hula hoops, etc.). In addition, lactive supervision of students is advocated for safety and to teach new activities and help organize games. Painting playgrounds, either with lines for activities (e.g. four square lines) or with attractive artwork, can also increase activity. Lastly, 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. With effective strategies, recess can be a great location for children to participate in meaningful amounts of physical activity during school.