Background/Purpose: This study examined physical activity patterns of 3rd and 4th grade children at recess and the social and demographic factors that influence children's physical activity during recess.
Method: One hundred and three (46 boys, 57 girls) 3rd and 4th grade students at two elementary schools in the Midwest were assessed utilizing the System of Observing Children's Activity and Relationships during Play (SOCARP) instrument. Each child was also individually interviewed. The Ecological Systems Theory (Bronfenbrenner, 1979) served as the theoretical framework.
Analysis/Results: Descriptive statistics were used to express the percentage of time each child spent in the four SOCARP categories. One-way ANOVA determined statistical significance between genders and SOCARP factors. Interviews were transcribed and inductive analysis was continuous and employed procedures recommended by Miles and Huberman (1994). Boys spent significantly (P < .05) more time than girls being very active, in large groups, in sport activities, and in MVPA. Girls spent significantly (P < .05) more time than boys in small groups, in sedentary activity, and in locomotion. Thirty Seven children were identified as low active because they did not exceed 50% MVPA during recess. Emerging themes indicated children's ideal recess included social justice factors, competition, favorite games, and friends. Most percieved themselves as running and playing hard.
Conclusions: Each gender tended to be involved in different kinds of activities. The less active children perceived themselves as more active than they actually were, and reported being active only a couple days after school.