Much of the research has stated that children are not moving enough throughout the school day, therefore they become less attentive and focused. No known study has examined multiple recesses daily for a four month period in the schools. The purpose of this study was to examine whether attentional focus and off-task behaviors changed in K and 1 children after implementing an intervention of three 15-minute recess periods throughout the school day for four months.
Method:
Kindergarten (n=61) and first grade (n=62) students from a Fort Worth, TX area private school participated in a pilot study during the 2013-2014 school year. Baseline data and teacher training were executed in the Fall, followed by implementation of the intervention (three 15-minute recess periods daily) beginning in January and post data collection in May. Two assessments were used to measure the impact of the intervention on classroom off-task behaviors and listening skills. The Listening Comprehension Curriculum Measurement (ref?) assessed the student’s ability to actively listen and was measured by an experienced diagnostician one time per child in the Fall and Spring. A classroom behavior observation tool was used to measure the frequency of off-task behaviors (moving, stationary, vocal, or low tone) in a total of six k-1 classrooms for three observations per classroom pre and post times. This totaled approximately 18 sessions per semester. Three trained researcher members were assigned to observe in each classroom and were responsible for observing approximately six students per class over a 40 minute segment. All students per class were observed for each designated time period.
Analysis/Results:
An ANOVA revealed that overall listening scores (n=123) significantly improved (p<.01) from pre (M=.71, SD=.15) to post-test (M=.93, SD=.08). No significant differences were found for gender or grade level. Both groups significantly changed from pre to post times. A MANOVA revealed that incidences of all types of off-task behaviors were significantly lower (p<.05) at the post-test when compared to pre-test. Self-injurious, disruptive, and aggressive behaviors also decreased, but represented a minimal proportion of total observed behaviors (less than 1% pre or post-test).
Conclusions:
Recess appears to have significant impacts on student’s abilities to focus in the classroom and perform on listening tasks. These results support previous research that physical activity and especially unstructured outdoor play can enhance student’s performance in the classroom. Recess is an undervalued tool in the improvement of children’s academic performance and overall well-being.