|Title||Evidence-based Strategies for Socially, Emotionally and Physically Beneficial School Recess|
|Publication Type||Journal Article|
|Year of Publication||2018|
|Authors||Massey, WV, Stellino, MB, Claassen, J, Dykstra, S, Henning, A|
|Journal||Journal of Physical Education, Recreation & Dance|
|Pagination||48 - 52|
Health and education disparities continue to persist in low-income communities, and in communities with a high proportion of racial and ethnic minorities. Despite recess being a main contributor to children's school-based physical activity (PA), children in the aforementioned communities have less access to recess opportunities. The purpose of this article is to present evidence-based strategies and underlying critical success factors for school-based recess implementation that can be used by health and education professionals to increase PA opportunities in urban elementary schools. A brief overview of recess programs is provided, with a specific focus on Playworks — a national non-profit organization focused on providing safe and engaging recess for children. A program evaluation of the Playworks program was conducted through 15 focus groups and 13 semi-structured interviews. Data from a content analysis was used to identify strategies and critical success factors for recess implementation. These strategies are discussed, with implications for health and education professionals.
|Short Title||Journal of Physical Education, Recreation & Dance|