School recess can provide social, emotional, and physical benefits for children. Yet, not all children experience recess the same, as inequity in access to recess and variability in the quality of recess exist. Researchers have yet to understand the long-term implications of recess experiences on adult well-being and physical activity behaviors. The purpose of this study was to explore the inter-relationships between memories of recess, physical activity, and socialemotional well-being. A total of 514 adults between the ages of 19 and 79 (M = 45.56; SD = 15.62) were surveyed via Prolific, a web-based research platform. Participants were asked about their memories of recess enjoyment and recess exclusion, physical activity levels, physical activity enjoyment, social isolation, social role satisfaction, and sense of meaning and purpose.Structural equation modeling analysis showed that memories of recess enjoyment was associated with meaning and purpose (β = .140, p < .05) and PA enjoyment (β = .209, p < .05). Furthermore, recess exclusion predicted current social isolation (β = .300, p< .05) and was negatively associated with recess enjoyment (β = -.445, p< .05). Findings highlight the importance of childhood recess experiences and its impact on subsequent physical activity behaviors, social isolation, and meaning and purpose later in life. Consistent with other research, early positive activity experiences, in the form of recess, appears to provide more assurances that one will engage in healthier lifestyle behaviors and more favorable psycho-socio-emotional profiles in adulthood.

BACKGROUND A majority of research findings have focused on recess as instrumental to achieving minutes of physical activity rather than focusing on the psycho‐social benefits associated with a high‐quality recess environment. The purpose of the current study was to examine the relationship between recess quality and teacher‐reported social, emotional, and behavioral outcomes in children. METHODS Data were collected from 26 schools in 4 different regions of the United States. Teachers (N = 113) completed behavioral assessments for randomly selected children in their classrooms (N = 352). Data assessors conducted live observations of recess using the Great Recess Framework—Observational Tool. A series of 2‐level regression models were fit in Mplus v. 8.2 to assess how recess quality was associated with indicators of children's social, emotional, and behavioral health. RESULTS Recess quality significantly predicted executive functioning problems (b = −.360, p = .021), resilience (b = .369, p = .016), emotional self‐control (b = −.367, p = .016), and a composite of adaptive classroom behaviors (b = .321, p = .030). CONCLUSION Results of the present study demonstrate that recess quality impacts child developmental outcomes. Schools should ensure there is adequate training and resources to facilitate a positive and meaningful recess for students.

Physical activity behaviors tend to decline while weight gain and psychological distress tend to increase during college. Physical education requirements (PERs) can help college students acquire and practice healthy lifestyle skills while overcoming barriers to unhealthy behaviors, shaping positive and healthy future habits. The majority of colleges and universities in the U.S. throughout the 20th century developed and implemented PERs; however, in the early 21stcentury, they dropped to an all-time low of 39%. Since their all-time high of 97% during the 1920s/1930s, a downward trend has been observed. The purpose of this study was to examine the current status of PERs in Oregon’s 2-year and 4-year institutions (N = 35). Results revealed that only 14.29% (i.e., 5 of 35) of Oregon’s institutions fully required PERs, while 28.57% (i.e., 10 of 35) did not require PERs for graduation. The majority of the sample (57.14%; i.e., 20 of 35) partially required physical education courses, meaning that not all degrees offered at the institution listed a PER or it was an option among a list of choices. Whereas all 2-year colleges required partial (n = 17) PERs, the majority of 4-year institutions did not require PERs (n = 10). Given the downward trend, there is an urgent need for updated state and national data on the status of PERs in U.S. colleges. Such data could help those in kinesiology and other wellness-related disciplines better advocate for the continuation of PERs and/or to understand the factors associated with their successful continuation.

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