Today's children experience a decreased amount of time at recess and fewer physical education (PE) classes throughout the school day. Breaks for physical activity limit class time for academics, potentially reducing learning. However, breaks may improve alertness and achievement. Using the Early Childhood Longitudinal Survey Kindergarten Class of 1998-1999, we evaluate how recess and PE in elementary school influence children's learning. We find no statistically significant or economically significant impacts of weekly recess or PE time on student learning for kindergarteners through fifth graders. For example, in kindergarten, adding an hour a week of recess reduces the average test score gain in reading by a statistically insignificant 0.01 standard deviations. An additional 49 minutes per week of PE in kindergarten improves reading test score gains by a statistically insignificant 0.05 standard deviations. We find no statistical difference in the male and female students' response to recess and PE. Evidence suggests that recess and PE do not harm student outcomes.

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Using data from the Bundesliga, the top German football league (American "soccer"), we analyze the effects of yellow and red cards on the probability of victory for a team. For the team receiving the cards, we find that yellow and red cards decrease the probability of victory. However, the number of fouls called increases the probability of victory for that team. We therefore find that aggressive play is valuable, but pushing too hard is detrimental. We also find that the probability change is different for the home and away teams.