Playing Fair: The Contribution of High‐Functioning Recess to Overall School Climate in Low‐Income Elementary Schools

London, Rebecca A.; Westrich, Lisa; Stokes-Guinan, Katie; McLaughlin, Milbrey Wallin

doi:10.1111/josh.12216

Cited by 40 publications

(63 citation statements)

References 23 publications

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“…Of further importance, recess may be a prime location to support students in safely accessing physical activity. Two studies within this sample suggest that Playworks provides students with skills at recess that transfer into other settings (e.g., increased feelings of safety, school connectedness, problem‐solving skills, and goals and aspirations; London et al, ; Madsen et al, ).…”

Section: Discussionmentioning

confidence: 93%

“…Two studies within this sample suggest that Playworks provides students with skills at recess that transfer into F I G U R E 3 Multi-tier system of supports (MTSS) of physical activity interventions other settings (e.g., increased feelings of safety, school connectedness, problem-solving skills, and goals and aspirations; London et al, 2015;Madsen et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Four studies focused on supporting student outcomes at recess (i.e., Bundy et al, 2017;London et al, 2015;Madsen, Hicks, & Thompson, 2011 ;Mayfield et al, 2017). Two of these studies focused on the social-emotional outcomes of Playworks, an organization that provides programmatic structures to bridge social-emotional development and physical activity at recess (see Playworks.org; London et al, 2015;Madsen et al, 2011). Through a program evaluation methodology, London et al (2015) suggest that school stakeholders perceive that Playworks increases social-skill development, engagement, problem-solving, and systemically, school climate.…”

Section: Recess Interventionsmentioning

confidence: 99%

“…The majority of the interventions are considered to be within Tier 1 practice (n = 15; Bundy et al, 2017;Fedewa et al, 2015;Felver et al, 2015;Käll et al, 2014;London et al, 2015;Madsen et al, 2011, ;Mayfield et al, 2017;Melnyk et al, 2009Melnyk et al, , 2015Mullender-Wijnsma, 2015;Napoli et al, 2005;Ronsely et al, 2013;Shoval & Shulruf, 2011;Twemlow et al, 2008), serving all students by means of full-school initiatives such as in-class physical activity, integrated health curriculum, and facilitated recess. Although fewer studies focused on Tier II practices (n = 3; Bray et al, 2012;Harvey et al, 2018;Peck et al, 2005), two of these studies supported small groups of children with asthma and anxiety symptoms or on-task behavior by providing a yoga intervention through a video.…”

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confidence: 99%

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Incorporating physical activity‐based interventions in school psychology research and practice: A systematic review

Greenspan

Fefer

Whitcomb

et al. 2019

Psychology in the Schools

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Physical activity provides a myriad of well‐documented social‐emotional, behavioral, and academic benefits for youth. While research suggests that physical activity should be integrated within the school day to support the well‐being of students, an understanding of related empirical work within school psychology research and practice is unclear. School psychologists are well positioned to systematically incorporate physical activity within their intervention practices, particularly given their role and expertise in implementing and evaluating interventions. Authors engaged in a systematic review of 20 years (1998–2018) of physical activity intervention research within 10 peer‐reviewed school psychology journals and six school psychology‐related journals. Authors analyzed 22 studies to glean a comprehensive understanding of the literature base and highlight the ways in which physical activity can be incorporated to support school and student outcomes. Suggestions for research and practice in school psychology are discussed in light of the examined literature.

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Section: Discussionmentioning

confidence: 93%

Section: Discussionmentioning

confidence: 99%

Section: Recess Interventionsmentioning

confidence: 99%

mentioning

confidence: 99%

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Incorporating physical activity‐based interventions in school psychology research and practice: A systematic review

Greenspan

Fefer

Whitcomb

et al. 2019

Psychology in the Schools

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“…As well as physical health, being physically active can have behavioural benefits for children, and these benefits to behaviour in primary school students are also becoming increasingly well evidenced [5, 6] and the importance of healthy eating and physical activity has been linked to positive behaviour in classrooms, increased on-task behaviour during class time, and higher levels of social competence [7–11]. The development of many social skills is another psychological benefit children can receive from participating in physical activity during unstructured play time (i.e.…”

Section: Introductionmentioning

confidence: 99%

Rationale and protocol paper for the Healthy Active Peaceful Playgrounds for Youth (HAPPY) study

et al. 2017

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BackgroundA growing body of evidence suggest an association between physical activity levels and students psychological well-being. A number of research studies have evaluated playground interventions that aim to increase physical activity levels, decrease conflict and bullying, and improve students behaviour. The HAPPY Study will evaluate the success of an intervention combining environmental modifications, teacher development, and peer support that can culminate in an easy to implement, low cost and effective model for increasing physical activity, and improving psychological well-being for children.Methods/DesignData will be collected at six New South Wales (NSW) primary schools, on physical activity levels, on-task time during classes, and social support for physical activity during a 12 month Cluster Controlled Trial (CT). Three quantitative data collection tools will be used to capture student’s physical activity levels during lunch and recess breaks (the SOPARC tool), student’s on-task behaviour during classes following recess and lunch breaks (the BOSS tool) and where students receive the most encouragement to be physically active from (the Physical Activity Social Support Scale survey). Baseline data will be analysed against follow-up data, collected after an intervention that is rolled out in all schools as part of a stepped wedge CT design.DiscussionA review of relevant Australian and New Zealand literature suggests that playground interventions can be successful at increasing physical activity levels, increasing social and conflict resolution skills in students, and decreasing incidences of bullying. This study will investigate any correlation between physical activity levels, and student behaviour during classes following breaks.Trial RegistrationAustralian and New Zealand Clinical Trials Register ACTRN12616000575437, registered May 2016.

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Playing Fair: The Contribution of High‐Functioning Recess to Overall School Climate in Low‐Income Elementary Schools

Abstract: Recess is an important part of the school day for contributing to school climate. Creating a positive recess climate helps students to be engaged in meaningful play and return to class ready to learn.

Cited by 40 publications

References 23 publications

Incorporating physical activity‐based interventions in school psychology research and practice: A systematic review

Incorporating physical activity‐based interventions in school psychology research and practice: A systematic review

Rationale and protocol paper for the Healthy Active Peaceful Playgrounds for Youth (HAPPY) study

Not all fun and games: Disparities in school recess persist, and must be addressed

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