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Recess Enjoyment, Affect, and Preferences by Gender and Developmental Level in Elementary School

Ken Lodewyk and Lauren McNamara

); belonging ( Osterman, 2000 ); social relationships ( Umberson & Karaz-Montez, 2010 ); physically active play ( Centers for Disease Control and Prevention, 2010 ); social and emotional competence ( Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011 ); and mental health and well-being ( Birkett

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The Association Between Preschooler Physical Activity Duration and Intensity and Social Emotional Development: Findings From the PLAYCE Study

Hayley E. Christian, Leanne Lester, Mohamed K. Al Marzooqi, Stewart G. Trost, and Alana Papageorgiou

The early years of a child’s life present a unique opportunity to lay the foundation for healthy growth and development. Daily physical activity (PA) plays an important role during early childhood, contributing to young children’s development and decreasing their risk of developing chronic diseases

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An App to Assess Young Children’s Perceptions of Movement Competence

Lisa M. Barnett and Owen Makin

, removal of leap, and seven object control: addition of one hand forehand strike, replacement of underhand roll with underhand throw). Young children’s physical activity behavior is primarily play based, so it is conceivable that perception in play related activities (in addition to FMS) may also be

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Structure of Physical Activity Opportunities Contribution to Children’s Physical Activity Levels in After-School Programs

Jessica L. Chandler, Keith Brazendale, Clemens Drenowatz, Justin B. Moore, Xuemei Sui, Robert G. Weaver, and Michael W. Beets

—organized games (ie, adult led) and unstructured play (ie, free play). 5 , 6 Interventions have largely focused on incorporating adult-led games to increase children’s PA either by increasing the skills of adults to remove inactive elements from traditionally played games and/or by the adoption of PA curricula

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Recent Secular Trends in Child and Adolescent Physical Activity and Sedentary Behavior Internationally: Analyses of Active Healthy Kids Global Alliance Global Matrices 1.0 to 4.0

John J. Reilly, Joel Barnes, Silvia Gonzalez, Wendy Y. Huang, Taru Manyanga, Chiaki Tanaka, and Mark S. Tremblay

grades were assigned and reported. To identify data for grade assignment, each research working group searched for credible, recent, and reasonably representative data on 6 behavioral indicators and outcomes ( Overall Physical Activity, Organized Sport and Physical Activity, Active Play, Active

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The British Preschool Children’s Play Survey: When, Where, and How Adventurously Do British Preschool-Aged Children Play?

Helen F. Dodd and Kathryn Hesketh

Play provides important health benefits for children as well as providing opportunities for exploration, joy, and expression. In particular, children’s opportunities for outdoor play and adventurous play, where they can explore risks, have been linked to a range of health behaviors and outcomes

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Indoor and Outdoor Context-Specific Contributions to Early Adolescent Moderate to Vigorous Physical Activity as Measured by Combined Diary, Accelerometer, and GPS

Matthew Pearce, David H. Saunders, Peter Allison, and Anthony P. Turner

indoor or outdoor play tend to be child directed, intermittent, and informal. 2 Young people can also accumulate physical activity during school time. Developing our awareness of how these varied contexts contribute toward daily MVPA targets is essential because each is likely to have different

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Objectively Measured Physical Activity in South African Children Attending Preschool and Grade R: Volume, Patterns, and Meeting Guidelines

Simone A. Tomaz, Trina Hinkley, Rachel A. Jones, Rhian Twine, Kathleen Kahn, Shane A. Norris, and Catherine E. Draper

African (SA) 24-hour movement guidelines ( 12 ) (launched in December 2018) recommend that preschool-aged children engage in 180 minutes of PA per day, inclusive of 60 minutes of “energetic play,” operationalized as moderate- to vigorous-intensity PA (MVPA). These recommendations align with PA

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Teacher Caring and Perceptions of In-School Play

Sheri L. Burson, Darla M. Castelli, and Heather Erwin

Play is a fundamental part of well-being, freeing us from social norms and conventional expectations while enhancing quality of life ( Sicart, 2014 ). Development occurs across the lifespan and manifests through planned and spontaneous exploration of the environment as playful interactions, like

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Learning From the Experts: Exploring Playground Experience and Activities Using a Write and Draw Technique

Zoe Rebecca Knowles, Daniel Parnell, Gareth Stratton, and Nicola Diane Ridgers

Background:

Qualitative research into the effect of school recess on children’s physical activity is currently limited. This study used a write and draw technique to explore children’s perceptions of physical activity opportunities during recess.

Methods:

299 children age 7−11 years from 3 primary schools were enlisted. Children were grouped into Years 3 & 4 and Years 5 & 6 and completed a write and draw task focusing on likes and dislikes. Pen profiles were used to analyze the data.

Results:

Results indicated ‘likes’ focused on play, positive social interaction, and games across both age groups but showed an increasing dominance of games with an appreciation for being outdoors with age. ‘Dislikes’ focused on dysfunctional interactions linked with bullying, membership, equipment, and conflict for playground space. Football was a dominant feature across both age groups and ‘likes/dislikes’ that caused conflict and dominated the physically active games undertaken.

Conclusion:

Recess was important for the development of conflict management and social skills and contributed to physical activity engagement. The findings contradict suggestions that time spent in recess should be reduced because of behavioral issues.