physical education, other opportunities for daily PA opportunities at schools can include recess or lunch recess, before/after school programs, or classroom physical activity. This study focused on promoting PA during recess. Well-planned recess programs are part of Comprehensive School Physical Activity
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The Effectiveness of Equipment Provisions on Rural Middle School Students’ Physical Activity During Lunch Recess
Hyeonho Yu, Pamela H. Kulinna, and Shannon C. Mulhearn
Examination of Children’s Recess Physical Activity Patterns Using the Activities for Daily Living-Playground Participation (ADL-PP) Instrument
Megan Babkes Stellino and Christina Sinclair
Thorough assessment of children’s physical activity is essential to efficacious interventions to reduce childhood obesity prevalence. The purpose of this study was to examine children’s recess physical activity (RPA) patterns of behavior using the Activities of Daily Living –Playground Participation (ADL-PP: Watkinson et al., 2001) instrument. ADL-PP-based RPA data from 3rd-5th grade schoolchildren (N = 444: 51% male, 23.6% overweight/obese) were analyzed to determine the number and specific activity patterns overall as well as according to gender and weightstatus. Patterns of RPA findings showed girls participated in a higher number of activities compared with boys who participated in more sport-related activities. A wide variety in the specific activities in which children engaged was found according to gender and weight-status. Examination of RPA, with the ADL-PP, extends the literature by providing new data relative to the variety and specific types of activities in which children choose to engage during discretionary times, such as recess.
State of a State: Results From the Wyoming Physical Education and Physical Activity Policy Survey
Ben D. Kern, Paul Malinowski, Kim Hunt, Shawna McIlnay, Brian Powell, and Deb Stephenson
For decades, a reduction in the amount of time allotted for children to participate in physical education (PE) and other physical activity (PA) opportunities during the school day, such as recess, has been an area of concern ( Katzmarzyk et al., 2016 ). Rising rates of obesity and sedentary
The Relationship Between Policy Strength and Physical Activity Practices in Arizona Public Elementary Schools
Kahyun Nam, Kylie Wilson, Marissa Schulke, Pamela Hodges Kulinna, and Allison Poulos
, physical education [PE], recess, classroom-based PA, and before and after school). 7 While other frameworks (eg, Whole-of-School Health programs) advocate for the implementation of comprehensive approaches to ensure all students have opportunities for PA participation, 8 CSPAP is an ideal model because of its
Associations of Physical Activity Enjoyment and Physical Education Enjoyment With Segmented Daily Physical Activity in Children: Exploring Tenets of the Trans-Contextual Model of Motivation
Ryan D. Burns, Yang Bai, Leslie W. Podlog, Timothy A. Brusseau, and Gregory J. Welk
YAP scores compared to physical education enjoyment during day segments with higher autonomy, such as before school (χ 2 = 7.8, p < .001), during recess (χ 2 = 15.6, p < .001), after school (χ 2 = 18.7, p < .001), and during the evening hours (χ 2 = 15.2, p < .001). There were no
Exploring Recess Policies and Practices in Middle Schools: A School Leadership Perspective
Edward B. Olsen, James D. Wyant, Emi Tsuda, Kyoung Kim, Mia Weiser, Colin Embry, Joseph Di lusto, John Koch, and Mohamed Omar
Recess is a “period of time when students are encouraged to be physically active and engage with their peers in activities of their choice, at all grade levels, kindergarten through 12th grade” ( Centers for Disease Control and Prevention and Society of Health and Physical Educators of America [CDC
Generalization From Physical Education to Recess During an Elementary Sport Education Season
Shu Cheng, Rosalie Coolkens, Phillip Ward, and Peter Iserbyt
CSPAP has positively contributed to children’s daily MVPA ( Brusseau & Burns, 2018 ; McMullen et al., 2015 ). Within CSPAP, school recess may provide the greatest opportunity to affect children’s physical activity levels ( Ridgers et al., 2012 ). A European study has reported that children spent
What Recess Policy? Assessing Arizona Schools’ Adherence to Senate Bill 1083
Janelle Griffo, Kahyun Nam, Hans van der Mars, Pamela Kulinna, and Allison Ross
programming, before and after school programming, and recess ( Erwin et al., 2013 ). Physical education is deemed to be the cornerstone of comprehensive school PA as it provides students with an excellent opportunity to develop various skills in a structured environment. Physical educators are charged with
The Dissemination and Implementation of Recess Guidelines, Policies, and Practices During the COVID-19 Pandemic
Edward B. Olsen, Emi Tsuda, James D. Wyant, Ranaysia Burrell, Jessica Mukherjee, Ara McKay, Joseph Herrera, and David Labrador
have mastered in a typical school year. Recess in Schools The Whole School, Whole Community, and Whole Child model (WSCC) was developed to improve learning and health by ensuring every child in all schools are healthy, safe, engaged, supported, and challenged ( Centers for Disease Control and
Comparison of Six Accelerometer Metrics for Assessing the Temporal Patterns of Children’s Free-Play Physical Activity
Katherine L. McKee, Karin A. Pfeiffer, Amber L. Pearson, and Kimberly A. Clevenger
important setting in which to promote and increase children’s PA. Many interventions target the outdoor recess period because it is an opportunity for free-play PA ( Ramstetter et al., 2010 ), yet children spend less than half of recess participating in MVPA ( Mota et al., 2005 ). Common intervention
