Title, Author, Year Surplus Energy Theory: an enduring but inadequate justification for school breaktime (Evans & Pellegrini (2006) What Do We Know about Breaktime? Results from a National Survey of Breaktime and Type of Research Methodology/Design Major Reference Questions/Objectives Findings/Conclusion Quantitative Research A critique of the theory To view these times as follows which shows that simply a "break" from it has very little academic study and a foundation when one means of helping kids looks closely at what release pent-up energy children actually do in would be to overlook the playground at the vast quantity of breaktimes. Alternative information that tells us explanations are offered how important as to the restlessness recreation during and inattentiveness breaks is for young which teachers claim is children in particular. evidence of the need for Additionally, it ignores a break. the growing body of evidence that demonstrates periodic breaks may boost children's academic performance and attention skills in entirely different ways. The hazards of restricting break time and over-managing it are stressed by Blatchford (1996). It is crucial that we view breaktime as having a much more significant function to play in children's school lives than simply taking a break from work to get ready for the next lesson in order to prevent this from happening. Research Research however, that break periods may have a social value for students, not always readily apparent Qualitative Results indicated a propensity towards change. To eliminate the afternoon break and cut Lunchtime in Primary and Secondary Schools (BLATCHFORD & SUMPNER (1998) acknowledged by staff. "We Did More Then": Changes in Pupils' Perceptions of Breaktime (Recess) from 7 to 16 Year (Blatchford & Sumpner (1996) Variability of school children’s activity comes from recess and before-school (Okuda, Masayuki (2014) Research Journal This paper reports on changes in recess activities from 7 to 16 years. Mixed Methods Research Physical activity in school must be accurately described for appropriate interventions for health. We looked at children's physical activity patterns and discovered key moments in time. Qualitative The Crucial Role of Recess in Schools (Ramstetter CL, Murray R, Garner AS (2010) Research Journal The goal of this study was to evaluate the significance of recess as a crucial element of the day of school. N/A back on the lunch break. staff the demands of teaching and behavioral issues were cited as the cause. at first level, the majority of ancillary employees were in charge of overseeing lunchtime, while instructors had some worries regarding the supervision offered during breaks. Results in the context are discussed the potential benefit of recent advancements in education and it is stated that it is important to give breaktime to students more thought. Result is considered in terms of developmental factors, sex differences, and educational influences concerns that school regulations may result in less time for recess. Daily physical activity was determined by what students did before school, during morning and lunch periods, and after school and were distinct from physical activities after school. Paying close attention to these times could assist with defining physical activity. Properties at school during breaks for encouraging physical activity in kids. In schools, recess plays a crucial function as a vital break from the challenges of academic rigor. The purpose of Amount of Time to Eat Lunch Is Associated with Children’s Selection and Consumption of School Meal Entrée, Fruits, Vegetables, and Milk (Cohen, Jahn, Richardson, Cluggish,Parker, Rimm (2015) Research Our aim was to examine plate-waste measurements from students in the control arm of the Modifying Eating and Lifestyles at School study (2011 to 2012 school year) to determine the association between amount of time to eat and school meal selection and consumption. Quantitative Students’ Food Intake from HomePacked Lunches in the Traditional versus Balanced School Day (NEILSON, MACASKILL, MHSc,LUK, NAVREETI SHARMA,M.KILLIP, SALVADORI, Research To assess the type and quantity of foods children brought and consumed at school in the balanced school day (BSD), with two 20-minute eating periods, versus the traditional schedule (TS), with one 20minute lunch. N/A recess is to complement, not replace, exercise instruction both encourage physical activity and a healthy way of life, yet Unstructured recess and free play make a special contribution to recess to a kid's intellectual, social, and emotional growth. From the viewpoint of recess time should be regarded as a child's personal time in consideration of their health and well-being and shouldn't be withheld for disciplinary or academic grounds. Over the course of the academic year, a large number of pupils had insufficient compared to students who had more time to eat, students with less time to eat consumed considerably less entrée, milk, and vegetables school regulations that promote seated lunches of at least 25 minutes may help to prevent food waste and enhance dietary consumption. The BSD could result in unanticipated negative effects on the variety and quantity of items brought to school for lunch. Support families should prioritize promoting the consumption of more fruit and vegetables. Few SSBs and snacks are included in packed lunches. SEABROOK, D.N. DWORATZEK (2016) Ready for Recess: A Pilot Study to Increase Physical Activity in Elementary School Children (Huberty JL, Siahpush M, Beighle A, Fuhrmeister E, Silva P, Welk G (2009) Children’s social experiences with peers and friends during primary school mealtimes (Ed Baines & Helen MacIntyre (2019) Research The purpose of this study Quantitative was to determine the initial effectiveness of an elementary school recess intervention on the amount of moderate PA (MPA) and vigorous PA (VPA) during recess and the school day. Staff training, recreational equipment, and playground markings are inexpensive, simple ways to increase PA during recess so that children can accumulate minutes of PA to meet the recommended guidelines of 60 minutes per day. Research Journal Little study has been done on the benefit to society of time spent at the school cafeteria. This research studied how children interacted, engaged, and experienced meals, as well as how they felt about the importance of social connection experiences in these circumstances. Qualitative This study examined the effects of different recess timing regimens on preschoolers’ classroom attention N/A Findings indicate that most children enjoy mealtimes because of the opportunity they provide to be with and converse with friends and other peers about the issues that are significant to them. These social occasions overlap with playground life but are distinctive and afford children different social opportunities and activities. The relative freedom offered in these settings make them important sites for peer relations pro-cases and co-construction of peer culture. Findings are discussed in the light of suggestions that mealtimes should be managed for social and educational purposes. Findings revealed that post-recess attention was greater following sustained outdoor play periods. Gender differences emerged. Girls were more attentive to classroom tasks than boys The effects of Journal different recess timing regimens on preschoolers’ classroom attention (Holmesa,Pellegrinib and Schmidta (2005) From policy to Research practice: Examining the role of recess in elementary school (Holmesa,Pellegrinib and Schmidta (2021) Physical Activity During School Recess (Nicola D. Ridgers, 2012) Research Differences in Physical Activity During School Recess (Nicola D. Ridgers, 2012) Research Case Study: Elementary School Teachers’ Perspectives on the Impact of an Additional Daily Recess Period Research (Rauenzahn, C. (2022) To examine the relationship between school recess policies, the quality of the recess environment and body mass index (BMI) among elementary school children Interest has increased in examining the physical activity levels of young people during school recess. Quantitative The purpose of this study was to examine physical activity levels during recess by gender, ethnicity, and grade, and establish the contribution of recess to daily school physical activity levels. The purpose was to determine if an additional recess period in lowincome schools created more positive classroom environments by increasing students’ on-task behaviors. Quantitative Quantitative Mixed Methods were. Our findings support and parallel empirical findings with primary school children on the role of recess in children’s cognitive performance. It seems reasonable that outdoor recess breaks rejuvenate young children and help them attend to classroom tasks Results from this study can be used to help inform future research regarding how school recess policies can impact child-level outcomes and the recess environment Providing access to school facilities, providing unfixed equipment, and identifying ways to promote encouragement for physical activity have the potential to inform strategies to increase physical activity levels during recess periods. Children engaged in physical activity during recess, though interventions may be needed to increase the intensity of activity in this context. Interviews showed that student and teacher behaviors were positively impacted by the additional recess, and teachers agreed that recess was important for students and should be mandated by states. Limitations of this study include non-random Effects of Recess on Educational Outcomes in Elementary School Children (Whitham, K. (2022) Research The purpose of this systematic review is to find related, academic articles for cross examination of data collected on the effects that recess has on educational outcomes so that schools may use this as a resource to receive funding to increase the opportunities for activities in school. Mixed Methods A Qualitative Study of Teachers’ Perceptions of Increased Recess Time on Teaching, Learning, and Behavior (Michelle Bauml, Mary Martin Patton & Deborah Rhea (2020) Research It is widely understood that recess breaks promote prosocial behaviors, physical activity, and attentiveness in class. Mixed Methods sampling, small sample size, data collection bias among participants, instrumentation, and COVID-19. Overall, recess tended to show a positive association with educational outcomes. These positive associations may be an asset to justifying the funding for programs and resources that increase recess and overall physical activity in elementary school students As a result of participating in the LiiNK Project, teachers have let go of some beliefs and practices many would consider definitive aspects of elementary school teaching. For example, they no longer view recess as a negotiable add-on to the school day, remove students from recess as a consequence for misbehavior or unfinished work, teach literacy in long uninterrupted blocks of time, or pad their curriculum with excessive “fluff.” In return, these teachers have witnessed students who are more focused and attentive throughout the school day, who demonstrate increased positive social interactions and creativity, and who have maintained or improved academic achievement. Differences in Physical Activity During School Recess (Ridgers ND, SaintMaurice PF, Welk GJ, Siahpush M, Huberty J. (2010) Research A Research-Based Case for Recess (Olga S. Jarrett (2013) Research I ncreasing prevalence of overweight and obesity in youth,1 coupled with concerns that children are not engaging in sufficient physical activity to benefit health,2,3 have resulted in the promotion of physical activity being a public health priority. Compared to the rest of the school day, recess is a time when children have more freedom to choose what they want to do and with whom. Quantitative Quantitative Findings from this study add to the growing body of scholarship that endorses daily opportunities for unstructured outdoor play as a necessity in elementary schools. Children engaged in physical activity during recess, though interventions may be needed to increase the intensity of activity in this context. Advocates for the wellbeing of all children need to be concerned about the number of children deprived of recess. Given the strong evidence suggesting recess meets so many physical, social, emotional, and academic needs, recess for all is a goal worth pursuing. GROUP 1 12- Aristotle Angel Canlas Angela Cabrera Awin Bonita Elcid Josh Canlas Jhilian Cloe Aparente Karen Khane Baliza Kimuel Baquing Krizia may abad Leah Bel Cruz Marielle Doculan Camela Billeza Nychaela Tricia David Robbie Anne Gabrielle Belda
