Chapter 12
Recess as Quality Movement Time
Chapter 12 objectives
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Discuss the role of recess (free play) in the
educational process.
List the benefits students derive from playing
during recess.
Identify typical playground behaviors.
Identify the impact of gender, ethnicity, age,
disability on the dynamics of children playing
together.
Establish rules of conduct for recess
Physical Education Versus Recess
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Physical education is instructional time within the
school curriculum where students learn about
movement (cognitive goals), practice their physical
skills (psychomotor and fitness goals), learn to value
the benefits of being active (attitudinal goals), and
work with all their classmates (social goals).
Recess is “free play” time where students may chose
who to play with and what activities to engage in.
Arguments Against Providing Recess
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Recess takes time away from academic
work
Recess encourages aggression and
antisocial behavior
Arguments in Favor of Providing
Recess
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Recess provides a mental break that fosters attention
upon returning to the classroom.
Recess provides “play-like” periods between
academic sessions that allows distributed practice of
academic skills.
Recess boosts academic achievement through peer
interaction.
Recess contributes to the social and moral
development of the students.
Recess contributes to the development of movement
skills.
Select Amount and Timing of Recess
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No concrete guidance is provided to educators as to
the optimal length of recess, number of recess
periods, or timing of recess periods as to enhance
the child’s social, cognitive and physical development.
Currently, elementary schools vary greatly in the
amount and timing of recess.
Evidence exists to support a number of recess
periods each day interspersed throughout the day.
Identify Appropriate Recess Spaces
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Difference in where children play and how they use the same
play spaces in a variety of ways supports the need for schools to
have a variety of playground equipment and spaces for children
to play in.
We suggest the following:
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Outdoor play space with traditional playground equipment and with
grassy areas for playing ball
Outdoor play spaces with contemporary structures
Outdoor play spaces containing materials children can build with
A walking trail around the perimeter of the play area
Indoor play spaces including gymnasiums and multi-purpose rooms
Identify Appropriate Recess
Equipment
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See Table 12.1 for a minimal list of equipment for
quality outdoor recess experiences.
See Table 12.1 for a minimal list of equipment for
quality indoor recess experiences.
Additional types and quantity of equipment would be
needed to conduct quality physical education lessons.
Prepare for Typical Recess Behavior
Gender Differences
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Boys are more physically
active than girls on the
playground at all grade
levels.
Boys engage in more
vigorous physical activity
during recess.
Boys engage in significantly
more occasions of aggressive
behavior during recess.
Girls and boys tend to play in
same-gender groups.
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Boys and girls learn gender-role
behaviors on the playground.
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What equipment to play on
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What games or sports are
appropriate
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How active to be
Boys’ play tends to focus on
coordinating peers around a
team game or sport
Girls’ play tends to be
cooperative
When girls and boys play
together, the group operates
more similar to boys’ groups
than girls’ groups
Prepare for Typical Recess Behavior
Changes with Age
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Activity levels decrease as children get older.
Children choose to play outdoors less frequently as
they get older.
The range of activities engaged in narrows for the
boys as they get older and become interested
primarily in organized games and sports.
The range of activities engaged in by girls remains
constant as they get older.
For both boys and girls, as they get older, their
activities increased in organization and complexity.
Prepare for Typical Recess Behavior
Inclusion Issues
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Rejected children, boys and girls, play in smaller
groups, with younger children and with unpopular
children.
Children from different ethnic backgrounds play
together when traditional minority groups are
adequately represented in the school population and
when language is not a barrier.
Students with disabilities generally do not play with
children who are not disabled.
Teachers need to encourage the integration of all
children into play groups on the playground.
Helping Children Construct Quality Recess
Establish a Safe Environment
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Keep equipment and play areas safe
Obtain appropriate training for recess supervisors
Separate children of different ages on the playground
Determine appropriate teacher/child ratios
 Professionals recommend a ratio of 1 teacher to 40 students
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less likely to influence children’s behavior when the ratio is high
number of aggressive behaviors increases with high ratios
Courts have found teacher/child ratios of 1 to 90 and 1 to 40
both legally acceptable depending on the circumstances
Depends on
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number of children
size and layout of the playground
amount and kind of equipment
Helping Children Construct Quality Recess
Allow Recess to be “Free” Play
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Children are free to select playmates and
choose activities without interference from
teachers.
This freedom is be important for developing
physical and social skills during play.
This freedom makes children responsible for
their own self-control and self-discipline which
when handled appropriately leads to
increased self-esteem and self-confidence.
Helping Children Construct Quality Recess
End Recess with Calming Activities
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If children cannot settle down upon returning to the
classroom, use calming activities to bridge recess
time and the return to academic work.
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Stretching activities
Relaxation techniques
Deep breathing
Listen to music
Free time upon entering the classroom to self-prepare for
the return to academic work
Helping Children Construct Quality Recess
Encourage Inclusion
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We suggest that school personnel answer the
question: “What student behaviors would you need
to see on the playground in order to say that the
children were cultural tolerant?”
Once those student behaviors are identified, develop
specific interventions that move the children in the
chosen direction.
It is not likely that cultural barriers will be broken
down without intervention.
Helping Children Construct Quality Recess
Plan for Active Indoor Recess Periods
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If indoor recess can be held in a gymnasium or large
multi-purpose room, allow the children to “play” in
the space.
If such a space if not available, hold recess in your
classroom. Select from the many activities in this
text and lead your students in being active
The goal?
Encourage activity, socialization,
appropriate behavior, and fun!