PHYSICAL ACTIVITY DURING SCHOOL RECESS AND PHYSICAL EDUCATION AMONG DEAF SCHOOL CHILDREN1

ABSTRACT: The objective of this study was to determine comparatively the physical activity in Physical Education and school recess of hearing-impaired students in Primary Education. Fifty-eigth Physical Education classes and recess in Primary Education were evaluated in a representative way, in specialized educational institutions for people with hearing disabilities. Physical activity was determined using the system for observing fitness instruction time (SOFIT). Inferential statistics, using the Student’s t-test, reported significant differences with more moderate to vigorous physical activity performed during recess than in Physical Education. The same pattern was identified in schoolchildren without diagnosed disabilities. It is recommended that teachers guide the content for the development of coordinating skills that favor the gross and fine motor conditions of this population, implementing didactic strategies that increase the amount of moderate to vigorous activity in Physical Education that is greater than that performed during recess.

Parents’ Perceptions of School Recess Policies and Practices

Background: Previous research has shown that school recess can provide children with physical, social and cognitive benefits; yet, recess opportunities and experiences may be different between children with and without disabilities. Parent perceptions of recess are important to consider as they serve as advocates for their children’s access and opportunities at school.Objective: To examine parent perceptions of recess by children’s disability status, family household income, and race/ethnicity.Method: Participants included 473 parents from the US stratified across six household income levels. Confirmatory factor analyses were run for all 3 scales assessing parents’ perception of belonging and victimization at recess, recess policies, and recess procedures. Regression analyses were run to examine if parents’ perception of recess were predicted by race, income, or child disability status. Results: Results revealed that parents’ perceptions of recess were predicted by child disability status but not income or race. Specifically, parents’ perceptions were significantly predicted by child disability status regarding victimization (b = .13, SE = .06, p = .05), recess policies about withholding recess (b = .171, SE = .07, p = .01), and finally, student engagement at recess (b = .165, SE = .07, p = .02).Conclusion: Results show that according to their parents, children with disabilities may have a different experience at recess than children without disabilities and that there are ways to improve the recess environment to better meet the needs of all children.

Analysis of the Company of Adults and the Interactions during School Recess: The COVID-19 Effect at Primary Schools

The main objective of the study was to evaluate the interactions between students and schoolteachers during recess before and after the COVID-19 pandemic in primary schools in Catalonia (Spain). In a first phase, using an observational methodology, the behaviors of adults and students were diagnosed according to the type of school. The sample consisted of 23 schools, with 69 observations at different times of the school day. The COVID-19 outbreak made it necessary to extend the present study to identify changes in school recess forced by the pandemic. In this second phase, 34 school schoolteachers were interviewed. The results show little or no adult involvement during recess, beyond mere supervision, and the need for training to improve school recess management. Regarding the changes made during the pandemic, it is concluded that there was a good implementation of protocols, an increase in organization and a reduction in conflicts. The design of school recesses with the participation of schoolteachers and students is important, although during the pandemic, this idea has taken a back seat, with schoolteachers assuming the role of dividing groups and spaces, and supervising transitions. We emphasize the importance of training students to be more proactive in conflict resolution, to ensure self-care and individual and collective responsibility.

Frecuencia cardiaca y niveles de actividad física durante recreos escolares. Un estudio descriptivo (Heart rate and physical activity levels during school recess. A descriptive study)

Los objetivos de este estudio fueron describir los niveles de actividad física (AF) en los escolares durante los recreos sin intervención, analizarlos en función del género y examinar la contribución de este tipo de recreo a las recomendaciones sobre intensidad de la AF en los recreos. Materiales y métodos. La muestra estaba compuesta por 32 alumnos (14 niños, 10,78±0,69; 18 niñas, 10,4±0,80) de un centro de Educación Primaria. La recogida de datos tuvo lugar durante 8 recreos y se emplearon pulsómetros Polar Team 2. Resultados y discusión. Los resultados muestran diferencias significativas en el nivel de AF en valores de intensidad de moderada a vigorosa (AFMV %) en función del género de los escolares, alcanzando los niños (63,25±23,15%) valores más altos que las niñas (43,74±26,00%). En cuanto a las recomendaciones de AF en los recreos, un porcentaje mayor de niños (81,33±6,20%) las alcanzan con respecto a las niñas (51,95±6,79%). Estos recreos contribuyen en un 24,79±7,01% con las recomendaciones de AF en valores AFMV diarias. Conclusiones. Los niveles de AFMV en los escolares durante el recreo son medios-bajos. Los niños participan durante el tiempo de recreo con una intensidad significativamente mayor que las niñas. Es necesario estudiar qué variables influyen en el aumento de los niveles de AF en valores AFMV en las niñas, las cuales se muestran más sedentarias. Abstract: The goals of this study were to describe the levels of physical activity (PA) in children during recess without intervention, analyze them according to gender and examine the contribution of this type of recess to the recommendations on PA intensity during recess. Materials and methods. The sample consisted of 32 students (14 boys, 10,78 ± 0,69; 18 girls, 10,4 ± 0,80) from a Primary Education school. Data collection took place during 8 recess and Polar Team 2 heart rate monitors were used. Results and discussion. Results show significant differences in the level of PA in intensity values from moderate to vigorous (MVPA%) depending on the gender of the children, with boys (63,25 ± 23,15%) reaching higher values than girls (43,74 ± 26,00%). Regarding PA recommendations during recesses, a higher percentage of boys (81,33 ± 6,20%) reach them compared to girls (51,95 ± 6,79%). Recess contribute 24,79 ± 7,01% to the PA recommendations in daily MVPA values. Conclusions. MVPA levels in children during recess are medium-low. Boys participate during recess time with a significantly higher intensity than girls. It is necessary to study what variables influence the increase in PA levels in MVPA values in girls, who are more sedentary.

Predicting school students’ physical activity intentions in leisure-time and school recess contexts: Testing an integrated model based on self-determination theory and theory of planned behavior

Background Identifying psychological correlates of children’s physical activity intentions may signpost potentially modifiable targets for interventions aimed at promoting physical activity participation. School recess and leisure-time outside of school are appropriate contexts in which such interventions may be delivered. However, few studies have identified correlates of physical activity intentions in these environments. Examining correlates in these contexts may provide formative evidence on which to base interventions to promote physical activity. Purpose The current study adopted an integrated theoretical model to test relations between motivational constructs from self-determination theory, social cognition constructs from the theory of planned behavior, and physical activity intentions in leisure-time and school recess contexts. Methods Finnish school children (N = 845, M age = 13.93, SD = 0.99) from three lower-secondary schools completed self-report measures of perceived autonomy support by peers, autonomous and controlled motivation, attitudes, subjective norms, perceived behavioral control, and physical activity intentions for both contexts. Results Well-fitting structural equation models controlling for past behavior indicated that autonomous motivation in the school recess context and attitude in both contexts were the most pervasive predictors of physical activity intentions, and mediated the relationship between perceived autonomy support and intentions. Multi-group analyses supported invariance of the models in both contexts across gender, grades, and school, with few variations. Conclusions The current study supports relations between motivational and social cognition correlates of children’s physical activity intentions in school recess and leisure-time contexts. Future research should extend these findings to the prediction of follow-up participation in physical activity.

A Ban on Smartphone Usage during Recess Increased Children’s Physical Activity

School recess provides a unique opportunity for children to be active. However, many children perceive smartphones as a key barrier for engaging in physical activity during recess. The aim was to investigate if a ban on smartphone usage during recess changed children’s physical activity. During August–October 2020, children from grades 4–7 (10–14 years) at six Danish schools were banned from using their smartphones during recess for a four-week period. Questionnaire and systematic observation (SOPLAY) data were collected from 814 children before intervention (baseline) and 828 during the last week of intervention (follow-up). The mean frequency of physical activity significantly increased from baseline to follow-up (odds ratio = 1.370), as did physical activity on a moderate level (odds ratio = 1.387). Vigorous physical activity significantly decreased (odds ratio = 0.851). The increase in physical activity was found among both schools having outdoor and indoor recess, among both boys and girls, and nearly equally among grades 4–7. This suggests that implementing a ban on smartphone usage during recess would improve the everyday conditions for health among a broad range of schoolchildren. Future studies are needed to further investigate the association between recess physical activity and smartphone usage.

Combining Physical Education and unstructured practice during school recess to improve the students’ decision-making and execution (Combinando las clases de Educación Física con práctica no estructurada durante los recreos para aumentar la toma de decisi

The purpose of this study was to analyze the effect of a unit of basketball based on Teaching Games for Understanding model combined with a program of unstructured practice based on small-sided games (experimental group), in comparison to the only application of the unit (control group), on the decision-making and execution in Physical Education students. Participants were 31 students with ages between 12 and 14. The intervention was conducted over four weeks, developing eight PE lessons and eight school recess to unstructured practice. The decision-making and the execution of the pass action were measured by systematic observation, using the Game Performance Evaluation Tool instrument. Results showed in the experimental group, significantly higher values in post-test with respect to pre-test, in both variables (decison-making, p = .001; execution, p = .024). Regarding to the control group, these differences were found only in the decision-making (p = .021). Findings demonstrated that the joined application of a unit with unstructured practise is more effective to improve decision-making and skill execution that if students are expose only in the Physical Education lessons. Therefore, we recommend teachers promote opportunities to students to have experiences in school recess. Resumen: El propósito de este estudio fue analizar el efecto de una Unidad Didáctica de baloncesto basada en el modelo Enseñanza de los Juegos a través de la Comprensión, combinada con un programa de práctica no estructurada basado en juegos modificados (grupo experimental), en comparación con la aplicación únicamente de la Unidad Didáctica (grupo control), en la toma de decisiones y la ejecución en alumnos de Educación Física. Participaron 31 alumnos con edades entre 12 y 14 años. La intervención se realizó durante cuatro semanas, desarrollándose ocho clases de Educación Física y ocho recreos para la práctica no estructurada. La toma de decisiones y la ejecución fueron medidas a través de observación sistemática, usando el Instrumento de Evaluación del Rendimiento en el Juego. Los resultados mostraron en el grupo experimental, valores significativamente más altos en la evaluación final con respecto a la inicial, en ambas variables (toma de decisiones, p = .001; ejecución, p = .024).. Con respecto al grupo control, estas diferencias se encontraron solo en la toma de decisiones (p = .021). Los resultados demostraron que la aplicación conjunta de una Unidad Didáctica con práctica no estructurada es más efectiva para mejorar tanto la toma de decisiones como la ejecución de las habilidades, en vez de exponer a los alumnos solo a las clases de Educación Física. Por tanto, se recomienda que los profesores promuevan oportunidades de práctica en los recreos para los alumnos.

School recess and pandemic recovery efforts: ensuring a climate that supports positive social connection and meaningful play

As Canada’s schools reopen, attention to healing the school community is essential. Given the considerable stressors of the COVID-19 pandemic, it is unsurprising that recent studies find Canadian children’s mental health in decline. As social connection is tightly entwined with children’s mental health, supporting school-based spaces for quality social interactions and play will be an important postpandemic recovery strategy. Children will need opportunities to re-establish positive social connections at school, and informal spaces such as recess and lunch are an ideal time to afford these opportunities. Yet many schoolyards have long been challenged by social conflict that can interfere with children’s need to connect with peers. Therefore, efforts should be directed not only at mitigating the effects of social harm, but also toward ensuring social and physical landscapes that are meaningful, inclusive, and engaging for children and adolescents of all ages. Recommendations for postpandemic recovery are provided.

Dynamization of the Recesses of Children of 3, 4, and 5 Years

One of the most serious public health problems worldwide is the tendency of the population to be overweight and obese, which has significantly increased in recent decades. The school and educational administrations cannot ignore this situation, and the reality of most public-school systems is that there is insufficient time spent practicing structured physical activity. One of the ways to improve the levels of physical activity in schoolchildren is, without a doubt, to promote physical activity for students during the school day: active commuting to school, active breaks, physical education sessions and during school recess. In this chapter, educational centers and those responsible for promoting healthy physical activity are presented with the necessary considerations, based on a justified theoretical framework, to take into account when implementing a school recess plan, as part of a health and wellness project, paying special attention to early childhood classes.