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Physical activity 59% of the time during recess, with vigorous
physical activity occurring 21% of the time—slightly more
time in vigorous activity than occurred during physical
education (PE) classes (15%). More recent research cited in
Pellegrini and Smith (1998) shows similar patterns. Although
not all children are active during recess, children's tendency
to choose physical activity on the playground when they
need it the most is expressed in higher levels of activity on
the playground after recess was delayed (Pellegrini & Davis,
1993; Pellegrini, Huberty, & Jones, 1995); higher activity
levels by children who tend to be inattentive in the classroom
(Pellegrini & Smith, 1993); and high initial activity levels,
decreasing after the first 6-7 minutes on the playground
(Pellegrini & Davis, 1993). If children do not have the
opportunity to be active during the school day, they do not
tend to compensate after school. Experimental research
found that children were less active after school on days
when they had no recess and PE classes in school (Dale,
Corbin, & Dale, 2000).

Can PE be substituted for recess? The National Association
for Sport and Physical Education says “No.” In their position
statement, they recommend both PE and recess, with PE
providing a “sequential instructional program” related to
physical activity and performance and recess providing
unstructured play time where children “have choices,
develop rules for play...and practice or use skills developed
in physical education" (Council for Physical Education and
Children, 2001).

Conclusion

The available research suggests that recess can play an
important role in the learning, social development, and health
of elementary school children. While there are arguments
against recess, no research clearly supports not having
recess. However, more research is needed to determine the
current percentage of schools that have abolished recess
and assess the effect of no-recess policies on student test
scores, attitudes, and behaviors. Further experimental
tesearch could help clarify how often recess breaks should
occur, whether indoor recess can substitute for outdoor
recess, and how much involvement/guidance is needed by
adult supervisors.

For More Information

Bishop, J. C., & Curtis, M. (Eds.). (2001). Play today in the
primary school playground. Philadelphia: Open University Press.

Calo, K., & Ingram, P. (1994). Playground leaders. Auburn, ME:
Maine Center for Educational Services. ED 376 984.

Council for Physical Education and Children. (2001). Recess in
elementary schools. A position paper from the National
Association for Sport and Physical Education [Online].
Available: _http:/Awww.aahperd.org/naspe/pdf_files/pos_papers/
current_res.pdf.

Dale, D., Corbin, C. B., & Dale, K. S. (2000). Restricting
opportunities to be active during school time: Do children
compensate by increasing physical activity levels after school?
Research Quarterly for Exercise and Sport, 71(3), 240-248.

Etnier, J. L., Salazar, W., Landers, D. M., Petruzzello, S. J.,
Han, M., & Nowell, P. (1997). The influence of physical fitness
and exercise upon cognitive functioning: A meta-analysis.
Journal of Sport and Exercise Psychology, 19(3), 249-277.

Evans, K. C., & Eversole, D. (1992). Children as conflict

managers. Journal of Emotional and Behavioral Problems, 1(2),
39-40. EJ 480 826.

Gallegos, K. (1998). Inclusion, responsibility, and fair play can
also be learned outside the classroom. Thrust of Educational
Leadership, 28(1), 13. EJ 573 429. ,

Hartle, L., Campbell, J., Becker, A., Harman, S., Kagel, S., &
Tiballi, B. (1994). Outdoor play: A window on social-cognitive
development. Dimensions of Early Childhood, 231), 27-31. EJ
499 977. 4

\ ota
Hartup, W. W., & Laursen, B. (1993). Conflict and context in
peer relations. In C. H. Hart (Ed.), Children on playgrounds:
Research perspectives and applications (pp. 44-84). Albany:
State University of New York Press.

Jarrett, O. S., Farokhi, B., Young, C., & Davies, G. (2001). Boys
and girls at play: Games and recess at a southern urban
elementary school. In S. Reifel (Ed.), Play and culture studies,
Vol. 3: Theory in context and out (pp. 147-170). Westport, CT:
Ablex.

Jarrett, O. S., & Maxwell, D. M. (2000). What research says about
the need for recess. In R. Clements (Ed.), Elementary school
recess: Selected readings, games, and activities for teachers
and parents (pp. 12-23). Lake Charles, LA: American Press.

Jarrett, O. S., Maxwell, D. M., Dickerson, C., Hoge, P., Davies,
G., & Yetley, A. (1998). The impact of recess on classroom
behavior: Group effects and individual differences. Journal of
Educational Research, 92(2), 121-126.

Jensen, E. (1998). Teaching with the brain in mind. Alexandria,
VA: Association for Supervision and Curriculum Development.
ED 434 950.

Kraft, R. E. (1989). Children at play: Behavior of children at
recess. Journal of Physical Education, Recreation, and Dance,
60(4), 21-24, EJ 397 284.

Martens, F. L. (1982). Daily physical education—a boon to
Canadian elementary schools. Journal of Physical Education,
Recreation, and Dance, 5X3), 55-58.

National Association of Early Childhood Specialists in State
Departments of Education. (2002). Recess and the importance
of play: A position statement on young children and recess
[Online]. Available: _ http://ericps.crc.uiuc.edu/naecs/position/
recessplay.html.

Nelson, J. R., Smith, D. J., & Colvin, G. (1995). The effects of a
peer-mediated self-evaluation procedure on the recess behavior
of students with behavior problems. Remedial and Special
Education, 16(2), 117-126. Ed 499 269.

Pellegrini, A. D. (1995). School recess and playground
behavior. Albany: State University of New York. ED 379 095.

Pellegrini, A. D., & Davis, P. L. (1993). Relations between
children’s playground and classroom behaviour. British Journal
of Educational Psychology, 61), 88-95.

Pellegrini, A. D., Huberty, P. D., & Jones, I. (1995). The effects
of recess timing on children’s playground and classroom
behaviors. American Educational Research Journal, 32(4), 845-
864. EJ 520 960.

Pellegrini, A. D., & Smith, P. K. (1993). School recess:
Implications for education and development. Review of
Educational Research, 61), 51-67. EJ 463 378.

Pellegrini, A. D., & Smith, P. K. (1998). Physical activity play:
The nature and function of a neglected aspect of play. Child
Development, 69(3), 577-598. EJ 569 149.

Toppino, T. C., Kasserman, J. E., & Mracek, W. A. (1991). The
effect of spacing repetitions on the recognition memory of
young children and adults. Journal of Experimental Child
Psychology, 51(1), 123-138. EJ 429 022.

Waite-Stupiansky, S., & Findlay, M. (2001). The fourth R: Recess.
and its link to learning. Educational Forum, 66(1), 16-24.

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DOCUMENT RESUME

ED 466 331 PS 030 537

AUTHOR Jarrett, Olga Ss.

TITLE Recess in Elementary School: What Does the Research Say?
ERIC Digest.

INSTITUTION ERIC Clearinghouse on Elementary and Early Childhood
Education, Champaign, IL.

SPONS AGENCY Office of Educational Research and Improvement (ED)
Washington, DC.

REPORT NO EDO-PS-02-5

PUB DATE 2002-07-00

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PUB TYPE ERIC Publications (071) -- ERIC Digests in Full Text (073)
EDRS PRICE MFO1/PCO1 Plus Postage.
DESCRIPTORS Academic Achievement; Childhood Needs; *Children; Early

Childhood Education; Performance Factors; Physical
Development; Play; *Recess Breaks; Social Development
IDENTIFIERS ERIC Digests

ABSTRACT

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.
In light of the current climate of school accountability, this digest
discusses research on recess and its relationship to learning, social
development, and child health, as well as research on related topics that
have implications for recess policy such as the need for breaks and physical
activity. It also reviews the relationships between recess and learning,
recess and social development, and recess and child health noting that
available research suggests that recess can play an important role in these
three areas of development. The digest calls for further research to assess
the effects of "no recess" policies, how often recess breaks should occur,
and how much involvement/guidance is needed from adult supervisors. (HTH)

Reproductions supplied by EDRS are the best that can be made
from the original document.



ED 466 331

PS 030 537

pp? ~
ERIC

foc Resuares rat Cones

Recess in Elementary School: What Does
the Research Say?

ERIC Digest

By

Olga S. Jarrett

July 2002 EDO-PS-02-5

ERIC Clearinghouse on Elementary and Early Childhood
Education

U.S. DEPARTMENT OF EDUCATION

Office of Educational Research and Improvement
EDUCATIONAL RESOURCES

INF NTI ic)

BEST COPY AVAILABLE



ttatwtammexcne Early Childhood Education

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ERIC DIGEST

July 2002 * EDO-PS-02-5

Recess in Elementary School: What Does the Research Say?
Olga S. Jarrett

Pellegrini and Smith (1993) define recess as “a break period,
typically outdoors, for children” (p. 51). 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.

A 1989 survey of state superintendents conducted by the
National Association of Elementary School Principals
(NAESP) found that schools in 90% of school districts had at
least one recess period during the day (Pellegrini, 1995).
However, according to the American Association for the
Child’s Right to Play (IPA/USA), many school systems have
abolished recess since 1989. Safety and liability concerns
and fears that recess will disrupt work patterns may underlie
the decision to do away with recess (Pellegrini, 1995). Other
reasons cited for abolishing recess include the need for more
instructional time. Personal conversations with principals and
teachers suggest that they feel pressured to pack more
instruction into the school day because of new calls for
accountability.

Given the current national emphasis on research-based
decisions in education, the question of what the research
says—and infers—about recess is important (Jarrett &
Maxwell, 2000). This Digest discusses research on recess
and its relationship to learning, social development, and child
health, as well as research on related topics that have
implications for recess policy such as the need for breaks
and physical activity.

Recess and Learning

The most obvious characteristic of recess is that it
constitutes a break from the day's routine. For people of all
ages and in all fields, breaks are considered essential for
satisfaction and alertness. Experimental research on
memory and attention (e.g., Toppino, Kasserman, & Mracek,
1991) found that recall is improved when learning is spaced
rather than presented all at once. Their findings are
compatible with what is known about brain functioning: that
attention requires periodic novelty, that the brain needs
downtime to recycle chemicals crucial for long-term memory
formation, and that attention involves 90- to 110-minute
es cyclical patterns throughout the day (Jensen, 1998).

In experimental studies, Pellegrini and Davis (1993) and

LGD Pellegrini, Huberty, and Jones (1995) found that elementary
school children became progressively inattentive when
recess was delayed, resulting in more active play when
recess occurred. Another experimental study (Jarrett et al.,

&S 1998) found that fourth-graders were more on-task and less
fidgety in the classroom on days when they had had recess,

S with hyperactive children among those who benefited the
most. Clearly, breaks are helpful, both for attention and for
classroom management, whether or not the breaks are in the
form of recess.

cp) Does time spent playing or learning actively detract from

academic achievement? Research conducted in French and

Qs Canadian schools over a period of four years shows positive
effects of time spent in physical activity (Martens, 1982). The 3

results of spending one-third of the school day in formal and
less formal physical education, in art, and in music were
increased fitness, improved attitudes, and slight improve-
ments in test scores. These results are consistent with the
findings of a meta-analysis of nearly 200 studies on the
effect of exercise on cognitive functioning that suggest that
physical activity supports learning (Etnier et al., 1997).

Recess and Social Development

Recess may be the only opportunity for some children to
engage in social interactions with other children. Many
classrooms allow very little interaction. Furthermore, latchkey
children, who lock themselves in at home after school with
TV and computer games as companions, often have no peer
interactions once they leave school.

Much of what children do during recess, including the
sharing of folk culture (Bishop & Curtis, 2001), making
choices, and developing rules for play, involves the
development of social skills. According to observations
during elementary school recess (Jarrett et al., 2001),
children organize their own games, deciding on the rules and
determining which team goes first or who is “it.” Game
playing can occur in the classroom as well as on the
playground; however, according to Hartup and Laursen
(1993), game playing in the classroom is typically in a
“closed setting" where the children cannot withdraw from the
game. Recess provides a more "open setting" where children .
are free to leave the play situation. In open settings, children
must learn to resolve conflicts to keep the game going,
resulting in low levels of aggression on the playground.

Because recess is one of the few times in the school day
when children can interact freely with peers, it is a valuable
time in which adults can observe children’s social behaviors,
their tendency to bully and fight, as well as their leadership
and prosocial behaviors (Hartle et al., 1994). Seeing how
their students interact socially can help teachers and other
playground supervisors intervene in situations involving
aggression or social isolation. Successful intervention
programs have been developed for teaching inclusion and
sportsmanship (Gallegos, 1998). Other intervention
programs have used children as playground leaders (Calo &
Ingram, 1994), conflict managers (Evans & Eversole, 1992),
or as play partners to help individual students manage their
own behaviors (Nelson, Smith, & Colvin, 1995). There is
some evidence that playground interventions generalize to
better behavior in other settings (Nelson, Smith, & Colvin,
1995).

Recess and Child Health

Physical inactivity poses health threats for children as well as
for adults. Inactivity, according to research cited in Waite-
Stupiansky and Findlay (2001), is associated with the tripling
of childhood obesity since 1970, accompanied by increases
in health problems such as high blood pressure and high
cholesterol. How active are children during recess? Kraft
(1989) found that elementary school children engaged in