Figure - available via license: CC BY
Content may be subject to copyright.
Source publication
Background:
To date, there is scant literature that examines the recess context concurrent with, but separate from, levels of physical activity. The primary purpose of the current study was to examine how recess quality impacted physical activity levels, and how this was moderated by gender. A secondary purpose was to examine if differences in chi...
Context in source publication
Similar publications
Teacher job satisfaction has been investigated as a critical influence on teacher turnout and the development of high-quality schools. Employing hierarchical linear modeling (HLM), the present study examined the effects of both teacher- and school-level factors on teacher job satisfaction in Japan and South Korea. Education in both countries is roo...
The accuracy of nitrogen (N) diagnosis is essential to improve N use efficiency. The standard critical N concentration (standard Nc) dilution curves, an expression of the dynamics of N uptake and dry matter accumulation in plants, are widely used to diagnose the N status of crops. Several standard Nc dilution curves were proposed and validated for...
Citations
... En relación a la experiencia vivida cabe destacar que, tanto el profesorado como el alumnado resaltaron lo positivo de la práctica, la generación de interacciones sociales positivas, la participación dentro de un clima de inclusión que integraba también la correspondiente al género y la diversión que habitualmente acompaña a las situaciones lúdicas, en línea con lo establecido por Sarmiento (2008), al afirmar que los juegos tradicionales son una ventana que se abre a la realidad, con una gran posibilidad de recrear este pasaje de experiencias. Estudios desarrollados con la intención de medir los niveles de actividad física en escolares destacan la importancia de planificar juegos populares y tradicionales como recurso para incrementar dichos niveles en parámetros saludables (Domenech, 2017;Saint-Maurice et al., 2011;Martínez-Martínez et al., 2018;Massey et al., 2020). ...
La evolución del juego tradicional ha ido asociada a la presencia de culturas lúdicas diferenciadas entre niños y niñas. Con esta base, desde la investigación que se recoge en este artículo se trató de conocer la experiencia vivida por el alumnado de quinto curso de primaria en la práctica de juegos tradicionales, desde la equidad de género. Se analizaron las posibilidades y limitaciones de esta opción lúdica a través de la óptica del profesorado de Educación Física y del alumnado. Y se delimitaron pautas de actuación educativa en pos de promover la inclusión de género en la práctica de juegos tradicionales. Desde un estudio cualitativo elaborado sobre la base de entrevistas y grupos de discusión realizados a profesorado en activo y en formación, y alumnado, se concluyó que unos y otros destacan lo positivo de la práctica, la generación de interacciones sociales constructivas, la inclusión y la diversión. Estas referencias se dieron especialmente en juegos tradicionales de cooperación. Se resaltaron las posibilidades de esta alternativa motriz para el disfrute de lo lúdico, el respeto entre iguales y la inclusión. Entre sus limitaciones se ubicó el foco en las barreras culturales heredadas, relacionadas con la cultura de género y con el androcentrismo. Finalmente, en lo que atañe a las pautas de actuación educativa se puso el foco en visibilizar modelos adecuados desde la equidad de género, generar espacios de reflexión y considerar la intersección entre las cuestiones de género y las relacionadas con el origen nacional, étnico y cultural.
... En el contexto del recreo escolar, algunos estudios han empleado el marco de la TAD para tratar de explicar la AF o el juego (e.g., Babkes-Stellino & Sinclair, 2013;Massey, et al., 2018Massey, et al., , 2020Pasi, et al., 2021). Babkes-Stellino & Sinclair (2013) encontraron respaldo en la TAD para analizar las variaciones en los predictores psicológicos de la motivación a realizar AF (medida por el índice de autonomía relativa) y el comportamiento real de AF en el recreo en función del género. ...
... Ello implica sentirse bien con los iguales para estrechar y promover las relaciones personales, lo que mejora la percepción y valoración de uno mismo. Massey, et al. (2020) argumentaron que aumentando la participación de los adultos y facilitando niveles más altos de comportamiento prosocial, se pueden satisfacer las NPB de los niños y promover la AF en el recreo. Sin embargo, para los varones también es importante percibir autonomía y variar periódicamente las actividades durante los recreos activos, mientras que para las niñas es fundamental sentirse competentes y desarrollar su motivación más autodeterminada. ...
La investigación sobre los procesos motivacionales y el bienestar de los escolares en el juego de recreo es escasa. Este estudio se propuso: a) examinar las diferencias relativas al curso y género en las necesidades psicológicas básicas (NPB), las regulaciones motivacionales, el índice de autodeterminación (IAD) y la autoestima global de los escolares en el juego de recreo, y b) estudiar las relaciones entre las variables a estudio y el valor predictivo de las NPB y el IAD en la autoestima según género. Participaron 446 escolares (M = 10.02; DE = 1.41) de 3º a 6º de primaria. Se realizaron un MANOVA, análisis univariados, correlaciones bivariadas y análisis de regresión jerárquico. Los resultados mostraron un descenso significativo en motivación intrínseca, regulación introyectada, regulación externa y desmotivación, así como un aumento del IAD en función del curso. Autonomía, relación y novedad fueron los principales predictores de la autoestima para los niños (26.8% de varianza), mientras que relación, competencia e IAD lo fueron para las niñas (34.6%). Los resultados apoyan el potencial del juego de recreo para proporcionar bienestar psicológico desde la teoría de la autodeterminación. Se discuten implicaciones para el diseño de intervenciones atendiendo a las diferencias de curso y género. Palabras clave: motivación autodeterminada, emoción, bienestar, juego, recreo. Abstract. Research on schoolchildren's motivational processes and well-being in recess play is scarce. This study aimed to: a) examine grade- and gender-related differences in the basic psychological needs (BPN), motivational regulations, self-determination index (SDI), and self-esteem among schoolchildren involved in recess play, b) to study the relationships between the variables under study, as well as the predictive value of BPN and SDI in self-esteem by gender. A total of 446 schoolchildren (M = 10.02; SD = 1.41) from 3rd to 6th grade of primary education participated. A MANOVA, univariate analyses, bivariate correlations and hierarchical regression analy-ses were performed. Grade-specific results showed a significant decrease in intrinsic motivation, introjected regulation, external regulation and amotivation, and an increase in SDI. Autonomy, relatedness and novelty were the main predictors of self-esteem for boys (explaining 26.8% of variance) while relatedness, competence and SDI were the main predictors of self-esteem for girls (34.6% of variance). Results support the potential of recess to provide psychological well-being to schoolchildren from self-determination theory. Implications for the design of grade- and gender-sensitive interventions are discussed. Keywords: self-determined motivation, emotion, well-being, play, recess.
... In this regard, the planning of sports games and championships, teaching strategies implemented by Physical Education teachers as motivational elements, various methodologies, equipment, floor paintings, and sports materials, among other elements, generate motivation in both boys and girls to engage in and participate in physical activity (Blaes et al., 2013;Chin & Ludwig, 2013;Dorovolomo, 2020;Massey et al., 2020;Saint-Maurice et al., 2011;Sallis et al., 2001). ...
... In this regard, our findings are similar to those of other studies, which concluded that the use of various methodologies, equipment, floor paintings, and sports materials, among other elements, generates motivation among children, encouraging them to engage in physical activity (Blaes et al., 2013;Chin and Ludwig, 2013;Saint-Maurice et al., 2011;Sallis et al., 2001). Consequently, several studies emphasize the importance of implementing strategies such as the use of physical education equipment and materials, as well as the promotion and development of activities that motivate students, particularly girls, to be more active and less sedentary (Massey et al., 2020;McKenzie et al., 2010;Ridgers et al., 2011). ...
... Other studies where levels of physical activity are analyzed based on the observation of schoolchildren highlight the importance of creating playgrounds or activities known to students and where they can freely participate, since these types of breaks generate an increase in the level of vigorous intensity and decrease in sedentary levels and walking (Barnas & Ball, 2019;Dudley, et al., 2018;Ridgers et al., 2010). Similarly, other studies developed with different instruments for measuring physical activity highlight the importance of planning popular and traditional games as a resource for increasing levels of physical activity in healthy parameters with respect to recesses without intervention (Domenech, 2017;Saint-Maurice et al., 2011;Martínez-Martínez et al., 2018;Massey et al., 2020). ...
The purpose in this study is to describe the physical activity levels (PA) in primary school female students during four different types of recess: free, with sports equipment, with organized games and with music. Sample consisted of 20 girls (10.6 ± 0.70 mean age) from a Primary Education School in Region of Murcia (Spain). The data collection ocurred during 32 recesses. 8 sessions of each type of recess were observed and analyzed with the iSOPARC app, which structures the activity in three levels: sedentary, walking and vigorous. Results show medium-low levels of PA during breaks, being the free type the ones that reach the highest sedentary level values (39.79 ± 5.38%) while the organized ones obtain the lowest sedentary value (6.89 ± 2.56%). Regarding the vigorous level, the breaks in which music was used are the ones with the highest percentage (51.36 ± 12.55%). After applying the Mann Whitney U statistic, it is shown how the type of recess exerted a significant influence on the results (p = 0.000) in all cases. Conclusions. The recesses in which music is used, activities and games were planned and sports equipment are used achieve higher PA values at a vigorous level and less sedentary lifestyle. Keywords: physical education, MVPA, physical activity, recess.
... En lo que se refiere a la intervención del maestro en los recreos activos, hay que mencionar el estudio realizado por Chin & Ludwig (2013), los cuales concluyeron que es fundamental la implicación de los maestros, junto con la del alumnado en las actividades organizadas en el patio, al mismo modo que realizar juegos motivantes para los discentes. En definitiva, y para fomentar mayores niveles de actividad física en los recreos, es importante que las actividades y juegos estén bien estructuradas, tanto en lo que respecta al tiempo, como a que ofrezcan diferentes juegos, estando distribuidos por diferentes zonas y por supuesto, teniendo en cuenta los intereses del alumnado (Massey, Stellino & Geldhof, 2020). ...
... En cuanto a los niveles de actividad física en los recreos, son numerosos los trabajos que abordan las variables que influyen en su aumento como son las zonas de juegos, el empleo de equipamiento deportivo, las pinturas en el suelo, entre otros (Ridgers et al, (2012) En este sentido, el desarrollo de juegos organizados y la supervisión por parte de los maestros son un elemento clave para conseguir un aumento de la actividad física durante este tiempo (Saint-Maurice et al, 2011;Massey, Stellino & Geldhof, 2020). En el estudio realizado por Vera-Estrada, Sánchez-Rivas & Sánchez- Rodríguez (2018), implementaron un programa de juegos en los recreos que consiguió un aumento significativo de actividad física durante este periodo, además de mantenerse en el tiempo, ya que, pasados treinta días desde su aplicación, se registró una continuidad en el incremento de la actividad, modificando sus patrones previos de comportamiento durante el recreo escolar. ...
El sobrepeso y obesidad de la población infantil es considerado como una epidemia de salud a nivel mundial. Los bajos niveles de actividad física junto con las conductas sedentarias son dos de los factores desencadenantes. En este sentido, es interesante desarrollar programas para el fomento y la mejora de la actividad física en parámetros saludables desde las escuelas. Además de las sesiones de Educación Física, los recreos son un momento idóneo para la realización de actividad física. El objetivo de este estudio es conocer los efectos que un programa basado en los recreos activos tiene sobre el nivel de condición física de estudiantes de Educación Primaria. La muestra se compuso por dos grupos, uno experimental con 22 participantes (13 niños y 9 niñas) y uno grupo control con 20 sujetos (8 niños y 12 niñas) con edades comprendidas entre 10 y 12 años. El grupo experimental realizó recreos activos durante 8 semanas, tres veces a la semana, haciendo un total de 24 sesiones. El programa de recreos activos consistía en realizar durante 20 minutos uno de los cinco juegos programados (mate, 3 en raya, pichi, pañuelo y polis y cacos). Se midió el nivel de condición física mediante la batería Alpha Fitness, al inicio y al final del programa. Los resultados muestran un nivel de condición física mejor en los niños frente a las niñas, así como una mejora significativa en las pruebas de dinamometría, agilidad y resistencia del grupo experimental. Se concluye que la realización de recreos activos mejoró los niveles de niveles de condición física de los participantes. Palabras clave: sedentarismo, actividad física, recreos activos, intervención, estudiantes. Abstract. The overweight and obesity of the child population is considered a global health epidemic. Low levels of physical activity along with sedentary behaviors are two of the triggers. In this sense, it is interesting to develop programs to promote physical activity in healthy parameters from schools. In addition to the Physical Education sessions, recesses are an ideal time to carry out physical activity. The objective of this study is to know the effects that a program based on active breaks has on the level of physical condition of Primary Education students. The sample consisted of two groups, an experimental group with 22 participants (13 boys and 9 girls) and a control group with 20 subjects (8 boys and 12 girls) aged between 10 and 12 years. The experimental group took active breaks for 8 weeks, three times a week, making a total of 24 sessions. The active recess program consisted of playing one of the five scheduled games for 20 minutes (mate, 3 in a row, pichi, handkerchief and cops and robbers). The level of physical condition was measured by means of the Alpha Fitness battery, at the beginning and at the end of the program. The results show a better level of physical condition in boys compared to girls, as well as a significant improvement in the dynamometry, agility and endurance tests of the experimental group. It is concluded that the realization of active breaks improved the levels of physical fitness levels of the participants. Keywords: sedentary lifestyle, physical activity, active recreative, intervention, students.
... 9 Later studies have identified positive associations with adult engagement and supervision, schoolyard size, and schoolyards considered adequately equipped based on facilities, green areas, recreation areas, and surface material. 10,11 With these factors in mind, school recess interventions (eg, equipment provision) have shown promise for physical activity promotion. 12 An understudied factor that may affect physical activity levels of children is ambient temperature. ...
Background:
Extreme heat may discourage physical activity of children while shade may provide thermal comfort. The authors determined the associations between ambient temperature, shade, and moderate to vigorous physical activity (MVPA) of children during school recess.
Methods:
Children aged 8-10 (n = 213) wore accelerometers and global positioning system monitors during recess at 3 school parks in Austin, Texas (September-November 2019). Weather data originated from 10 sensors per park. The authors calculated shade from imagery using a geographic information system (GIS) and time-matched physical activity, location, temperature, and shade data. The authors specified piecewise multilevel regression to assess relations between average temperature and percentage of recess time in MVPA and shade.
Results:
Temperature ranged 11 °C to 35 °C. Each 1 °C higher temperature was associated with a 0.7 percentage point lower time spent in MVPA, until 33 °C (91 °F) when the association changed to a 1.5 lower time (P < .01). Each 1 °C higher temperature was associated with a 0.3 percentage point higher time spent under shade, until 33 °C when the association changed to a 3.4 higher time (P < .001). At 33 °C or above, the direct association between shade and MVPA weakened (P < .05), with no interaction effect above 33 °C (P > .05). Children at the park with the most tree canopy spent 6.0 percentage points more time in MVPA (P < .01).
Conclusions:
Children engage in less MVPA and seek shade during extreme heat and engage in more MVPA in green schoolyards. With climate change, schools should consider interventions (eg, organizing shaded play, tree planting) to promote heat safe MVPA.
... While providing daily recess is vital, recess quality may also impact student engagement and basic psychological needs attainment, as students attending schools with higher quality recess scored higher in autonomy, competence, and relatedness during recess compared to those in schools with lower quality recess. 51 Similarly, high quality recess was associated with greater engagement in play and recess activities among students compared to lower quality recess. 51 Inclusive recess is a component of high-quality recess, and recess exclusion and enjoyment may have lasting social-emotional effects. ...
... 51 Similarly, high quality recess was associated with greater engagement in play and recess activities among students compared to lower quality recess. 51 Inclusive recess is a component of high-quality recess, and recess exclusion and enjoyment may have lasting social-emotional effects. Adults' retrospective reports of recess memories were associated with current socialemotional reports. ...
BACKGROUND
Play is essential for child growth and development, and may have academic and social-emotional implications. To understand the relationship between in-school play opportunities and academic achievement (AA) and social-emotional well-being among elementary school students, a systematic review of the current in-school play literature was conducted.
METHODS
Keywords were input across 7 search engines. After screening, 20 peer-reviewed publications related to play, AA, and social-emotional well-being met the inclusion criteria for this review.
FINDINGS
Across the included publications, recess was the only in-school play opportunity assessed. Overall, student behavior and social-emotional outcomes benefited from more recess while mixed results were found between recess participation and academic outcomes. However, more recess was not detrimental to AA.
CONCLUSION
The findings from this review support the need for recess as part of a whole child approach to education that may mitigate the negative outcomes of sitting through long periods of instruction. More research is needed on the AA and social-emotional effects of other types of in-school play opportunities (ie, centers, play stations, and other breaks). Findings from this review indicate that recess is a necessary part of the elementary school day.
... We also relate this risk to conflict management, i.e., to problems arising from the interaction between boys and girls (arguments, fights, etc.), and to the management that can be performed by schools. The design of the space where recess takes place, the maintenance, the availability of equipment, and the participation of adults contribute to the avoidance of safety problems and exclusion practices [23,24]. Likewise, the intervention or not of teachers directly affects the behavioral patterns of children during recess [25][26][27]. ...
The present study aims to analyze the situations of safety and risk perceived during the school transitions and recesses at different types of schools and to determine the level of empower-ment of the students to manage situations of risk. The novelty of the study lies in analyzing the best strategy for dealing with risk situations during school transitions and recess. For this purpose, different situations in different types of schools are analyzed. An observational methodology was utilized. The sample was composed of a total of 23 schools, with 69 different observations conducted at different times of the day (morning recess and noon recess, on sunny days and rainy days). The results show that the morning recesses were the safest, and that the schools that serve a great number of at-risk students offered the greatest safety during recess and its transitions. With respect to the level of empowerment of the students, it was observed that they managed the possible risks when the safety guidelines were clear. The study provides evidence showing that when students are clearly aware of recess rules and guidelines, the management of risk situations improves.
... Thus, swimming performance or the completion time of a single lap is not simply affected by the number of experiments and average maximum breathing angle but also by the physiology of the swimmers. To analyze the nature of nested relationships between within-and between-person variation, the hierarchical linear model is often used [25][26]. Therefore, a two-level regression model is applied in this study. ...
An inertial measurement unit (IMU) was developed by programming in an Arduino environment to obtain breathing motion data from nine semi-professional swimmers in a university swimming team while they swam four 50m laps using the butterfly stroke. The results indicated that the proposed device can help coaches and researchers distinguish breathing and non-breathing processes and effectively read the pitch angle and time information of breathing motions during the butterfly stroke. Furthermore, a hierarchical linear model (HLM) approach was employed to examine the interaction effects of the individual variables of the swimmers and their breathing patterns on their swimming efficiency. This analysis showed that significant interaction effects exist between age and average breathing time, significantly influencing swimming efficiency. It also indicated that significant interaction effects exist between gender and the number of breaths taken and between gender and average maximum breathing angle. Lastly, significant interaction effects exist between the body mass index (BMI) of the swimmers and the number of breaths taken and between BMI and average maximum breathing angle. These results demonstrate the efficacy of the proposed IMU, which could be effectively applied to help coaches and researchers analyze and enhance swimmers' performance.
... This is encouraging considering previous evidence that adult engagement predicts children's physical activity and recess engagement. 24,39 Almost all schools had policies for teaching students the recess rules, whereas only 39.1% had the recess rules posted. Lastly, just over half of the schools had annual budgets for recess equipment and supplies, and just under 50% of recess supervisors received formal training. ...
... Previous literature has shown that the quality of the recess environment, specifically adult engagement and supervision at recess, significantly predicts children's physical activity and recess engagement 24 , especially for girls'. 39 Furthermore, higher quality recess, as measured by the GRF-OT, has been found to predict adaptive behaviors like social skills, adaptability, and communication among elementary school children. 41 Findings from the current study linking recess access and investment policies to children's BMI and recess quality demonstrates the importance of strong local policies when considering children's health and development across the school day. ...
Objectives
To examine the relationship between school recess policies, the quality of the recess environment and body mass index (BMI) among elementary school children.
Study design
Observational.
Methods
Data were collected at 23 schools across four geographically distinct regions of the United States. Measures included recess observations using the Great Recess Framework-Observational Tool (GRF-OT), recess policies were collected with the School Physical Activity and Policy Assessment, and BMI was obtained through height and weight measurements among 429 students in third and fifth grade.
Results
Results showed that school policies related to recess access significantly predicted children’s BMI, and school policies related to investment in recess significantly predicted recess quality as measured by the GRF-OT.
Conclusions
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.
The school built environment is closely related to children’s health, and research on this topic is increasing. However, bibliometric analyses seeking to provide a comprehensive understanding of the research landscape and key themes in the field are lacking. This study comprehensively explored the global trends and research hotspots on the associations between school built environment and children’s health. We used a scientometric analysis to review the research progress. The temporal distribution of publications, scientific collaborations, research hotspots, research frontiers, and co-citations over the past 30 years were analyzed. The results show that the number of publications in this field rose significantly between 1987 and 2025, with research hotspots focusing on physical activity, performance, behavior, perception, thermal comfort, and indoor air quality. Environmental themes related to children’s health fall into four main groups: the built environment related to children’s activities, intelligent learning environments, indoor environments and interiors, and natural environments. Health outcomes and measures that reflect physiological, psychological, cognitive, behavioral, and physical factors are discussed. This study provides a broad understanding of research issues and trends related to the school built environment and children’s health.
