Janelle Thalken’s research while affiliated with Oregon State University and other places

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 for different groups of children, specifically for children living in lower income environments, children of different racial groups other than white, and for children with disabilities. Parent perceptions of recess are important to consider as they serve as advocates for their children’s access and opportunities at school as well as an additional informant for children’s experiences at recess that may be useful for policymakers and school boards to consider. Objective To examine parent perceptions of recess by children’s disability status, children’s race and ethnicity, and family household income. Method Participants included 473 parents from the U.S.A. stratified across six household income levels. Data were collected through an online survey using Prolific in May of 2020]. Confirmatory factor analyses were run for measures 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 race or income. 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 parents of children with a disability perceive a different recess experience for their child that involves more instances of victimization compared to parents of typically developing children. Based on these findings, school, district, and state policy makers could consider ensuring that recess includes multiple activities, is supervised by adults, and is a space where conflict resolution occurs, for creating a more inclusive environment for children with disabilities.

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.

BACKGROUND A majority of research findings have focused on recess as instrumental to achieving minutes of physical activity rather than focusing on the psycho-social benefits associated with a high-quality recess environment. The purpose of the current study was to examine the relationship between recess quality and teacher-reported social, emotional, and behavioral outcomes in children. METHODS Data were collected from 26 schools in 4 different regions of the United States. Teachers (N = 113) completed behavioral assessments for randomly selected children in their classrooms (N = 352). Data assessors conducted live observations of recess using the Great Recess Framework—Observational Tool. A series of 2-level regression models were fit in Mplus v. 8.2 to assess how recess quality was associated with indicators of children's social, emotional, and behavioral health. RESULTS Recess quality significantly predicted executive functioning problems (b = −.360, p = .021), resilience (b = .369, p = .016), emotional self-control (b = −.367, p = .016), and a composite of adaptive classroom behaviors (b = .321, p = .030). CONCLUSION Results of the present study demonstrate that recess quality impacts child developmental outcomes. Schools should ensure there is adequate training and resources to facilitate a positive and meaningful recess for students.

Background: Schools and outdoor public spaces play a substantial role in children's physical activity. Yet, the COVID-19 shelter-in-place mandates bound many children to their available home spaces for learning, movement, and development. The exact effect this mandate had on children's physical activity may vary among families. Objective: To understand, from the perspective of parents, how the COVID-19 shelter-in-place mandates affected children's physical activity, while also considering families' socioeconomic status. Design: Open-ended survey. Setting: Online. Method: Data were collected from 321 parents living in the United States of America. Parents answered an open-ended prompt to describe their children's physical activity during COVID-19 shelter-in-place mandates. Following data collection, inductive and deductive content analysis examined patterns in the data. Results: Analyses indicated that shelter-in-place mandates restricted children's opportunities for physical activity. However, if families had access to outdoor spaces or equipment, they could encourage and support more physical activity opportunities than those without. Families in the lower-income bracket had less access to outdoor space and subsequently those children had fewer opportunities to be physically active. Parents supported their children's physical activity through their involvement and encouragement. Conclusion: These findings underscore the importance of access to outdoor spaces and equipment for increasing children's physical activity. Findings can be used by educators and policymakers to equitably support families of lower socioeconomic status who reported less access to outdoor spaces.

School recess can provide social, emotional, and physical benefits for children. Yet, not all children experience recess the same, as inequity in access to recess and variability in the quality of recess exist. Researchers have yet to understand the long-term implications of recess experiences on adult well-being and physical activity behaviors. The purpose of this study was to explore the interrelationships between memories of recess, physical activity, and social-emotional well-being. A total of 514 adults between the ages of 19 and 79 (M = 45.56; SD = 15.62) were surveyed via Prolific, a web-based research platform. Participants were asked about their memories of recess enjoyment and recess exclusion, and current physical activity levels, physical activity enjoyment, social isolation, social role satisfaction, and sense of meaning and purpose. Structural equation modeling analysis showed that memories of recess enjoyment were associated with meaning and purpose (β = 0.138, p < .05) and PA enjoyment (β = 0.183, p < .05). Furthermore, retrospective recess exclusion predicted current social isolation (β = 0.266, p < .05) and was negatively associated with retrospective recess enjoyment (β = − 0.379, p < .05). Findings highlight the importance of childhood recess experiences and its impact on current physical activity behaviors, social isolation, and meaning and purpose later in life. Consistent with other research, early positive physical activity experiences, in the form of recess, appear to provide more assurances that one will engage in healthier lifestyle behaviors and more favorable psycho-socio-emotional profiles in adulthood.

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.

Objective: The purpose of the study was to understand, from the perspective of parents, how the COVID-19 shelter-in-place mandates affected children’s physical activity.Design: Open-ended surveySetting: Online Method: Data were collected from 335 parents living in the United States of America. Parents answered an open-ended prompt to describe their children's physical activity during COVID-19 shelter-in-place mandates. Following data collection, inductive and deductive content analysis examined patterns in the data. Results: Analyses indicated that shelter-in-place mandates restricted children’s opportunities for physical activity. However, if families had access to outdoor spaces or equipment, they could encourage and support more physical activity opportunities than those without. Families in the lower-income bracket had less access to outdoor space and subsequently those children had fewer opportunities to be physically active. Parents supported their children’s physical activity through their involvement and encouragement.Conclusion: These findings underscore the importance of access to outdoor spaces and equipment for increasing children’s physical activity. Findings can be used by educators and policy makers to equitably support families of lower socioeconomic status who reported less access to outdoor spaces.

School recess can provide social, emotional, and physical benefits for children. Yet, not all children experience recess the same, as inequity in access to recess and variability in the quality of recess exist. Researchers have yet to understand the long-term implications of recess experiences on adult well-being and physical activity behaviors. The purpose of this study was to explore the interrelationships between memories of recess, physical activity, and social-emotional well-being. A total of 514 adults between the ages of 19 and 79 (M = 45.56; SD = 15.62) were surveyed via Prolific, a web-based research platform. Participants were asked about their memories of recess enjoyment and recess exclusion, physical activity levels, physical activity enjoyment, social isolation, social role satisfaction, and sense of meaning and purpose. Structural equation modeling analysis showed that memories of recess enjoyment was associated with meaning and purpose (β = .140, p < .05) and PA enjoyment (β = .209, p < .05). Furthermore, recess exclusion predicted current social isolation (β = .300, p< .05) and was negatively associated with recess enjoyment (β =-.445, p< .05). Findings highlight the importance of childhood recess experiences and its impact on subsequent physical activity behaviors, social isolation, and meaning and purpose later in life. Consistent with other research, early positive activity experiences, in the form of recess, appears to provide more assurances that one will engage in healthier lifestyle behaviors and more favorable psycho-socio-emotional profiles in adulthood.

Objective This study aimed to examine some common problems observed during school recess and translate findings to evidence-based, practical solutions that can be applied within schools on a more systematic level. Design Observational study. Setting Elementary schools in the USA. Method Data were collected from 112 school recess periods at 25 public elementary schools in three distinct geographical regions of the USA (Midwest, Northwest, Southwest). The Great Recess Framework–Observational Tool (GRF-OT) guided observations and field notes. The GRF-OT measures safety and structure, student behaviour, adult supervision and engagement, transitions, and physical activity. Following data collection, inductive and deductive content analysis examined patterns in the data. Results Analyses revealed how poorly designed and inadequately maintained schoolyard spaces contribute to common safety issues. A combination of insufficient play space planning and maintenance, lack of play equipment and game availability, and limited adult involvement in the schoolyard reinforced social hierarchies, leading to exclusionary practices. While recess is often deemed a child-led portion of the school-day, results highlighted the important role that adults play in recess. Conclusion The following evidence-based solutions should be considered by school administrators and policy makers to mitigate problems observed during recess: (1) assess the schoolyard landscape, (2) assess patterns of play, (3) plan an intentional recess and (4) address the social climate. A high-quality recess promotes equitable access to play opportunities.

The purpose of this study was to test the responsiveness of the great recess framework-observational tool (GRF-OT) to detect changes in recess quality. GRF-OT data were collected at two time points (fall 2017 and spring 2018) in four geographically distinct regions of the United States. Following recommendations by Massey et al. (2018), a three-day average of recess observations was used for each data point. Data analysis was conducted on nine schools contracted to receive services from Playworks, a national non-profit organization specializing in recess implementation, for the first time; eight schools with returning Playworks services (i.e., multiple years of service) and five schools with no intervention services. Analysis of the change in GRF-OT scores from fall to spring revealed a large effect for first-year intervention schools (g = 1.19; 95% CI 0.13, 2.25) and multi-year intervention schools (g = 0.788; 95% CI −0.204, 1.78). GRF-OT scores decreased for schools not receiving an intervention (g = −0.562; 95% CI, −2.20, 1.07). New intervention schools (odds ratio= 21.59; 95% CI 4.27, 109.15) and multi-year intervention schools (odds ratio= 7.34; 95% CI 1.50, 35.97) were more likely to meet the threshold for meaningful positive change than non-intervention schools. The results of the current study suggest that GRF-OT is a responsive tool that researchers, practitioners, and policy makers can use to measure and assess changes in the quality of the recess environment.