Teacher Perceptions of the Effectiveness of Structured Recess Programming

Erika Johnson, M.A.

School Psychology Deprtment, Massachusetts School of Professional Psychology

Abstract
Recess is defined as a time of unstructured, free play. Researchers have found that recess is a positive experience for students, both socially and emotionally, and decreases off-task behavior in the classroom. On the other hand, some researchers identified arguments that defend the termination of recess, which include disruption of in-class instruction and promotion of anti-social behavior. The focus of the present study was to investigate elementary school teachers perceptions of structured recess programming at an urban charter school in Boston, Massachusetts. The study included a survey of teachers (N=27) regarding their perceptions of recess as it influences off-task classroom behaviors and the social development of students as it relates to PlayWorks, a structured recess program that provides inclusive play and physical activity to low-income schools. Overall, the results indicate that teachers maintain a positive view of recess as it relates to decreasing off-task behaviors and enhancing social development. However, teacher perceptions regarding structured programming produced mixed results.

Instrumentation
An electronic survey was distributed to a total of forty-eight general education and special education teachers between grades one and six from an urban charter elementary school in Boston, Massachusetts. The survey response rate was 58% (N=27). The survey themes included: Arguments supporting and opposing recess Student safety Facilitation of social development Influence on classroom management The surveys reliability was analyzed using Predictive Analytics Software (PASW) Statistics, specifically Cronbachs alpha. Cronbachs alpha was found to be 0.556, which indicates a moderate level of internal consistency.

Results
Overall, teachers reported recess as a whole to be a positive experience for their students. The use of a structured recess program, like PlayWorks, resulted in mixed reviews by teachers surveyed. Teachers reported that students used recess to vent their excess energy and without a break students were more disruptive. However, teachers also reported students were more revved up and excited following recess. Teachers indicated that structured recess programming promoted positive social development and pro-social behaviors. Amongst students.

References
Barros, R. M., Silver, E. J., & Stein, R. E. K. (2009). School recess and group classroom behavior. Pediatrics, 123(2), 431-436. doi: 10.1542/peds.2007-2845 Jarrett, O. S., Maxwell, D. M., Dickerson, C., Hoge, P., Davies, G., & Yetley, A. (1998). Impact of recess on classroom behavior: Group effect and individual differences. Journal of Educational Research, 92(2), 121-126. doi: Pellegrini, A. D. & Bohn, C. M. (2005). The role of recess in childrens cognitive performance and school adjustment. Educational Researcher, 34, 13-19. doi: 10.3102/0013189X034001013

Recess: In Favor or Opposition?

Proponents in favor of recess highlight improvements in (see: NAECS-SDE, 2001; Ramstetter, Murray, & Garner, 2010; Pellegrini & Bohn, 2005): Social Development Emotional Development Cognitive Development Physical Development Attention (e.g., novelty theory, surplus energy theory, massed v.distributed practice) Proponents of eliminating recess suggest that recess (see: Pellegrini & Bohn, 2005; Jarrett, Maxwell, Dickerson, Hoge, Davies, & Yetley, 1998; Pellegrini & Smith, 1993): Leads to higher levels of aggression and antisocial behavior Takes away from classroom instruction Disrupts student work patterns, increases excitement, and decreases attention Decreases student safety

Sample Items
Rated on a four-point Likert scale: Strongly Disagree, Disagree, Agree, Strongly Agree

Pellegrini, A. D. & Smith, P. K. (1993). School Recess: Implications for education and development. Review of Educational Research, 63(1), 51-67. doi: 10.3102/00346543063001051 Ramstetter, C. L., Murray, R., & Garner, A. S. (2010). The crucial role of recess in schools. The Journal of School Health, 80(11), 517-526. doi: 10.1111/j.1746-1561.2010.00537.x Ridgway, A., Northup, J., Pellegrini, A., LaRue, R., & Hightsoe, A. (2003). Effects of recess on classroom behavior of children with and without attention-deficit hyperactivity disorder. School Psychology Quarterly, 18(3), 253-268.

Hypothesis
1. Teachers will have an overall positive perception of structured recess programming, specifically as it aids in classroom management. 2. Teachers will report a reduction in off-task behaviors (e.g., fidgetiness, passivity/inattention, calling out) post-recess. 3. Teachers will report that structured recess programming promotes social development.

Recess serves as a disruption in the daily classroom routine Without a recess break my students are more disruptive. My students look forward to having recess. Recess promotes anti-social behavior in my students.

Acknowledgements Conclusions and Future Implications

The findings of this research study indicate that teachers have an overall positive view of recess, specifically as it relates to off-task behavior and social development. However, teachers reported mixed views on the effectiveness of a structured recess program. Some teachers expressed that PlayWorks provided guidance for students who had minimal outdoor play experience previously. Other teachers felt that students did not need to be taught how to play, did not provide enough opportunity for students to develop their own games, and the staff frequently lacked necessary management skills, especially when bringing recess indoors. This studys findings should only be interpreted to reflect the perceptions of recess in the specific school surveyed and should be minimally generalized to other urban charter schools in the Boston area with similar demographic information. It should also be taken into consideration that this is the first year recess has been implemented in the sample school, which may have limited the results further. Future research should aim to assess the effectiveness of structured recess programs across school sites to determine the perceived effectiveness by school personnel, as this factor determines whether or not recess with remain part of the daily schedule. Research should aim to assess student improvements in the areas of behavior, social development, and academic performance. The latter of these areas may provide the data necessary to keep recess in schools. The author would like to extend her thanks and appreciation to the following individuals for their support and consideration of this research project: 1. The teachers of Boston Renaissance Charter Public School (BRCPS) in Boston, Massachusetts 2. Erica Perkins, NCSP, Evaluation Team Facilitator at BRCPS 3. Tess Powell, NCSP, School Psychologist at BRCPS 4. Craig Murphy, PhD., MSPP, Core Faculty, School Psychology Program

The Effects of Recess in the Classroom

Recess has been shown to reduce off-task behavior with no progressive increases in off-task behavior, and increase work behaviors in students. Recess has also been found to have a renewing effect on students, decreasing their behaviors below pre-recess, baseline data. On days when recess was not provided for students, off-task behaviors were elevated and progressively increased during the remainder of the day, including fidgetiness (see: Barros, Silver, & Stein, 2009; Ridgway, Northup, Pellegrini, LaRue, & Highsoe, 2003; Jarrett et al., 1998).