Recess as a Practical Strategy to Implement the Whole School, Whole Community, Whole Child Model in Schools

Autor/inn/en	McLoughlin, Gabriella M.; Massey, William V.; Lane, Hannah G.; Calvert, Hannah G.; Turner, Lindsey; Hager, Erin R.
Titel	Recess as a Practical Strategy to Implement the Whole School, Whole Community, Whole Child Model in Schools
Quelle	In: Health Education Journal, 80 (2021) 2, S.199-209 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McLoughlin, Gabriella M.) ORCID (Massey, William V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/0017896920959359
Schlagwörter	Recess Breaks; Holistic Approach; Health Promotion; Child Health; Health Behavior; Educational Environment; Health Education; Nutrition Instruction; Wellness; Employees; Social Development; Emotional Development; School Health Services; School Counseling; Social Services; Community Involvement; Family Involvement; Physical Education; Physical Activity Level; School Policy; Cooperative Planning + Suchen Sie Ihr Suchwort? Aktive Pause; Holistischer Ansatz; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Health behaviour; Gesundheitsverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Nutrition education; Ernährungserziehung; Well being; Well-being; Wohlbefinden; Employee; Arbeitnehmer; Beschäftigter; Soziale Entwicklung; Gefühlsbildung; Schuleingangsuntersuchung; School counselling; Pädagogische Beratung; Social service; Soziale Dienstleistung; Soziale Dienste; Körpererziehung; Sportunterricht; Schulpolitik
Abstract	Objectives: Schools can provide an optimal environment for promoting children's health behaviours. The Whole School, Whole Community, Whole Child (WSCC) model addresses 10 aspects of the school environment that can be used to promote student health behaviours and academic outcomes: namely, Health Education; Nutrition Environment and Services; Employee Wellness; Social and Emotional School Climate; Physical Environment; Health Services; Counselling, Psychological and Social Services; Community Involvement; Family Engagement; and Physical Education and Physical Activity. Design: Guidelines for practical use of the WSCC model for school professionals are limited, impeding potential impact on school health promotion. Accordingly, in this article, we seek to demonstrate an application of the WSCC model to a specific school-based practice: recess. Setting: School recess. Results: An overview of literature and evidence-informed practices details how recess can facilitate WSCC adoption and initial implementation. Areas requiring further empirical research prior to making additional recommendations are also discussed. Conclusion: Strategies to enhance learning and health are described, attempting to bridge the gap between research and practice in school settings using the WSCC model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01