Observations from the Playground: Common Problems and Potential Solutions for School-Based Recess

Autor/inn/en	Massey, William V.; Perez, Deanna; Neilson, Laura; Thalken, Janelle; Szarabajko, Alex
Titel	Observations from the Playground: Common Problems and Potential Solutions for School-Based Recess
Quelle	In: Health Education Journal, 80 (2021) 3, S.313-326 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Massey, William V.) ORCID (Perez, Deanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/0017896920973691
Schlagwörter	Recess Breaks; Elementary Schools; Elementary School Students; Child Safety; Playgrounds; Student Behavior; Supervision; Physical Activities; Maintenance; Equipment; Public Schools; Urban Schools; Rural Schools; Suburban Schools; Social Environment; Space Utilization; Antisocial Behavior; Adults; Role; Time + Suchen Sie Ihr Suchwort? Aktive Pause; Elementary school; Grundschule; Volksschule; Playground; Spielplatz; Student behaviour; Schülerverhalten; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Soziales Umfeld; Raumnutzung; Rollen; Zeit
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01