Recess Quality and Social and Behavioral Health in Elementary School Students

Autor/inn/en	Massey, William V.; Thalken, Janelle; Szarabajko, Alexandra; Neilson, Laura; Geldhof, John
Titel	Recess Quality and Social and Behavioral Health in Elementary School Students
Quelle	In: Journal of School Health, 91 (2021) 9, S.730-740 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Massey, William V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13065
Schlagwörter	Recess Breaks; Elementary School Students; Physical Activities; Correlation; Teacher Attitudes; Educational Quality; Child Health; Student Adjustment; Student Behavior; Child Development; Educational Benefits; Classroom Environment + Suchen Sie Ihr Suchwort? Aktive Pause; Korrelation; Lehrerverhalten; Quality of education; Bildungsqualität; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Student behaviour; Schülerverhalten; Kindesentwicklung; Bildungsertrag; Klassenklima; Unterrichtsklima
Abstract	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 = -0.360, p = 0.021), resilience (b = 0.369, p = 0.016), emotional self-control (b = -0.367, p = 0.016), and a composite of adaptive classroom behaviors (b = 0.321, p = 0.030). 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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01