Annotated Bibliography Project

Topic: Recess
FRER 7130
Stephanie Joyner
Victorie Penn

Reflection:
Searching for empirical research articles under our original topic of recess and academic
success proved difficult. There were few articles available with the majority being literature
reviews or research-based educational literature. More specifically, articles would talk about the
importance of recess and its links with academic success, but were not actual research reports.
After our topic was broadened to recess, a higher number of empirical research studies were able
to be accessed. Surprisingly, however, the results were still limited in number. In addition to the
topic being limited, using the Galileo platform was also a challenge. In order to search for
articles, there were several steps that had to be completed before returning any usable results.
Even then, adjustments to the search criteria had to be made to limit the amount and type of
results. Also, Galileo had an automatic logoff feature which caused problems with extended use.
This created complications in continuing to search within the same parameters because a new
search would have to be started each time the user was logged off.
While the search for articles was a challenge, the research reports that we were able to
locate stressed the importance of recess in a variety of ways. An overall common theme in the
research was the physical, social, and academic advantages of recess for children. The stance of
overall advantages of recess and outdoor play was the driving force in supporting the researchers
beliefs. The results of the research supported the significance of unstructured play time with
adequate supervision and support from adults. Adult support and modeling appropriate behavior
is important for the appropriate physical, social, and academic development of children.
Another theme found across the articles was the relationship between high stakes testing
and recess.The authors examined that the demands for high performance on high stakes tests
have lead to the increase of instructional time, and the decrease for unstructured play times, such
as recess. The research articles did not find a positive relationship between increased
instructional time and test scores. Regardless of the research that states the importance of recess,
the amount of time given for recess is still decreasing.
Although recess seems to be such an important topic, the empirical research on its effects
is small. Recess beyond elementary school is nearly non-existent. The main focus of the
importance of recess is on elementary aged students. Policies and procedures regulating recess
by school districts and states is also rare. Some research seemed to imply that if administrators
and leaders at the district level, and higher, truly understood the importance of recess on the
overall development of children they would put policies in place to protect it.
Overall, the research supports what seems to be the consensus about recess, it is
important and necessary for the proper growth and development for children. However recess is
an activity that is unfortunately seeming to become extinct. Recess is quickly sacrificed for
academic reasons, such as needing more time for instruction. Researchers have proved that
correctly formed recess programs are effective, but are too costly for under-funded schools.
Hopefully as the spotlight of recess research continues, teachers and administrators will take a
stand and find ways to implement this developmentally necessary school activity back into the
school day.

Annotated Bibliography:
Burriss, K., & Burriss, L. (2016, November 4). Outdoor Play and Learning: Policy and
Practice. International Journal of Education Policy and Leadership, 6(8), 1-12.
Retrieved November 4, 2016, from
http://journals.sfu.ca/ijepl/index.php/ijepl/issue/view/59
Researchers in this study sought to describe the relationship among district level
administrators perceptions of school districts playgrounds and understanding of the importance
of outdoor play. Participants were selected in this study using the NCES database of all school
districts in the United States ranked by student population. Using this database, researchers
stratified the population into three equal groups based on population. A random list was
generated from these groups using the SPSS statistical package. Questionnaires were mailed to
school districts, with 173 school districts responding. Relationships between the eight variable
questions resulted in three factors. Factors indicated administrators perceived adequate
playgrounds, diversity of activities, and varied playground textures. Data indicate that only 40
percent of school districts have a policy describing outdoor school activity, and more than 32
percent of administrators reported outdoor play time has decreased. Regardless of administrators
perceptions outdoor time is still decreasing in public schools.
Dal, Y. (2012). Recess and Reading Achievement of Early Childhood Students in Public
Schools. Education Policy Analysis Archives Epaa, 20, 10.
doi:10.14507/epaa.v20n10.2012
The purpose of this study was to examine the effect of recess on kindergarten students
reading achievement. Dependent variables in the study were reading scores at the end of the
kindergarten year, days per week of recess, frequency of recess in a day, and the length of recess
in a day. Controlled variables were race, gender, family socioeconomic status (SES), frequency
of reading and language arts in a week, frequency of reading and language arts in a day, age, and
beginning and end of the year reading scores. The analytic sample of the study was 3,951 first
year kindergarten students. Descriptive analysis of the data concluded that compared to high-SES
families, minorities and white students from low-SES families were exposed to less recess.
Students who had three days or more a week of recess scored the highest on reading tests. The
overall consensus of the research was that providing recess daily for at least 15 minutes does not
hurt test scores, nor does it increase test scores.
Efrat, M. W. (2016). Understanding Factors Associated With Childrens Motivation To Engage In
Recess-Time Physical Activity. Contemporary Issues in Education Research (CIER)
CIER, 9(2), 77-86. doi:10.19030/cier.v9i2.9618
The purpose of this study was to investigate a relationship between physical activity selfefficacy and students motivation to engage in physical activity during recess. A positive
relationship between types of self-efficacy and motivation to be physically active at recess was
expected. The sample of 161 ethnically and socioeconomically diverse students was recruited
from three elementary schools. Types of self-efficacy were measured using the Recess Activity
Self-Efficacy Scale. The scale included 14 items with a 5-point Likert scale ranging from 1 (not
at all confident) to 5 (definitely confident). Motivation was measured using Actigraph AM7164

accelerometers. The accelerometers distinguished between sedentary, light, moderate, and

vigorous physical activity in children. The researcher and assistants ensured student
understanding of the research by modeling and explaining what was expected. Data was
analyzed using SPSS for Windows. Results indicated there is not a relationship between selfefficacy and motivation to engage in physical activity during recess.
Huberty, J. L., Siahpush, M., Beighle, A., Fuhrmeister, E., Silva, P., & Welk, G. (2011). Ready
for Recess: A Pilot Study to Increase Physical Activity in Elementary School Children.
Journal Of School Health, 81(5), 251-257. doi:10.1111/j.1746-1561.2011.00591.x
Huberty et al tested the initial effect on moderate (MPA) and vigorous physical activity
(VPA) levels of elementary schoolers using a recess intervention program called Ready for
Recess. The participants included 93 third, fourth, and fifth grade students across Midwestern
public and parochial schools. Over the course of one school year, baseline and post-intervention
data was collected using Body Mass Index and accelerometers to track physical activity.
Additionally, training was provided to principals, teachers, and Ready for Recess staff explaining
various zones of activity and the purpose of the experiment. Data was analyzed with paired ttests, ordinary least squares multiple regression, robust variance tests, and regression analyses.
The authors found that Ready for Recess was a low-cost option to increase MPA and VPA in
students, going toward the recommended guidelines set forth by the National Physical Activity
Plan. The results were limited by participant age, nonrandom control and experimental groups,
and geocentricity.
London, R. A., Westrich, L., Stokes-Guinan, K., & McLaughlin, M. (2015). Playing Fair: The
Contribution of High-Functioning Recess to Overall School Climate in Low-Income
Elementary Schools. Journal Of School Health, 85(1), 53-60. doi:10.1111/josh.12216
London, Westrich, Stokes-Guinan, and McLaughlin examined the effects on low-income
school climate with the implementation of Playworks, a nonprofit organization that sends out
coaches to engage children in high-functioning recess. Six low-income elementary schools
across four school districts in San Francisco, California were chosen to participate in the study.
The research team collected data at three points in the school year using interviews with the
principal, teachers, the Playworks coach, and a focus group of junior Playworks coaches in
fourth and fifth grade. Recess was also observed by the team. Data was analyzed using grounded
theory with two or more coders in order to identify themes relating to school climate. The results
of the study indicated that four out of the six schools using Playworks experienced a positive
shift in the climate of recess, which could serve as an indicator of positive school climate. These
results were limited by the small, nonrandom sample of the study and the geographic
concentration of the schools.
Lounsbery, M., McKenzie, T., Morrow, J., Monnat, S., & Holt, K. (2013). District and School
Physical Education Policies: Implications for Physical Education and Recess Time.
Annals Of Behavioral Medicine, 45131. doi:10.1007/s12160-012-9427-9
Lounsbery, McKenzie, Morrow, Monnat, and Holt explored the association between
district and school physical education (PE) policies, PE environment, and recess time. Sixty-five
elementary schools across 27 districts and nine geographically spread states were chosen as

participants for the study. Data was collected by the research team and each schools PE coach
with a combination of observations and assessments, such as the School Physical Activity Policy
Assessment, and the Physical Activity Record for Classes. Statistical analyses included the
Pearson correlation coefficient, two tailed t-tests, ordinary least squares regression, and a
normality test. The researchers found that schools under district and school PE policies had
students with increased physical activity levels opposed to schools that were not under a policy.
The research results were limited a small sample size and environmental PE factors such as
staffing and class size.
McNamara, L. (2013). What's Getting in the Way of Play? An Analysis of the Contextual Factors
That Hinder Recess in Elementary Schools. Canadian Journal of Action Research, 14(2),
3-21. Retrieved October 2, 2016, from
http://journals.nipissingu.ca/index.php/cjar/article/view/82/51
The purpose of this research was to study the challenges of recess on students at four
Canadian Elementary schools. The research began with anecdotal observations that showed how
students commitment to school was linked to experiences at recess. An inductive qualitative
research approach was used to allow researchers to find themes and categories during data
collection. The sample was chosen intentionally and systematically, and included students,
elementary teachers, elementary principal and vice principal, an educational psychologist, and a
pediatric nurse. Data was collected through iterative interviews, observations, questionnaires,
focus groups, and journal entries. The results indicated that lack of attention to the importance of
recess has attributed to social difficulties. The definition of recess should include various
opportunities for children to be active, included, and safe from bullies and exclusion. The
researchers encouraged further research to create documentation that will improve the design of
recess in schools.
Pawlowski, C. S., Ergler, C., Tjornhoj-Thomsen, T., Schipperijn, J., & Troelsen, J. (2015). "Like
a Soccer Camp for Boys": A Qualitative Exploration of Gendered Activity Patterns in
Children's Self-Organized Play during School Recess. European Physical Education
Review, 21(3), 275-291.
Pawlowski, Ergler, Tjornhoj-Thomsen, Schipperijn, and Troelsen explored gendered
practices as an effect of gendered activity patterns and social positions occurring during school
recess. Fourth graders at 17 Danish rural and urban schools participating in the Activating
Schoolyards Study were observed for one day between April and June 2013. Data was collected
using observation and group interviews. Thematic analysis was used to code and recode the data
to identify similarities and differences between schools and genders. The researchers uncovered
six gendered subgroups which included talking girls, soccer girls, dancing girls, soccer boys,
chasing game boys, and nerds. The results indicated a need for recess to address the physical
activity needs of the subgroups. While these results may be generalizable to Danish schools,
more widespread research is needed to determine if these subgroups exist in the United States.
Price, J., & Just, D. R. (2015). Lunch, recess and nutrition: Responding to time incentives in the
cafeteria. Preventive Medicine, 7127-30. doi:10.1016/j.ypmed.2014.11.016

Price and Just examined the effects of fruit and vegetable consumption after recess in
elementary schools. Seven schools across one school district in Utah were selected for the study.
Three of the schools were placed in the experimental group where recess was held directly
before lunch. The four schools in the control group held their recess after lunch. Baseline data
was collected from each school over the course of four days in the Spring of 2011. In the fall of
2011, observations were completed over a span of nine days for each school to determine
whether or not students were choosing fruits and vegetables as side items. Data was analyzed
using multivariate regression to establish the effects of recess and lunch timing. Additional
analyses were completed to assess if a statistically significant change had occurred in the control
schools. The results of the study indicated that scheduling recess before lunch would be a costeffective way to increase fruit and vegetable consumption. These results were limited
geographically and could not be generalized to students who bring a lunch from home.
Turner, L., Chriqui, J. F., & Chaloupka, F. J. (2013). Withholding Recess From Elementary
School Students: Policies Matter. Journal of School Health, 83(8), 533-541.
doi:10.1111/josh.12062
This research studied school practices that relate to withholding recess from elementary
students for behavior management and academic reasons. The article discussed the importance of
recess for academic, physical, and social growth based on recommendations from national
organizations such as the Institute of Medicine. Researchers used a nationally representative
sample of 1,919 public elementary schools. Data collection happened at three levels. Nationally
representative surveys collected at the school level, district policies were collected via Internet
searches on the district level, and relevant state laws were collected on the state level. Results
indicated that at half of the schools with weak policies, withholding recess is left up to the
teachers discretion. Prevalence of withholding recess was much lower in school districts with
strong policies, and relevant state laws, against withholding. These findings led to
recommendations to revise and strengthen policies to decrease the prevalence of withholding
recess in elementary schools.