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Play With A Purpose: Leveraging Recess to Support a Healthy School - - PowerPoint PPT Presentation
Play With A Purpose: Leveraging Recess to Support a Healthy School - - PowerPoint PPT Presentation
Play With A Purpose: Leveraging Recess to Support a Healthy School Culture Allan Whitmore School Counselor, Midway Elementary School Ashley Engeler Program Director, Playworks Utah Self-Disclosure All information and resources referenced in
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“All the skills required for people to engage in civil society are things you learn in play.”
- Jill Vialet, Founder of Playworks
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Why Recess?
- The CDC and SHAPE America recommend providing
elementary school students daily access to recess
- American Academy of Pediatrics defines recess as “crucial
and necessary to a child’s development”
- There is a recess opportunity gap in our nation
1.) London, R.A. (2019, Oct. 28). The right to play: Eliminating the opportunity gap in elementary school
- recess. Phi Delta Kappan, 101 (3), 48-52.
2.)
https://pediatrics.aappublications.org/content/pediatrics/early/2012/12/25/peds.2012-2993.f ull.pdf
3.)
https://www.cdc.gov/healthyschools/physicalactivity/recess.htm
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The Research
1.) Massey et al. BMC Public Health (2018) 18:394 https://doi.org/10.1186/s12889-018-5295-y
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Measures Utilized:
- Recess Quality: Great Recess Framework Observational Tool that
measures critical aspects of a quality recess environment.
- Student Behavior: Behavioral Assessment System for Children
(BASC-3) is a standardized, valid and reliable tool that examines a range
- f student behavior during the school day.
- Classroom Quality: Classroom Assessment Scoring System (CLASS)
is a student report measure that captures classroom quality.
- Recess Time: gathered from school bell schedules
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High quality recess contributes to student’s executive function, emotional self-control, resilience, and positive classroom behaviors.
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The Rubric
- Rubric with scores from 1
to 4
- Used to gather
- bservational information
about a school’s recess
- Provides specific and
actionable results to help improve recess at schools
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The Players
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Safety
Play space & equipment, student interactions, adult interventions
Engagement
Recess activity, games rules and equipment, transitions, student and adult participation
Empowerment
Play and games, conflict resolution, adult behavior
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Safety
- Play Space and Equipment: Free of hazards well-defined
boundaries, safe use of equipment.
- Student Interactions: Encouraging, free of physical
altercations.
- Adult Intervention: ratio of 35:1 or less, strategic &
active positioning.
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Safety
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Engagement
- Equipment and Games: Variety of organized choices
- ffered (including free play), inclusive.
- Student Interactions: 90% or more students engaged in
active play, community agreement of rules.
- Adult Intervention: Consistently and positively reinforce
norms and rules.
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Engagement
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Empowerment
- Play and Games: Free choice of activities, 90% or more
games started and sustained by students.
- Conflict Resolution: Students demonstrate strategies to
resolve their own conflict.
- Adult Behavior: Model positive culture (language, getting
students involved, etc).
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Empowerment
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- Setting the space
- Recycle lines
- Culture of Ro-Sham-Bo
- Power of engaged adults on the playground
- Reinforcement strategies
Implemention In The Field - Allan’s “A-Ha”s
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- 650 students Pre-school to 5th grade
- Spanish Dual-Immersion Kindergarten to 5th Grade
- Free and Reduced Lunch
- PBIS Implementation for 13 years
- Playworks Implementation for 3 years
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Tyler’s Story
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References
1.) London, R.A. (2019, Oct. 28). The right to play: Eliminating the opportunity gap in elementary school recess. Phi Delta Kappan, 101 (3), 48-52. 2.) American Academy of Pediatrics (2013, Jan.) “The Crucial Role of Recess in School abstract” retrieved from https://pediatrics.aappublications.org/content/pediatrics/early/2012/12/25/peds.201 2-2993.full.pdf 3.) Centers for Disease Control and Prevention (2019) “Recess | Physical Activity | Healthy Schools” retrieved from https://www.cdc.gov/healthyschools/physicalactivity/recess.htm 4.) Massey et al. BMC Public Health (2018) 18:394 https://doi.org/10.1186/s12889-018-5295-y
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Additional Resources
- “Rethinking Recess: Creating Safe and Inclusive Playtime for All Children in
School” - Rebecca A. London, Ph.D
- “Spark: The Revolutionary New Science of Exercise and the Brain” - John J.
Ratey, MD
- https://www.playworks.org/resources/great-recess-framework/: Playworks &
Oregon State University College of Public Health and Human Services (2019) Great Recess Framework Observational Tool
- https://www.recesslab.org/: Free online tools and resources to enhance the quality
- f recess
- https://schools.utah.gov/file/6c5c979f-803f-4f10-ad4a-7925a3d1348a: Utah State
Board of Education Best Practices for Recess Guidance
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