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A Note to Occupational therapy practitioners: This PowerPoint advocates for the role of OT in promoting recess to support learning and positive behavior. Please present as an in-service for school personnel such as educators, principals, playground monitors and/or for parents. During the presentation:
1. Distribute the AOTA Fact Sheet on School Service http://www.aota.org/Practitioners-Section/Children-and-Youth/Role-of-OT/Fact-Sheets-on-the-Role-of-OT/School.aspx?FT=.pdf
2. Pair with the AOTA PowerPoint on School Practice http://www.aota.org/Practitioners-Section/Children-and-Youth/Role-of-OT/Presentations/41768.aspx?FT=.pdf
Recess: An Important School Routine
Put nice pic here
2013 Copyright AOTA, Inc. All rights reserved. For reprint permission, please contact Sandy Schefkind
Recess Reflections
• What memories do you have of recess?
• Is recess valued in this school?
Definition of Recess
“A break period, typically outdoors,
for children.”(Pellegrini & Davis, 1993)
Who Values Recess?
• The CDC recommends preschool and school-aged children engage in at least 1 hour of moderate exercise daily. (Centers for Disease Control & Prevention, 2010)
• The National Association for Sport & Physical Education (NASPE) recommends all elementary school students have at least 20 minutes of recess each day. (Robert Wood Johnson Foundation, 2007)
What are the Benefits of Recess and Play?
…develop the social, emotional, physical, and cognitive skills they [children or students] need to be successful in both school and society. (Clements, 2000)
Benefits of Recess and Play
• “recharge [students’] bodies and minds” (Robert Wood Johnson
Foundation, 2010)
• …a stress reliever from the world of more and more academic instruction and benchmark testing (Miller & Almon,
2009)
Benefits of Physical Activity:
• Control weight
• Reduce risk of cardiovascular disease
• Reduce risk of Type 2 diabetes
• Reduce risk of some cancers
• Strengthen bones and muscles
• Increase life expectancy (CDC, 2012)
Benefits in Attention
Attention to classroom tasks is improved after recess. (Holmes, Pellegrini, & Schmidt, 2006)
Benefits in Mental Health, Mood, and Behavior
• Positive behaviors are found in classrooms receiving at least one 15-minute recess break each day (Barros, Silver, & Stein, 2009)
• Reduced symptoms of depression http://www.cdc.gov/nccdphp/dnpa/physical/pdf/PA_Fact_Sheet_Children.pdf
Play Skills Provide an Opportunity
to Rehearse Life Skills: • Cooperation
• Self-regulation
• Social participation
• Turn-taking and sharing
• Strength and coordination
• Self-advocacy
• Self-confidence (Parnham & Fazio, 2008)
The Facts
• Children can accumulate up to 40% of their total daily physical activity during recess. (Robert Wood
Johnson Foundation, 2012)
• Children at high risk for obesity are least likely to have recess. (Robert Wood Johnson Foundation, 2012) http://www.activelivingresearch.org/node/12481
The Concerns
• Only 36% of children meet doctors’ recommendations for daily physical activity.
(Loy, 2008)
• In 2008, 1/3 of kids and adolescents were overweight or obese and at greater risk for a multitude of physical conditions.
(CDC, 2012)
Vulnerable Populations for Developing Childhood Obesity
• Children with disabilities
• Children living in poverty
These two populations have limited access to play equipment and limited opportunity for playground participation due to limited funding, physical barriers, etc.
Recess is Being Reduced
A study by the Center on Education Policy found that 20% of districts recently reduced recess by 50 minutes per week in order to dedicate more time to academics. (Ramstetter, Murray, & Garner, 2010)
Recess Funds are Shrinking
• Funding for extracurricular and physical
education programs has been reduced
in many school districts. (Cahill & Suarez-Balcazar, 2009)
• Nationally, 7% of first and second
graders and almost 10% of all fourth and fifth graders don’t have recess. (NCES, 2006)
• Nearly 15% of first and second graders only have 1 to
15 minutes of recess per day. (NCES, 2006)
Recess is Being Withheld
In some cases, recess removal is being used as a form of punishment despite recommendations by the National Association for Sport and Physical Education. (NASPE, 2004)
Challenges for Schools
• Increased demand for instructional time
• Limited playground equipment
• Safety concerns
• Discipline problems/bullying
• Lack of awareness of play benefits
• Funding issues
Occupational Therapy Supports Recess Time
School occupational therapy practitioners promote participation in all occupations or activities, including recess.
Photo used with
permission of Versageek
Why Occupational Therapy?
Experts in: • Promoting health and wellness • Modifying activities and environments • Supporting participation
How Can Occupational Therapy Help?
• Promote safe and diverse playground activities for all students
• Collaborate with school team, including playground monitors, educators
Photo used with permission
of David Shankbone
Provide supports for positive behavior, such as sensory stories for children with autism.
Photo used with permission of
Lindsay Ferguson
Photo used with permission
of Lindsay Ferguson
Support social participation by identifying opportunities for inclusion & collaboration between students with all abilities.
Recommend
specialized
equipment for
accessibility to
promote play.
Modify and adapt a variety of playground activities matched to the needs and strengths of all students.
Identify the “just right” physical challenge for students with or at-risk for developing obesity.
Create opportunities to develop student confidence.
Build ability in
both physical and
social skills.
Support
the play
of ALL
students.
Photo used with permission
of Lindsay Ferguson
How Can Occupational Therapy Help?
Support school-wide anti-bullying initiatives
Let’s Make Recess Safe and Effective
Teacher report after Playworks, a program for safe and healthy recess, was instituted:
• Less bullying
• Positive behavior
• Readiness for classroom instruction
• More time for teaching
• Safer Schools
• Satisfied teachers (Robert Wood Johnson Foundation, 2012)
http://www.rwjf.org/en/research-publications/find-rwjf-research/2012/03/can-tag-help-schools-teach-.html
AOTA Resources
• AOTA Information sheet on Recess Promotion
http://www.aota.org/Recess-Promotion
• AOTA Information sheet on Childhood Obesity
http://www.aota.org/Childhood-Obesity
• AOTA Tip Sheet on Play
http://www.aota.org/Play-Skills
References
• American Occupational Therapy Association (2012). Recess Promotion. Retrieved June 1, 2012, from http://www.aota.org/Practitioners-Section/Children-and-Youth/Browse/School/Toolkit/Recess.aspx?FT=.pdf
• American Occupational Therapy Association. (2012). Childhood Obesity. Retrieved December 24, 2012, from http://www.aota.org/Practitioners-Section/Children-and-Youth/Browse/School/Toolkit/Obesity.aspx?FT=.pdf
• American Occupational Therapy Association. (2011). Building Play Skills for Healthy Children and Families. Retrieved December 24, 2012, from
http://www.aota.org/Practitioners-Section/Children-and-Youth/Browse/Play/Play-Skills.aspx?FT=.pdf
• Barros, R., Silver, E., & Stein, R. (2009). School recess and group classroom behavior. Pediatrics, 123 (2), 431–436. doi: 10.1542/peds.2007-2825
• Beighle A. Increasing Physical Activity Through Recess. A Research Brief. Princeton, NJ: Active Living Research, a National Program of the Robert Wood Johnson Foundation; January 2012. Available from: www.activelivingresearch.org.
• Cahill, S. M., & Suarez-Balcazar, Y. (2009). The Issue Is—Promoting children’s nutrition and fitness in the urban context. American Journal of Occupational Therapy, 63, 113–116.
• Clements, R. L. (Ed.). (2000). Elementary school recess: Selected readings, games, and activities for teachers and parents. Lake Charles, LA: American Press.
• Daniels SR, Arnett DK, Eckel RH, et al. Overweight in children and adolescents: pathophysiology, consequences, prevention, and treatment. Circulation 2005;111;1999–2002.
• Dietz WH. Overweight in childhood and adolescence. New England Journal of Medicine 2004;350:855-857.
• Health Effects of Childhood Obesity. (2012). Retrieved from http://www.cdc.gov/healthyyouth/obesity/facts.html
• Physical Activity and Health. (2012). http://www.cdc.gov/physicalactivity/everyone/health/index.html
• Gill, S. V. (2011). Optimizing motor adaptation in childhood obesity. Australian Occupational Therapy Journal, 58, 386-389.
• Harper, C. B. (2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38, 815–826.
• Holmes, R., Pellegrini, A., & Schmidt, S. (2006). The effects of different recess timing regimens on preschoolers’ classroom attention. Early Child Development and Care, 176 (7), 735-743. doi:10.1080/03004430500207179
• Loy, D. (2008). Research shows physical activity is linked to increased learning. Minnesota School Boards Association, 8-11.
• Miller, E., & Almon, J. (2009). Crisis in the kindergarten: Why children need to play in school. Retrieved February 16, 2012, from www.allianceforchildhood.org
• National Association for Sport and Physical Education. (2004). Physical activity for children: A statement of guidelines for children ages 5–12. Reston, VA: Author.
• National Center for Education Statistics., (2006). Calories in, calories out: Food and exercise in public elementary schools. Table 13 Retrieved from http://nces.ed.gov/Pubs2006/nutrition/tables/tab13.asp
• National Center for Education Statistics., (2006). Calories in, calories out: Food and exercise in public elementary schools. Table 12. Retrieved from http://nces.ed.gov/Pubs2006/nutrition/tables/tab12.asp
• National Center for Health Statistics. Health, United States, 2010: With Special Features on Death and Dying. Hyattsville, MD; U.S. Department of Health and Human Services; 2011.
• Office of the Surgeon General. The Surgeon General's Vision for a Healthy and Fit Nation. [pdf 840K]. Rockville, MD, U.S. Department of Health and Human Services; 2010.
• Ogden CL, Carroll MD, Curtin LR, Lamb MM, Flegal KM. Prevalence of high body mass index in US children and adolescents, 2007–2008. Journal of the American Medical Association 2010;303(3):242–249.
• Parnham, L. & Fazio, L. (2009). Play in occupational therapy for children. St. Louis: Mosby-Elsevier.
• Pellegrini, A. D., & Davis, P. L. (1993). Relations between children's playground and classroom behaviour. British Journal Of Educational Psychology, 63(1), 88-95.
• Ramstetter, C.L., Murray, R., & Garner, A.S. (2010). The crucial role of recess in Schools. Journal of School Health, 80(11), 517–526.
• Robert Wood Johnson Foundation. (2007). Recess rules: Why the undervalued playtime may be the best investment for healthy kids and healthy schools. Retrieved from www.rwjf.org/goto/sports4kids
• Robert Wood Johnson Foundation, (2010). State of play: Gallup survey of principals on school recess. Retrieved on February 14, 2012, from http://www.rwjf.org/files/research/stateofplayrecessreportgallup.pdf
• Robert Wood Johnson Foundation (2012). Can Tag Help Schools Teach? Retrieved December 24, 2012, from http://www.rwjf.org/en/research-publications/find-rwjf-research/2012/03/can-tag-help-schools-teach-.html
• Sinclair, C. S. (2008). Recess activities of the week (RAW): Promoting free time physical activity to combat
childhood obesity. Strategies, 21(5), 21–24.
Thanks to the following persons and groups who helped to develop or review the content of this PowerPoint: Lindsay Ferguson, Susan Cahill, and Simone Gill.
