Introduction
This paper aims to provide an analysis of the field research I conducted at a local elementary school regarding recess activities and physical fitness levels of students. To gain a comprehensive understanding of the current state of physical activity opportunities and fitness during recess, I observed students during three different recess periods and also administered a brief physical fitness assessment of students from two different grades. Analysis of the observation and fitness assessment data provides insight into how the school can optimize recess to promote physical activity and the overall health of students.
Literature Review
Various studies have examined the relationship between recess, physical activity levels, and health outcomes in children. According to the Centers for Disease Control and Prevention (CDC), less than half of children in the United States meet recommendations for daily physical activity, yet engaging in regular physical activity during childhood has significant health benefits. A review by Ramstetter et al. (2010) found that schools providing recess yielded benefits to students’ physical skills as well as classroom behaviors and academic performance. Additionally, research shows that children tend to be more physically active during recess than other times in the school day, therefore greater amounts of recess time are associated with higher activity levels (Erwin et al., 2012; Ridgers et al., 2012). Since being physically active helps children maintain a healthy weight and reduces risk of diseases like diabetes and cancer, it is important to establish opportunities for physical activity during the school day through recess.
Methodology
I conducted observations of three different recess periods on the playground of Maple Elementary School over the course of one week in October. Recess periods lasted for 30 minutes each and occurred directly after lunch. Using a pre-designed coding sheet, I recorded the activities students engaged in, number of students actively participating in activity versus being sedentary, and availability of playground equipment. I observed a total of about 100 students across the three recesses.
With parent consent I assessed the fitness levels of twelve 5th grade students and ten 2nd grade students using components of the Fitnessgram battery. For the 5th graders, I administered the curl-up, push-up, trunk lift, and 1-mile run tests. For the 2nd graders, I did the curl-up, push-up, trunk lift, and PACER tests. Assessment results were scored according to Fitnessgram standards for student health.
Data Analysis
From the recess observations, it was clear that most students were engaging in largely sedentary behaviors rather than physical activity during their allotted time. On average across the three observations, about 70% of students were either standing/walking around, sitting/lying down, or waiting in line rather than participating in more vigorous activities. The most popular activities by student count were four square (about 20 students), jumping rope (15 students), and soccer (10 students). Many students wanted to participate in sports like soccer but there was only one ball available limiting how many could play at once. There was no open green space available for activities like tag. Additionally, I only observed one teacher present during recesses to monitor students.
Analysis of the fitness assessments showed that overall, both 5th and 2nd grade students were scoring below the Healthy Fitness Zone standards set by Fitnessgram. For the 5th graders, 67% scored in the Needs Improvement Zone or High Risk Zone for aerobic capacity on the 1-mile run. Regarding muscular strength and endurance, 58% scored Needs Improvement or High Risk on curl-ups and 75% scored Needs Improvement or High Risk on push-ups. For the 2nd graders, 60% scored Needs Improvement or High Risk on aerobic capacity on the PACER test. On abdominal strength, 90% of 2nd graders scored Needs Improvement or High Risk on curl-ups. The trunk lift test, measuring flexibility, was generally the best scoring component. These results indicate low fitness levels in both grades assessed.
Discussion
Analysis of the field research data reveals some key findings regarding the current state of physical activity opportunities and fitness levels of students at Maple Elementary School. First, the observations demonstrate that the structure and resources available during recesses do not optimally support physical activity. With mostly sedentary behavior occurring and limited equipment for sports and active games, recesses are not fulfilling their potential to get students moving. This is concerning considering research showing the pivotal role recess plays in children’s daily activity. Second, results from the fitness assessments echo this concern, reflecting low cardiorespiratory endurance, muscular strength and abdominal strength in students. Given studies linking regular physical activity to benefits across physical, cognitive and mental health domains, these subpar fitness levels present both individual and public health implications. Overall, the research validated the need for the school to take action to boost activity levels during and beyond recess times.
Recommendations
Several recommendations stem from the results of this field research project:
Designate a portion of the playground as a “free play zone” without equipment to allow for sports like tag that engage many students simultaneously.
Conduct a playground equipment/supply audit and increase available balls, hoops, and other gear so more students can be physically active concurrently rather than waiting.
Train and schedule multiple teachers/staff to supervise recesses to encourage participation and ensure safety.
Incorporate short activity breaks throughout the school day beyond recess to meet national physical activity guidelines.
Establish an after-school running/activity club led by teachers to promote lifelong fitness and provide additional opportunities beyond recess.
Conduct fitness testing annually to monitor progress and inform physical education curricula and school wellness policies.
Partner with community organizations to apply for grants that support recess infrastructure upgrades and physical activity programming.
With implementation of these evidence-based recommendations, Maple Elementary School can optimize the role of recess in improving students’ health through increased physical activity levels during and beyond the school day. Future research could then evaluate outcomes related to fitness, behavior, and academic performance post-intervention.
Conclusion
Field research conducted at Maple Elementary provided valuable information regarding the current state of physical activity opportunities for students through analyzing recess observations and fitness assessment results. Findings indicated a need for changes to better utilize recess periods and support student fitness levels. The suggested recommendations, informed by research literature, aim to enhance recess infrastructure and programming as well as establish additional opportunities for daily physical activity engagement that are critical to child development and health. With applied effort across multiple levels of the school environment, children’s activity levels, fitness, and overall wellness can be meaningfully improved.
Andrew Stroud