Citation

Knowles ZR, Parnell D, Stratton G, Ridgers ND. J. Phys. Act. Health 2013; 10(3): 406-415.

Affiliation

School of Sport and Exercise Science, Liverpool John Moores University, Liverpool, UK.

Copyright

(Copyright © 2013, Human Kinetics Publishers)

DOI

unavailable

PMID

22820462

Abstract

BACKGROUND: Qualitative research into the effect of school recess on children's physical activity is currently limited. This study used a write and draw technique to explore children's perceptions of physical activity opportunities during recess.

METHODS: 299 children age 7-11 years from 3 primary schools were enlisted. Children were grouped into Years 3 & 4 and Years 5 & 6 and completed a write and draw task focusing on likes and dislikes. Pen profiles were used to analyze the data.

RESULTS: Results indicated 'likes' focused on play, positive social interaction, and games across both age groups but showed an increasing dominance of games with an appreciation for being outdoors with age. 'Dislikes' focused on dysfunctional interactions linked with bullying, membership, equipment, and conflict for playground space. Football [soccer] was a dominant feature across both age groups and 'likes/dislikes' that caused conflict and dominated the physically active games undertaken.

CONCLUSION: Recess was important for the development of conflict management and social skills and contributed to physical activity engagement. The findings contradict suggestions that time spent in recess should be reduced because of behavioral issues.

Language: en