Melynn Readmond

PED 150-201
Most teachers use recess time to solve discipline issues and have students finish
uncompleted work however this does a disservice to them. Having quality, daily recess
allows students to have a break from academics and complements the daily physical
education while helping children stay healthy (Ramstetter, Murray and Garner, 2010).
Moreover, having quality recess time benefits educators and school systems as well
(Ramstetter et al, 2010).
Recess is a great time for children to express themselves and release stress from
the strenuous academic workload. Ramstetter etal (2010) states that recesses acts as a
break from the challenging mental tasks performed in classrooms while also being a
means to relieve and manage stress. If we as teachers provide recess to our students we
will be able to see children learning how to cope while having time to develop social
skills that promote interacting positively and productively with others (Ramstetter et al,
2010). Having the ability to learn how to work positively and productively with others
helps students complete group projects, understand how to balance the work equally and
complete the project on time.
Recess also helps students be healthy since the children get to run around and stay
active. Chin and Ludwig (2013) suggest the use of a Recess Enhancement Program
where play coaches who teach children inclusive age-appropriate games during school
recess periods. These enhancement programs help students stay active thru providing
activities that engage them in physical activity. Kovar, Combs, Campbell, Napper-Owen,
and Worrell (2012) also state that to promote kids to be physically active during recess
would be to join with the physical educator to provide age-appropriate equipment and
play spaces. By providing play spaces and age-appropriate equipment the students are
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able to create games and be active playing with each other. Kovar etal (2012) also state
that getting involved with parents to demonstrate enthusiasm and physical health make it
so that children have role models and will try to demonstrate this same enthusiasm during
recess.
Teachers benefit from recess since children who participate in recess are more
attentive and productive in the classroom (Ramstetter etal, 2010). This is due to the fact
that childrens ability to refocus cognitively was stimulated by the break from class more
than by the activity during the break (Ramstetter etal, 2010). Many teachers take the
students recess away to discipline interruptions and misbehavior when it only ends up
hurting the children even more. Recess also helps school systems. Through a program
known as Recess Before Lunch students engage in recess and then lunch. This program
found that by having recess first made it so that there was less food wasted (Ramstetter
etal, 2010). This is due to the fact that students are not rushing through their lunch to get
to recess.
Overall, recess is a great way for children to work through their stress, build
social skills and enjoy being physically active. Recess also benefits teachers and school
systems through the ability for children to get their energy out instead of interrupting
class as well as for children to take their time during lunch periods instead of rushing to
recess. When making discipline and schedule plans we as future educators need to look at
the benefits to both students and staff.
References
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Chin, J. J., & Ludwig, D. (2013). Increasing Children's Physical Activity During School
Recess Periods. American Journal Of Public Health, 103(7), 1229-1234.
doi:10.2105/AJPH.2012.301132
Kovar, S. K., Combs, C. A., Campbell, K., Napper-Owen, G., & Worrell, V. J. (2012).
Elementary classroom teachers as movement educators (4th ed.). New York, NY:
McGraw.
Ramstetter, C. L., Murray, R., & Garner, A. S. (2010). The Crucial Role of Recess in
Schools.Journal Of School Health, 80(11), 517-526. doi:10.1111/j.1746-
1561.2010.00537.x