To identify the effects of a structured and multifaceted physical activity and recess intervention on student and adult behaviour in school.
Design:
Mixed-methods and community-based participatory approach.
Setting:
Large, urban, low-income school district in the USA.
Methods:
Data were collected at three time points over a 1-year period. Sources included recess observations at four elementary schools, in-class behavioural observations of fifth-grade students (n = 21) and focus groups with fourth- and fifth-grade students (n = 75).
Results:
Results suggested an increased amount of positive interactions between adults and students and a decreased amount of conflict in the playground post intervention. Results also suggested that a peer-leadership training programme had beneficial effects on students’ classroom behaviour.
Conclusion:
Results from this study provide evidence that school recess can be used to teach social–emotional competencies that can impact student behaviour during recess and in the classroom.
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