Examining the Impact of a Recess Intervention: Effects of Physical Activity Levels, Enjoyment, and On-Task Behavior

Abstract

Physical activity breaks throughout the school day have been associated with increased physical activity levels and on-task behavior in the classroom. Recess interventions have also been associated with increased physical activity levels, but none have investigated the effects on on-task behavior. Because they are ways to increase physical activity, it could be hypothesized that they may support on-task behavior too. The purpose of this study was to investigate the effects of a structured recess intervention on overall physical activity levels at recess, student enjoyment of recess, and on-task behavior in the classroom following recess. The study used an A-B-A-B within-subjects single-case design at the group level. Results indicated that the recess intervention was ineffective in increasing physical activity levels, student enjoyment of recess, and on-task behavior in the classroom. These findings are inconsistent with past research investigating these outcomes separately. The setting of the study is unique within the literature. The study's results have important implications for research and practice.