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Page 1 of 4
Adequate
Time:
Recess
will
be
offered
at
least
twice
a
day
for
15
minutes
per
recess
for
a
total
minimum
daily
time
of
30
minutes
per
day
K-5.
Recess
is
to
be
scheduled
at
regularly
intervals.
Recess
is
Valued:
Seattle
Public
Schools
protects,
prioritizes
and
supports
recess
as
integral
to
achieving
academic
and
social/emotional
learning
goals.
Structured
Space:
Schools
structure
the
recess
yard
and
offer
structured
activities.
However
students
should
always
be
allowed
to
choose
whether
or
not
to
participate
in
those
activities.
Lunch
and
Recess:
It
is
recommended
that
recess
is
offered
before
lunch
and
that
recess
and
lunch
will
be
scheduled
as
separate
events
so
there
is
no
combined
lunch
and
recess
time.
Loss
of
Recess:
Recess
will
not
be
denied
to
students
for
academic,
behavior,
or
discipline
issues.
Alternate
recess
plans
can
be
made
when
it
is
in
the
best
interest
of
the
child.
In
the
case
of
poor
weather,
indoor
recess
will
be
offered.
Staffing/Training:
It
is
recommended
that
recess
is
staffed
at
1:30
by
a
combination
of
paid
and
volunteer
monitors.
Monitors
shall
receive
at
a
minimum
yearly
training
on
how
to
establish
a
positive
recess
culture,
manage
transitions,
support
play
and
mitigate
conflicts
during
recess
between
children.
Physical
Environment:
Adequate
space
that
is
inviting
and
inspiring
for
play,
supplies
and
equipment
will
be
provided
for
recess.
Page 2 of 4
1. No action
Pros:
1)
No
change
in
schedule.
2)
No
training/costs
required.
Cons:
1) Continues
inequity
in
recess
for
children
affected
the
most
by
poor
health
and
educational
outcomes.
2) Out
of
compliance
with
current
educational
research
and
best
practice.
3) Less
attentive
children.
4) Conflicts
with
students
voiced
needs
and
family/parent
priorities.
2.
Adoption
and
Pros:
Costs:
Implementation
1)
Eliminates
disparity
in
access
to
recess
among
schools.
Training
staff
in:
of
Recess
Policy-
2
2)
Supports
best
practice
in
both
education
and
childrens
health.
Best
practice
for
Recess
(15
)
minutes
3)
Guides
schools
toward
evidence-based
practices
(Peaceful
Playgrounds,
recesses
K-5.
4)
Aligns
with
students
voiced
needs
and
family/parent
groups
Playworks,
etc)*
priorities.
First
Aid
&
CPR
5)
Addresses
SPS
Core
Mission,
Vision
and
Core
Beliefs,
as
well
as
Cost
of
maintaining
all
three
Strategic
Plan
Goals.
recess
facilities
(already
required)
Cons:
Re-configuring
some
1)
Some
schools
who
have
reduced
or
cancelled
recess
will
need
elementary
school
to
re-start
it.
schedules
2)
May
encounter
resistance
from
schools
not
following
best
Cost
of
paying
for
hourly
practices.
recess
supervisors
OR
3)
Current
staffing
model
does
not
provide
enough
supervision.
assigning
teachers
these
4.
Will
need
to
adjust
schedules
to
accommodate
increased
time
duties
for
recess.
NOTE:
According
to
Washington
State
RCW
28A.150.205
recess
is
considered
instructional
time.
*Through
grant
funding
ACTIONS:
1) Adoption
of
a
Recess
Policy
in
the
fall
2015-16
school
year.
2) Creation
of
Recess
Implementation
Task
Force
to
develop
a
3
year
implementation
plan,
secure
funding,
monitor,
evaluate
and
report
out
on
progress
of
the
implementation
of
the
policy
on
bi-yearly
basis.
3) Creation
of
separate
committee
to
develop
recommendations
for
Middle
and
High
School
recess/breaks
Authors:
Carolyn
Kramer,
MPH
(PE/PA/NE
Subcommittee
of
the
SPS
Wellness
Task
Force
Chair,
Consultant,
Whole
Schools),
Vicki
Summerquist
(Parent,
UW
MPH
Candidate)
Contributors:
PE/PA/NE
Subcommittee
of
the
SPS
Wellness
Task
Force
(selected
members):
Lori
Dunn
(PE/Health
Literacy
Manager,
Seattle
Public
Schools),
Liz
Fleck
(PE
Teacher,
McDonald
School),
Ken
Turner
(Seattle
Parks
and
Recreation,
PhD
Candidate,
Parent).
Advisors:
Katie
May
(Principal-
Thurgood
Marshall);
David
Posner,
(Retired
Teacher,
Seattle
Public
Schools,
current
substitute
Teacher,
member
of
Recess
and
Lunch
Matter
Coalition),
Jana
Robbins
(Parent,
member
of
Recess
and
Lunch
Matter
Coalition,
Pre-School
Teacher,
Outdoor
Educator
Initial
date
prepared/revised:
May
1,
2015
Page 3 of 4
Recess Shrinks at Seattle Schools; Poor Schools Fair Worse, KUOW, May 14, 2014, as found at http://kuow.org/post/recessshrinks-seattle-schools-poor-schools-fare-worst
2
As defined by Seattle Public Schools Recess Sub Committee of the PE/PA/NE Wellness Taskforces, April 20, 2015.
3
National Association for Sport and Physical Education. Recess in elementary schools: a position paper of the Council on
Physical Education for Children and the National Association for Sport and Physical Education. 2001.
4
Murray, Robert, Ramstetter, Catherine The Crucial Role of Recess in School; Policy Statement from the American Pediatric
Association. Pediatrics Vol. 131 No1 January1 2013:183-188. http://pediatrics.aappublications.org/content/131/1/183.full
5
www.cdc.gov/HealthyYouth
6
Mahar, MT Impact of short bouts of physical activity on attention-to-task in elementary school children. Preventative
Med. 2011 Jun;52 Suppl1:S60-4
7
Coe DP, Pivarnik JM, Womack CJ, Reeves MJ, Malina RM. Effect of physical education and activity levels on academic
achievement in children. Med Sci Sports Exerc. 2006;38(8):1515-9.
8
Pellegrini AD & Bohn CM. The role of recess in childrens cognitive performance and school adjustment. Educational
Researcher. 2005. Retrieved February 12, 2007 from http://www.aera.net/publications
9
Jarrett OS. Recess in elementary school: what does the research say? ERIC Digest. Retrieved February 12, 2007 from
http://www.ericdigests.org/2003-2/recess.html
10
Hartle L, Campbell J, Becker A, et al. Outdoor play: a window on social-cognitive development. Dimensions of Early
Childhood. 1994;23(1):27-31.
11
Pellegrini AD, Kato K, Blatchford P & Baines E. A short-term longitudinal study of childrens playground games across the
first year of school: implications for social competence and adjustment to school. American Educational Research Journal.
2002;39:991-1015
12
Basch, Charles E. "Healthier students are better learners: A missing link in school reforms to close the achievement gap."
(2010).
13
2014 Healthy Youth Survey, Seattle Public Schools, as found at
http://www.seattleschools.org/modules/cms/pages.phtml?pageid=232616
14
http://www.cdc.gov/healthyyouth/obesity/facts.htm
15
It is important to note that obesity and the diseases association with obesity is a result of complex factors with no one solution.
However, there is research indicating that increasing physical activity is a common first step in addressing most illnesses.
16
Parfitt G, Eston RG. The relationship between childrens habitual activity level and psychological well-being. Acta Paediatr.
2005;94(12):1791-7.
17
Caterino MC, Polak ED. Effects of two types of activity on the performance of second-, third-, and fourth-grade students on a
test of concentration. Percept Mot Skills. 1999;89(1):245-8.
18
Using Nature and Outdoor Activity to Improve Children's Health, Leyla E. McCurdy, MPhil, Kate E. Winterbottom, MPH,
Suril S. Mehta, MPH, James R. Roberts, MD, MPH, Current Problems in Pediatric and Adolescent Health Care, Volume 40,
Issue 5, May 2010, Pages 102117Using Nature and Outdoor Activity to Improve Children's Health
19
Washington State RCW 28A.150.205
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