Academic Journal
Recess as a Setting for Child Development: A Randomized Controlled Trial on Physical Activity, Motor Skills and Social-Emotional Functioning.
| Τίτλος: | Recess as a Setting for Child Development: A Randomized Controlled Trial on Physical Activity, Motor Skills and Social-Emotional Functioning. |
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| Συγγραφείς: | Brocken JEA; LEARN! Research Institute, Faculty of Behavioral and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands., Meeter M; LEARN! Research Institute, Faculty of Behavioral and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands., de Bruijn AGM; LEARN! Research Institute, Faculty of Behavioral and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands. |
| Πηγή: | The Journal of school health [J Sch Health] 2026 Aug; Vol. 96 (8), pp. e70198. |
| Τύπος έκδοσης: | Journal Article; Randomized Controlled Trial |
| Γλώσσα: | English |
| Στοιχεία περιοδικού: | Publisher: Wiley Country of Publication: United States NLM ID: 0376370 Publication Model: Print Cited Medium: Internet ISSN: 1746-1561 (Electronic) Linking ISSN: 00224391 NLM ISO Abbreviation: J Sch Health Subsets: MEDLINE |
| Imprint Name(s): | Publication: Nov. 2008- : Hoboken, NJ : Wiley Original Publication: Columbus, Ohio : American Association of School Physicians |
| Ιατρικοί όροι (MeSH): | Motor Skills*/physiology , Play and Playthings*/psychology , Exercise*/psychology , Child Development*, Humans ; Child ; Male ; Female ; Schools ; Netherlands ; Accelerometry |
| Περίληψη: | Background: Recess can be beneficial for enhancing physical activity levels, but evidence on broader developmental outcomes remains mixed. Methods: A randomized controlled trial (21 Dutch primary schools, N = 1154 children, mean age = 9.0 years) evaluated a one-year recess intervention. Physical activity behavior was measured using accelerometers and observation. Motor skills were assessed with the Athletic Skills Track, and social-emotional functioning through teacher- and self-reports and observations. Implementation fidelity was monitored. Results: No significant intervention effects were found on physical activity behavior or social-emotional functioning. Motor skills improved for both groups, with greater gains in the control group. Implementation fidelity did not significantly affect results. Implications for School Health Policy, Practice, and Equity: Implementing standardized intervention programs may not necessarily produce the intended outcomes, possibly requiring more context-specific strategies. Schools may benefit from practical tools to effectively promote children's physically active play at the playground, considering school- and population-specific characteristics. Conclusions: This study refines the evidence on recess-based interventions. The larger gains in motor skills observed in the control group suggest that interventions do not necessarily affect practice as intended, highlighting the importance of considering contextual and methodological factors to better understand what works, for whom, and under which conditions. (© 2026 The Author(s). Journal of School Health published by Wiley Periodicals LLC on behalf of American School Health Association.) |
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| Grant Information: | 202122 United Kingdom WT_ Wellcome Trust |
| Contributed Indexing: | Keywords: accelerometer; motor skills; physical activity; recess intervention; school playground; school recess; social–emotional functioning |
| Entry Date(s): | Date Created: 20260712 Date Completed: 20260712 Latest Revision: 20260813 |
| Update Code: | 20260814 |
| PubMed Central ID: | PMC13356972 |
| DOI: | 10.1111/josh.70198 |
| PMID: | 42437659 |
| Βάση Δεδομένων: | MEDLINE |
| ISSN: | 1746-1561 |
|---|---|
| DOI: | 10.1111/josh.70198 |