Parents' perceptions of school recess policies and practices.

Background: Previous research has shown that school recess can provide children with physical, social and cognitive benefits; yet, recess opportunities and experiences may be different for different groups of children, specifically for children living in lower income environments, children of different racial groups other than white, and for children with disabilities. Parent perceptions of recess are important to consider as they serve as advocates for their children's access and opportunities at school as well as an additional informant for children's experiences at recess that may be useful for policymakers and school boards to consider.

Objective: To examine parent perceptions of recess by children's disability status, children's race and ethnicity, and family household income.

Recess Quality and Social and Behavioral Health in Elementary School Students.

Background: A majority of research findings have focused on recess as instrumental to achieving minutes of physical activity rather than focusing on the psycho-social benefits associated with a high-quality recess environment. The purpose of the current study was to examine the relationship between recess quality and teacher-reported social, emotional, and behavioral outcomes in children.

Methods: Data were collected from 26 schools in 4 different regions of the United States.

Nowhere to Go: Parents' Descriptions of Children's Physical Activity During a Global Pandemic.

Schools and outdoor public spaces play a substantial role in children's physical activity. Yet, the COVID-19 shelter-in-place mandates bound many children to their available home spaces for learning, movement, and development. The exact effect this mandate had on children's physical activity may vary among families.

From policy to practice: Examining the role of recess in elementary school.

Objectives: To examine the relationship between school recess policies, the quality of the recess environment and body mass index (BMI) among elementary school children.

Study Design: Observational.

Methods: Data were collected at 23 schools across four geographically distinct regions of the United States.

Examination of the Responsiveness of the Great Recess Framework-Observational Tool.

The purpose of this study was to test the responsiveness of the great recess framework-observational tool (GRF-OT) to detect changes in recess quality. GRF-OT data were collected at two time points (fall 2017 and spring 2018) in four geographically distinct regions of the United States. Following recommendations by Massey et al.