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Related Experiment Video

Updated: Jan 24, 2026

Full-Endoscopic Interlaminar Approach for Decompression of Lateral Recess Stenosis
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An Evaluation of an Unstructured and Structured Approach to Increasing Recess Physical Activity.

Timothy K Behrens1, Whitney M Holeva-Eklund1, Carmen Luna2

  • 1College of Health and Human Services, Northern Arizona University, 1100 S. Beaver St. #15095, Flagstaff, AZ 86011.

The Journal of School Health
|May 28, 2019
PubMed
Summary

An unstructured program increasing recess equipment boosted moderate-to-vigorous physical activity (PA) and decreased sedentary behavior in students. A structured program did not increase PA and increased sedentary behavior, highlighting the need for further research on effective PA interventions.

Keywords:
SOPLAYchild & adolescent healthexercisemoderate-to-vigorous physical activityphysical activityphysical fitness & sport

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Area of Science:

  • Childhood obesity prevention
  • Public health interventions
  • School-based physical activity promotion

Background:

  • Evaluating interventions to increase student physical activity (PA) is crucial for public health.
  • Two distinct program types were assessed: unstructured (increased equipment) and structured (introduced activities).

Purpose of the Study:

  • To compare the effectiveness of an unstructured versus a structured program in enhancing student physical activity during school recess.
  • To analyze the impact of equipment availability and structured activities on different intensity levels of PA.

Main Methods:

  • Physical activity was measured using the System for Observing Play and Leisure Activity in Youth (SOPLAY).
  • Data collection occurred in two Colorado school districts, including baseline and follow-up observations.
  • Observations focused on sedentary behavior, moderate PA, and vigorous PA, alongside equipment availability.

Main Results:

  • The unstructured program led to significant increases in moderate and vigorous PA, coupled with a decrease in sedentary behavior.
  • The structured program showed no increase in moderate or vigorous PA and, conversely, an increase in sedentary behaviors.
  • These findings suggest program design significantly impacts physical activity outcomes.

Conclusions:

  • Increasing equipment availability during recess appears more effective than structured activities for boosting student PA.
  • Teacher interaction and program fidelity may influence outcomes, warranting further investigation.
  • Effective strategies for increasing PA require more research to identify best practices.