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Implementation of CDC Guidelines for Recess: A Formative Research Study.

Shazeen Suleman1,2, Gabriela Calderon Velazquez3, Tania Haag4

  • 1St Michael's Hospital, Toronto, Ontario, Canada.

Health Promotion Practice
|September 22, 2021
PubMed
Summary

Recess is crucial for child development, but its implementation in schools, especially in underserved areas, faces challenges. This study found that while stakeholders value recess, the Centers for Disease Control and Prevention (CDC) strategy requires better understanding and frameworks for effective school implementation.

Keywords:
child/adolescent healthcoordinated school health programshealth educationhealth researchphysical activity/exerciseprogram planning and evaluationqualitative researchrecessschool health

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Area of Science:

  • Child Development
  • School Health Policy
  • Educational Psychology

Background:

  • Recess is recognized as vital for cognitive, socioemotional, and physical development in children.
  • Despite its importance, recess is frequently reduced in school curricula to accommodate more instructional time.
  • Existing strategies for promoting high-quality recess, like those from the Centers for Disease Control and Prevention (CDC), lack clear implementation data, particularly in underserved settings.

Purpose of the Study:

  • To examine the implementation of the CDC's Strategies for Recess in Schools.
  • To identify barriers and facilitators to successful recess implementation.
  • To understand stakeholder perspectives in an urban, inner-city charter elementary school.

Main Methods:

  • Formative research study utilizing qualitative methods.
  • Conducted 13 in-depth interviews and focus group discussions.
  • Involved parents, teachers, recess monitors, and school administrators.
  • Employed thematic analysis of recorded and transcribed interviews, supplemented by group discussions and analytic memos.

Main Results:

  • Stakeholders universally acknowledged the importance of recess for student well-being.
  • Implementation of the CDC recess strategy was not uniformly understood or applied across the school.
  • Significant barriers and facilitators influenced the successful execution of recess programs.

Conclusions:

  • The current understanding and implementation of the CDC recess strategy are inconsistent.
  • Additional frameworks and support may be necessary for effective recess implementation in underserved school communities.
  • Further research is needed to optimize recess strategies in diverse educational environments.