Effect of Recess on Socialization and Physical Activity in Typically Developing Children and Children with Learning Disabilities

Abstract

Unstructured, outdoor recess interventions have been shown to induce more moderate and vigorous physical activity as well as social skill development in elementary school children. The LiiNK Project provides children with multiple, unstructured, outdoor recesses daily. The aim of this study was to observe the effects of the LiiNK Project on the physical activity levels and socialization of children with different learning abilities in two schools. The study specifically focused on activity level, social group size and sex makeup, and trends across play equipment as well as age groups. Results revealed children spent most of recess engaged in moderate physical activity in small groups. Groups were generally divided by sex, with boys playing games together and girls talking; however, boys and girls with learning disabilities were more often found intermingling and playing games together. The playground was the location of the most moderate and vigorous physical activity, as it provided many pieces of equipment for children to use. The results indicate recess provides an opportunity for children to engage in physical activity and socialize with each other, and more work must be done to engage children spending recess alone or in sedentary activity.