Rhea, Deborah2016-12-202016-12-2020162016https://repository.tcu.edu/handle/116099117/12268The primary purpose of this study was to explore the physical activity and emotional differences between students who received three 15-minute recess breaks daily and those who received only one 30-minute recess daily. Grades K-2 children (N=262) from two North Texas private schools, one participating in the LiiNK Project and one comparison school, wore pedometers during school hours for one school week and were observed at recess for positive and not-positive emotional states. An independent t-test revealed that intervention school students took significantly more steps than comparison school students, F(260)=0.784, p0.0001. A univariate ANOVA revealed significant interactions between school and grade, F(2, 250)=4.298, p0.05, school and gender, F(1, 250)=4.660, p0.05, and grade and gender, F(2, 250)=6.919, p0.001, on average daily steps. For comparison of positive emotional expressions, a univariate ANOVA revealed that during recess, intervention school students displayed significantly higher percentages of positive emotions than comparison school children, F(1, 52)=15.332, p0.0001. For not-positive emotions, a univariate ANOVA revealed that intervention school students displayed significantly lower percentages of not-positive emotions than comparison school students, F(1, 52)=13.900, p0.0001.Format: OnlineNo search engine accessText