Active recess

There is strong evidence that active recess increases physical activity for schoolchildren (Erwin 2014, Larson 2014, Janssen 2013, Howe 2012, HFRP-Sports4Kids, Pulido Sanchez 2021, Zhu 2025). Active recess programs can lead to significant increases in moderate to vigorous activity; children can expend 100kcal/30 minutes of recess (Howe 2012).

Recess interventions including active recess are most effective for young children, age 10 and younger (Erwin 2014). The longer the duration of each active recess period, the more children’s physical activity levels increase (Erwin 2014). A multi-component intervention including active recess in elementary schools in neighborhoods with low incomes appears to be associated with improved cardio-respiratory endurance and gross motor skills (Brusseau 2018). Additional evidence is needed to confirm the effects of active recess interventions for adolescents (Parrish 2013).

Implementating programs during recess (e.g., Good Behavior Game, Recess Enhancement Program, Playwork, Ready for Recess, etc.) can help increase physical activity (Zhu 2025, Pulido Sanchez 2021). Programs such as Playworks that include active recess have also been shown to reduce playground conflicts, bullying, and exclusionary behavior (Mathematica-Bleeker 2012, HFRP-Sports4Kids, JGC-London 2013), especially with high quality program implementation (JGC-London 2013). Teachers from schools participating in Playworks programs report higher levels of student engagement in physical activity, and accelerometer data shows marginally significant effects on physical activity (Beyler 2014). An evaluation of Playworks’ on-site coaching program suggests it can increase physical activity among Black and Hispanic students compared to their peers who do not participate; however, white students do not show a significant change in physical activity because their levels of physical activity were already higher before program participation (James-Burdumy 2016).

In some studies, active recess programs, such as Playworks (Beyler 2014), have been shown to have a stronger effect for girls than for boys (Janssen 2013), perhaps because boys generally engage in more physical activity during recess than girls (McKenzie 2010). A study of the multi-component program Peaceful Playgrounds in South Carolina suggests such programs decrease verbal conflicts in boys (Mayfield 2017). Other studies show greater increases in physical activity among boys than girls (Pulido Sanchez 2021) or show no gender differences (Howe 2012).

Several components of active recess programs have been shown to increase physical activity during recess, including staff training, activity zones, grassland, painted markings on playgrounds, and playground equipment improvements (Escalante 2014, Ickes 2013, Ridgers 2012, Mayfield 2017, Bailey 2024). School resources, including funding and staffing, are critical to the quality of recess, which in turn is positively associated with children’s behavioral, social, and emotional outcomes (Massey 2021). Offering game equipment such as jump ropes, frisbees, assorted balls, hula hoops, racquets, and juggling equipment can also increase children’s physical activity levels (Broekhuizen 2014, Verstraete 2006); however, the positive effect of playground equipment can diminish over time and new equipment or rotating equipment may be necessary to maintain student interest (Ickes 2013, Erwin 2014). Combining recess intervention strategies such as structured recess, activity options, variety in playground equipment, and teacher training and involvement may also help maintain the effect on children’s physical activity levels in the long-term (Erwin 2014). Experts recommend adequate staff training so that staff can address diverse needs of students, encourage inclusiveness, and provide supervision for children’s safety during recess (SHAPE America 2016, CSH-Murray 2013). Experts also suggest that recess may need to be longer in duration (> 15 minutes) or coupled with classroom activities which promote physical activity for interventions to have an effect (Nigg 2018).

Studies examining structured and unstructured recess interventions have shown positive associations between recess and academic behavior, attitudes, and indicators of cognitive skills (CDC-School PA 2010, Ramstetter 2010). Unstructured recess may improve prosocial behaviors and peer relationships, especially for older students and students who have limited abilities for physical activity (Brandon 2024). Unstructured and semi-structured recess may also be beneficial for older elementary students’ physical activity (SHAPE America 2016).

An evaluation of an active recess initiative in Minnesota suggests common challenges may include inadequate adult supervision and a lack of space and time for active recess (MDH-SHIP 2017). An assessment of Playworks indicates that high-functioning recess, which includes age-appropriate games, spaces, and equipment and intentional adult support, is associated with improved social skills and school climate (London 2015). Daily recess is recommended as an addition to, not a replacement or substitute for, physical education (SHAPE America 2016). Daily recess is associated with better teacher ratings of classroom behavior (Barros 2009) and principals report that recess has a positive impact on student achievement and learning in the classroom (FENTON 2010).

It is unclear what impact active recess has on disparities in physical activity, social and emotional outcomes among children by race and ethnicity, age, gender, and socio-economic status. Available evidence suggests that the impact of active recess programs on physical activity between female and male students is unclear with mixed results (Janssen 2013, Pulido Sanchez 2021, Howe 2012).

Overall, the quality of and access to school recess are not equal across children. An Arkansas-based study suggests that schools with higher Black student enrollment are less likely to meet the 40-minute recess requirement than schools with lower Black student enrollment; there is no difference in meeting the requirement between urban and rural schools (Howie 2025). School resources including an organized recess environment, staffing, staff training, and accessible equipment are critical to the quality of recess (Massey 2021). For equal access to recess opportunities, researchers recommend recess interventions that are race- and gender-inclusive, age-appropriate, and offer options for students with different physical abilities (Bailey 2024, Pulido Sanchez 2021, Bjornsen 2024, Howie 2025).

A 2024 report from the Physical Activity Alliance shows racial/ethnic and disability disparities in physical activity participation among U.S. children, including overall physical activity, sports participation, and daily physical education attendance, suggesting unequal access to environmental resources that support active play (PAA 2024, Hasson 2025). Environmental factors contributing to low levels of physical activity among urban Black and Hispanic children from families with low incomes include lack of access to safe and proper spaces for outdoor play (e.g., parks, sports fields, playgrounds), unsafe neighborhoods, living in apartment buildings where children are required to engage in sedentary and quiet activities, and the absence of affordable, organized, and structured physical activity programs in their communities (Chang 2017). Black and Asian children are more likely to attend schools that offer fewer classes or less time for physical activity, which is tied to school funding and investment in recreational facilities and equipment (Hasson 2025).

Several reports have shown that the 2008 recession caused steep declines in state public school funding, and these funding cuts disproportionately reduced budgets for high poverty school districts (Baker 2016) and districts serving larger populations of English language learners (Baker 2020a). As of 2014, 31 states were providing less funding for public schools than they provided in 2008 (Baker 2016). The COVID-19 pandemic also changed poverty rates, altered student enrollments, and complicated state education budget estimates, which in many cases has resulted in proposed state funding cuts that disproportionately affect school districts serving communities with low incomes (Urban-Blagg 2021).

As of 2024, less than half U.S. states (43%) have recess laws, and among those states only a few include provisions related to accountability (e.g., enforcement, monitoring, compliance, etc.) or funding, which can influence the implementation of recess (Thompson 2025). State recess laws are positively associated with recess policy adoption at the district level, but state laws do not appear to be directly associated with school-level recess provision (Clevenger 2022).

• What is the staffing and physical environment of school recess like in your school/school district/state? Who does not have access to quality recess?
• Does your school/school district/state have laws that require recess, in terms of the minimum amount of recess time? Does legislation provide funding and other support for implementation?
• Who usually leads recess plans and implementation? How does your school/school district engage community residents in the planning of recess?

Many public school districts across the country have active or structured recess programs, for example the Active Schools Minnesota initiative (MDH-Active school). Playworks is a program that includes a structured recess component; Playworks has provided workshops and consultations for schools in all 50 states, and over 15 metro areas have a trained Playworks staff member to oversee programming or act as a full-time recess coach, which is available in schools where at least half of the student population qualifies for free and reduced lunch (Playworks-Facts). Other nonprofit organizations and research institutions can partner with schools to implement the active recess models, such as CATCH games in San Mateo and Santa Clara County, California which provide structured and cooperative physical active opportunities for elementary school students (Vollmer 2022).

Less than half U.S. states have laws that recommend or require recess periods in elementary schools, with minimum durations ranging from 15 to 30 minutes per day (Piekarz-Porter 2019, Kahan 2023). Indiana, for example, has legislation that requires 20-minute-long active recess per day at minimum in elementary school (Kahan 2023). Georgia’s Georgia SHAPE is an example of a comprehensive, state-wide initiative to reduce childhood obesity. This initiative encourages elementary schools to use active recess interventions and physically active classrooms to incorporate at least 30 minutes of physical activity daily via its Power Up for 30 program (Georgia SHAPE, HealthMPowers-Power up).

AFHG-OST - Alliance for a Healthier Generation (AFHG). Out-of-School Time.

CDC-CSPAP framework 2019 - Centers for Disease Control and Prevention (CDC). Comprehensive school physical activity programs (CSPAP): A framework for schools. U.S. Department of Health and Human Services (U.S. DHHS); 2019.

CDC-CSPAP guide 2013 - Centers for Disease Control and Prevention (CDC). Comprehensive school physical activity programs (CSPAP): A guide for schools. U.S. Department of Health and Human Services (U.S. DHHS); 2013.

DASH NY-Chierici 2013 - DASH NY. Time to play: Improving health and academics through recess in New York elementary schools. A mandatory daily active recess policy implementation guide. The New York Academy of Medicine. 2013.

KaBOOM!-Play matters - KaBOOM! Play matters: A study of best practices to inform local policy and process in support of children’s play. Washington, D.C.: KaBOOM.

MN DOE-Recess Moves - Minnesota Department of Education (MN DOE). Recess Moves: A toolkit for quality recess. 2013.

NDC-Play 60 - National Dairy Council (NDC), National Football League (NFL). Fuel up to play 60: Playbook.

Peaceful Playgrounds-Recess - Peaceful Playgrounds. Peaceful playgrounds recess program.

Playcore-Resources - Playcore. Youth fitness resources and links, including information about Play On! Playground learning activities for youth fitness.

Playworks-Find games - Playworks. Game library.

* Journal subscription may be required for access.

Bailey 2024* - Bailey, R. P., Payne, R., Raya Demidoff, A., Samsudin, N., & Scheuer, C. (2024). Active recess: School break time as a setting for physical activity promotion in European primary schools. Health Education Journal, 83(5), 531-543.

Baker 2016* - Baker B, Weber M. Beyond the echo-chamber: State investments and student outcomes in U.S. elementary and secondary education. Journal of Education Finance. 2016;42(1):1-27.

Baker 2020a - Baker BD, Srikanth A, Green PC III, Cotto R. School funding disparities and the plight of Latinx children. Education Policy Analysis Archives. 2020;28(135).

Barros 2009 - Barros RM, Silver EJ, Stein REK. School recess and group classroom behavior. Pediatrics. 2009;123(2):431-6.

Beyler 2014* - Beyler N, Bleeker M, James-Burdumy S, Fortson J, Benjamin M. The impact of Playworks on students' physical activity during recess: Findings from a randomized controlled trial. Preventive Medicine. 2014;69:S20-S26.

Bjornsen 2024* - Bjornsen, M. A., Perryman, K. L., Cameron, L., Thomas, H., & Howie, E. K. (2024). The impact of recess on students: A scoping review of developmental outcomes and methodological considerations. Journal of Research in Childhood Education, 38(4), 649-664.

Brandon 2024 - Brandon, C., & Atkins, T. (2024). A review of literature exploring the impact of recess on academic, behavioral and social domains. Educational Research: Theory and Practice, 35(1), 72-83.

Broekhuizen 2014 - Broekhuizen K, Scholten AM, de Vries SI. The value of (pre)school playgrounds for children's physical activity level: A systematic review. International Journal of Behavioral Nutrition and Physical Activity. 2014;11:59.

Brusseau 2018* - Brusseau TA, Hannon JC, Fu Y, et al. Trends in physical activity, health-related fitness, and gross motor skills in children during a two-year comprehensive school physical activity program. Journal of Science and Medicine in Sport. 2018;21(8):828-832.

CDC-School PA 2010 - Centers for Disease Control and Prevention (CDC). The association between school-based physical activity, including physical education, and academic performance. Atlanta: U.S. Department of Health and Human Services (U.S. DHHS); 2010.

Chang 2017 - Chang, S. H., & Kim, K. (2017). A review of factors limiting physical activity among young children from low-income families. Journal of Exercise Rehabilitation, 13(4), 375–377.

Clevenger 2022* - Clevenger, K. A., Lowry, M., Perna, F. M., & Berrigan, D. (2022). Cross-sectional association of state recess laws with district-level policy and school recess provision in the United States. Journal of School Health, 92(10), 996-1004.

CSH-Murray 2013 - Council on School Health, Murray, R., Ramstetter, C., Devore, C., Allison, M., Ancona, R., Barnett, S., Gunther, R., Holmes, B. W., Lamont, J., Minier, M., Okamoto, J., Wheeler, L., & Young, T. (2013). The crucial role of recess in school. Pediatrics, 131(1), 183-188.

Erwin 2014* - Erwin HE, Ickes M, Ahn S, Fedewa A. Impact of recess interventions on children's physical activity: A meta-analysis. American Journal of Health Promotion. 2014;28(3):159-167.

Escalante 2014* - Escalante Y, Garcia-Hermoso A, Backx K, Saavedra JM. Playground designs to increase physical activity levels during school recess: A systematic review. Health Education & Behavior. 2014;41(2):138-144.

FENTON 2010 - FENTON Communications. The state of play: Gallup survey of principals on school recess. Princeton: Robert Wood Johnson Foundation (RWJF); 2010.

Georgia SHAPE - Georgia Student Health and Physical Education (SHAPE) Initiative. Power up for 30 success in Georgia.

Hasson 2025 - Hasson, R. E. (2025). Unequal play: Understanding and overcoming disparities in children’s physical activity. Journal of Physical Activity and Health. Advance online publication.

HealthMPowers-Power up - HealthMPowers. Power up for 30.

HFRP-Sports4Kids - Harvard Family Research Project (HFRP). Evaluation report: Case study of the first year of Sports4Kids at the Ohrenberger Elementary School in Boston, Massachusetts 2006-2007 school year. Cambridge: Harvard Family Research Project (HFRP); 2007.

Howe 2012 - Howe CA, Freedson PS, Alhassan S, Feldman HA, Osganian SK. A recess intervention to promote moderate-to-vigorous physical activity. Pediatric Obesity. 2012;7(1):82-8.

Howie 2025 - Howie, E. K., Harden, S. M., Barr-Anderson, D. J., & Long, C. R. (2025). Elementary school compliance with a state recess minimum requirement by racial and geographic factors: A cross-sectional study. The International Journal of Behavioral Nutrition and Physical Activity, 22(1), 37.

Ickes 2013* - Ickes MJ, Erwin H, Beighle A. Systematic review of recess interventions to increase physical activity. Journal of Physical Activity & Health. 2013;10:910-926.

James-Burdumy 2016* - James-Burdumy S, Beyler N, Borradaile K, et al. The impact of Playworks on students’ physical activity by race/ethnicity: Findings from a randomized controlled trial. Journal of Physical Activity and Health. 2016;13(3):275-280.

Janssen 2013* - Janssen M, Twisk JWR, Toussaint HM, van Mechelen W, Verhagen EALM. Effectiveness of the PLAYgrounds programme on PA levels during recess in 6-year-old to 12-year-old children. British Journal of Sports Medicine. 2013(Jan 4): Epub.

JGC-London 2013 - London, R. A., Westrich, L., Stokes-Guinan, K., Castrechini, S., Fortson, J., James-Burdumy, S., Bleeker, M., & Beyler, N. (2013). Impact and implementation findings from an experimental evaluation of playworks: Effects on school climate, academic learning, student social skills and behavior. John W. Gardner Center (JGC), Mathematica Policy Research (MPR), Robert Wood Johnson Foundation (RWJF).

Kahan 2023 - Kahan, D., & Poulos, A. (2023). Models of school recess for combatting overweight in the United States. Preventive Medicine Reports, 31, 102081.

Larson 2014 - Larson JN, Brusseau TA, Chase B, et al. Youth physical activity and enjoyment during semi-structured versus unstructured school recess. Open Journal of Preventive Medicine. 2014;4(8):631-639.

London 2015 - London R, Westrich L, Stokes-Guinan K, McLaughlin M. Playing fair: The contribution of high-functioning recess to overall school climate in low-income elementary schools. Journal of School Health. 2015;85(1):53-60.

Massey 2021* - Massey, W. V., Thalken, J., Szarabajko, A., Neilson, L., & Geldhof, J. (2021). Recess quality and social and behavioral health in elementary school students. Journal of School Health, 91(9), 730-740.

Mathematica-Bleeker 2012 - Bleeker M, James-Burdumy S, Beyler N, et al. Findings from a randomized experiment of Playworks: Selected results from cohort 1. Princeton: Mathematica Policy Research (MPR), John W. Gardner Center (JGC), Robert Wood Johnson Foundation (RWJF); 2012.

Mayfield 2017* - Mayfield CA, Child S, Weaver RG, et al. Effectiveness of a playground intervention for antisocial, prosocial, and physical activity behaviors. Journal of School Health. 2017;87(5):338-345.

McKenzie 2010 - McKenzie TL, Crespo NC, Baquero B, Elder JP. Leisure-time physical activity in elementary schools: Analysis of contextual conditions. Journal of School Health. 2010;80(10):470-7.

MDH-Active school - Minnesota Department of Health (MDH). (2024). Active Schools Minnesota: Making being active a way of life for our students. Retrieved January 26, 2026.

MDH-SHIP 2017 - Minnesota Department of Health (MDH). Enhancing physical activity practices in 14 elementary schools: An evaluation of the Statewide Health Improvement Partnership (SHIP) Active Schools Minnesota initiative. 2017.

Nigg 2018 - Nigg CR, Kutchman E, Amato K, et al. Recess environment and curriculum intervention on children’s physical activity: IPlay. Translational Behavioral Medicine. 2019;9(2):202-216.

PAA 2024 - The Physical Activity Alliance (PAA). (2024). The 2024 US report card on physical activity for children and youth.

Parrish 2013* - Parrish AM, Okely AD, Stanley RM, Ridgers ND. The effect of school recess interventions on physical activity: A systematic review. Sports Medicine. 2013;43:287-299.

Piekarz-Porter 2019 - Piekarz-Porter, E., Schermbeck, R. M., Leider, J., Temkin, D., Belford, J., & Chriqui, J. F. (2019). The current landscape of school district and charter policies that support healthy schools: School year 2017-18. The Institute of Health Research and Policy, University of Illinois at Chicago, Child Trends.

Playworks-Facts - Playworks. (2023, September). Playworks 2023-2024 school year media fact sheet. Retrieved January 26, 2026.

Playworks-Wisconsin - Playworks. Playworks: Wisconsin.

Pulido Sanchez 2021 - Pulido Sánchez, S., & Iglesias Gallego, D. (2021). Evidence-based overview of accelerometer-measured physical activity during school recess: An updated systematic review. International Journal of Environmental Research and Public Health, 18(2), 578.

Ramstetter 2010* - Ramstetter CL, Murray R, Garner AS. The crucial role of recess in schools. Journal of School Health. 2010;80(11):517-26.

Richland County-Active school - Richland County Health & Human Services. (n.d.). 2013 Annual Report. Wisconsin. Retrieved January 26, 2026.

Ridgers 2012* - Ridgers ND, Salmon J, Parrish AM, Stanley RM, Okely AD. Physical activity during school recess: A systematic review. American Journal of Preventive Medicine. 2012;43(3):320-8.

SHAPE America 2016 - SHAPE America – Society of Health and Physical Education. (2016). Guide for recess policy. Retrieved January 26, 2026.

Thompson 2025 - Thompson, H. R., Lochner-Bravo, U., Talebloo, J., Davis, J. N., & Falbe, J. (2025). Accountability and funding for state-level school physical education and recess laws. American Journal of Preventive Medicine, 69(5), 108017.

Urban-Blagg 2021 - Blagg K, Gutierrez E, Lee V. How COVID-19-Induced changes to K-12 enrollment and poverty might affect school funding. Washington, D.C.: Urban Institute: 2021.

Verstraete 2006 - Verstraete SJM, Cardon GM, De Clercq DLR, De Bourdeaudhuij IMM. Increasing children’s physical activity levels during recess periods in elementary schools: The effects of providing game equipment. European Journal of Public Health. 2006;16(4):415-9.

Vollmer 2022 - Vollmer, L., Curiel, D., Lefko, J. M., & Ceron, M. (2022, September). CalFresh Healthy Living’s active recess project supports physical activity and healthy school communities. The University of California Cooperative Extension (UCCE) and The CalFresh Healthy Living (CFHL). Retrieved January 26, 2026.

WI DPI-Active recess - Wisconsin Department of Public Instruction (WI DPI). Active schools toolkit: Active recess.

Zhu 2025 - Zhu, K., Yin, X., Liu, Y., Qin, G., Jia, J., Xie, Z., & Liu, Y. (2025). Correlates of physical activity and sedentary behavior in children and adolescents during school recess: A systematic review and meta-analysis. BMC Public Health, 25, 2662.