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Educating the Student Body
and Mullan, 2005; Ridgers et al., 2007; Loucaides et al., 2009) have been 
shown to improve physical activity levels during recess. The presence of 
sports fields and adequate playground equipment also is associated with 
greater accumulation of vigorous- or moderate-intensity physical activity 
during recess (McKenzie et al., 2010; Ramstetter et al., 2010; Colabianchi 
et al., 2011; Saint-Maurice et al., 2011; Beighle, 2012; Martin et al., 2012). 
Variations in physical activity during recess exist across individual-
level factors, such as age, gender, and culture (Holmes, 2012), as well as 
across environmental factors. For example, numerous studies have shown 
that boys achieve higher rates of physical activity during recess than girls 
(Barfield et al., 2004; Beighle et al., 2006; Haug et al., 2010b; Brusseau et 
al., 2011; Ridgers et al., 2012). Evidence regarding the association between 
physical activity levels during recess and socioeconomic status is mixed 
(Ridgers et al., 2005), but as previously stated, evidence shows that less 
socioeconomically advantaged youth are less likely to receive daily recess 
(Slater et al., 2012). Finally, limited evidence shows no significant differ-
ences in children’s vigorous- or moderate-intensity physical activity levels 
across days or seasons; thus recess should provide a regular opportunity 
for physical activity year round (Ridgers et al., 2006). Box 7-3 summarizes 
evidence-based policy, programmatic, and environmental approaches for 
increasing physical activity during recess.
Impact on Other Outcomes