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BOX 7-3 
Evidenced-Based Policy, Programmatic, and 
Environmental Approaches for Increasing 
Physical Activity During Recess
Evidence shows that the following approaches can be used to increase 
levels of physical activity during recess:
•
Provide organized sports activities that include adult supervision
a
(Howe et al., 2012), such as the structured recess activities devel-
oped by Playworks. Playworks activities have been shown to signifi-
cantly increase physical activity levels during recess while reducing 
the prevalence of playground injuries, bullying, and exclusionary 
behavior of children (RWJF, 2010). Unorganized but well-supervised 
play time also can be effective (Murray et al., 2013).
•
Provide multiple recess breaks during the day to break up long 
stretches of sedentary behavior. Having more than one regularly 
scheduled recess break daily is associated with improved classroom 
behavior (Barroso et al., 2009).
•
Schedule recess before lunch. Research has shown that, if youth play 
before they eat, they will consume more fruits and vegetables, drink 

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Educating the Student Body: Taking Physical Activity and Physical Education to School
The Effectiveness of Physical Activity and Physical Education Policies and Programs
 
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more milk, and waste less food. Research also has shown that, if recess 
is offered before lunch, youth display better behavior and playground 
injuries are reduced (Getlinger et al., 1996; Bergman et al., 2004). 
•
Implement policies that prohibit withholding recess as a punishment 
for poor behavior or allowing students to complete schoolwork dur-
ing recess. Students cannot be physically active during recess if they 
are not present.
•
Implement policies requiring both the recommended number of 
physical education minutes and physical activity opportunities out-
side of physical education classes for every grade level. Currently, 
elementary schools that provide the nationally recommended 150 
minutes of physical education weekly are less likely than other 
schools to provide 20 minutes of daily recess (Slater et al., 2012).
a
Evidence on the issue of adult supervision is mixed. Evaluation of Playworks 
shows a positive association between adult supervision and increased physical 
activity during recess, but the review of Ridgers and colleagues (2012) shows that 
the evidence on this association is inconclusive. More research is needed to deter-
mine whether the association is with trained adult supervisors or adult participa-
tion in leading or encouraging organized games.
skills through unstructured, free play; using recess as a substitute for physi-
cal education is inappropriate.