Visit the National Academies Press online and register for

Educating the Student Body
FIGURE 6-1
Traditional layout of a classroom with limited space for physical activity breaks.
SOURCE: Personal communication from Heather Erwin. Reprinted with permission from 
Heather Erwin.
Figure 6-1.eps
Teacher’s Desk
Chalkboard
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Activity Area
FIGURE 6-2
One classroom layout designed to accommodate physical activity breaks. 
SOURCE: Personal communication from Heather Erwin. Reprinted with permission from 
Heather Erwin.
Figure 6-2.eps
Teacher’s Desk
Chalkboard
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Activity Area

---

Copyright © National Academy of Sciences. All rights reserved.
Educating the Student Body: Taking Physical Activity and Physical Education to School
Approaches to Physical Activity in Schools
 
271
FIGURE 6-3
Another classroom layout designed to accommodate physical activity breaks. 
SOURCE: Personal communication from Heather Erwin. Reprinted with permission from 
Heather Erwin.
Figure 6-3.eps
Teacher’s Desk
Chalkboard
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Desk
Activity Area
dren (Ramstetter et al., 2010). In addition to providing children the oppor-
tunity to engage in physical activity, develop healthy bodies, and develop 
an enjoyment of movement, it provides them with a forum in which they 
are able to practice life skills, including conflict resolution, problem solving, 
communicating with language, cooperation, respect for rules, taking turns, 
and sharing. Moreover, it serves as a developmentally appropriate outlet 
for reducing stress in children (National Association for the Education of 
Young Children, 1998). Furthermore, recess facilitates attention and focus 
on learning in the classroom (NASPE, 2001). This dedicated period of time 
further allows children the opportunity to make choices, plan, and expand 
their creativity (National Association for the Education of Young Children, 
1998). Indeed, the American Academy of Pediatrics (AAP) recently released 
a policy statement in support of recess and free play as “fundamental 
component[s] of a child’s normal growth and development” (Council on 
School Health, 2013, p. 188). 
The AAP further asserts that cognitive processing and academic perfor-
mance depend on regular breaks from concentrated class work. The AAP 
believes that

---

Copyright © National Academy of Sciences. All rights reserved.
Educating the Student Body: Taking Physical Activity and Physical Education to School
272