ARIZONA Directly serves 8,000 kids

in 12 schools.

93 percent of students qualify for free or reduced-

prices lunches.

Contact Playworks Arizona Chuck Warshaver

Executive Director cwarshaver@playworks.org 480–525–6565 www.playworks.org

s.org

480–525–6565

www.playworks.org

Playworks began serving Arizona in 2011, originally

serving three schools. Today the program offers

strong role models and opportunities for safe and

inclusive play in seven low-income Title I schools,

where an average of 93 percent of students qualify

for free or reduced-price lunches and an estimated

15 percent are homeless. Partnerships with three

school districts—, Balsz, Creighton, and Phoenix

Elementary No. 1—allow Playworks coaches to reach

thousands of youth in grades K-8—most of them

Latino. Playworks is well-positioned to serve 18

schools and reach more than 10,000 students in the

coming school year.

Local Testimonials

“At Machan Elementary, we know first-hand that

Playworks’ innovative model of play is a powerful tool to

help improve the physical, social and educational well-

being of kids in the Phoenix area…Last year, our

Playworks coach did a beautiful job of integrating all of

our students through play and physical activities,

regardless of gender, physical ability, or other factors that

can discourage children from participating. This inclusive

approach changed the culture of our school. Through the

conflict resolution techniques taught by Coach Paul, we

saw a dramatic reduction in disciplinary referrals resulting

from disruptive behavior on the schoolyard and in the

classroom. I was amazed at the way Playworks took a

chaotic recess time and transformed it into an opportunity

for our students to play and grow together.”

Eric Dueppen, Principal, William T. Machan Elementary

School, Phoenix, AZ

360 schools • 22 cities • 270,000 students

In the 2012–13 school year, Playworks has placed full-time

coaches in 360 schools in 22 cities. The organization expects to

serve nearly 270,000 students directly and through training

services that reach more than 480 additional schools and

community organizations.

At Playworks, we believe play and recess provide an

unparalleled opportunity to foster the physical, social, and

emotional health of our kids. Playworks maximizes the power

of play to fundamentally transform schools. Research

indicates the program restores valuable teaching time,

reduces bullying, increases physical activity and improves the

school and overall learning environment.

Playworks is a uniquely effective force for change. It works

on-site with low-income schools, engineering a powerful

system of play that is making a daily difference where it is

most needed. Equipped with balls, cones, jump ropes and

enthusiasm, Playworks coaches take to the blacktop or

hardwood every recess. They facilitate healthy, inclusive play

that moves kids off the sidelines and engages them in the

action, taking advantage of the many teaching and learning

opportunities inherent in recess.

Why Play Matters

Recess and healthy play support learning. With a

trained adult on the playground, Playworks has

successfully tackled the chaos and negative behaviors

that find their way from the playground back into the

classroom, disrupting the teaching and learning

process.

The American Academy of Pediatrics recently released a

policy statement that recess is a crucial and necessary

component of a child’s development. By focusing on

building students’ social and emotional skills, Playworks

teaches children to interact and engage more

constructively. They can resolve their own conflicts and

create a more positive learning environment.

Recess and play are too often overlooked as potential

solutions for schools, sometimes resulting in schools

cutting recess time. But research shows that recess

can be very positive and important, delivering benefits

across the whole school day.

In a 2011–2012 nationwide survey of more than 3,850

principals and teachers in schools that partnered with

Playworks, respondents indicated they reclaimed an

average of 20 hours of teaching time per classroom

due to fewer behavioral problems on the playground

that carried into the classroom.

Playworks teachers

report less bullying and

exclusionary behavior

than teachers at schools

without Playworks.1

96%

of teachers agree that

Playworks reinforces positive

behavior during recess.

91%

of teachers agree that

Playworks helped students

stay out of trouble.

Playworks Prevents Bullying

Source: Statistically significant findings from “Impact and Implementation Findings from an Experimental Evaluation of Playworks: Effects on School Climate, Academic Learning, Student Social Skills and Behavior” and “Findings from an Experimental Evaluation of Playworks: Effects on Play, Physical Activity and Recess”. Mathematica Policy Research, 2013

i (n=295); Significantly different from zero at the .05 level, two-tailed testii (n=296); Significantly different from zero at the .05 level, two-tailed testiii (n=1,579); Significantly different from zero at the .10 level, two-tailed testiv (n=293); Significantly different from zero at the .10 level, two-tailed test* compared to those in control schools

HIGHERRATING

DIFFERENCE

PLAYWORKS

OTHER

PLAYWORKS SCHOOLS HAVE LESS BULLYING Teachers in Playworks schools reported significantly

less bullying and exclusionary behavior during recess*, a 43% difference in average rating scoresi.

STUDENTS FEEL SAFER AT SCHOOL

STUDENTS ARE READY TO LEARN

STUDENTS ARE ENGAGED IN MORE VIGOROUS PHYSICAL ACTIVITY

Accelerometer data showed that children in Playworks schools spent significantly more time in vigorous physical activity at recess* (14% versus 10% of recess time, which is a 43% difference)iii.

Playworks teachers’ average rating of students’ feelings of safety at school was 20% higher than the average ratings reported by teachers in control schoolsii.

Teachers in Playworks schools reported spending significantly less time to transition from recess to learning activities (34% fewer minutes)iv.

POSITIVE FINDINGS FROM A RANDOMIZED CONTROLLED TRIAL EVALUATION

FEWER MINUTES

LESS

n= #N/A

94%Number Hours Recovered Teaching Time

16

Results reported represent % of respondents who answered "significant" or "moderate" increase/decrease.

% of staff reporting a DECREASE in the following behavior

Impact on students in the CLASSROOM

% of staff reporting an INCREASE in the following behavior

% of staff reporting an DECREASE in the following behavior

Overall Impact Want Playworks To Return

Annual Survey 2013Results from a survey of teachers, administrators

and other staff at Playworks schools.

Arizona

Impact on students at RECESS

% of staff reporting an INCREASE in the following behavior

100%

100%

100%

97%

97%

Number of students that are physically active

Intensity of student physical activity

Number of students engaged in healthy play

Level of cooperation among students

Use of conflict resolution strategies

84%

86%

85%

Number of bullying incidents

Number of conflicts (physical or verbal)

Number of disciplinary incidents

87%

92%

89%

93%

Level of participation in academic activities

Level of cooperation with others during class

Students’ abilities to focus on class activities

Students play outside their play group

89%

85%

83%

88%

Conflicts from recess spilling into classroom

Amount of class time spent resolving conflicts

Time transitioning from recess to classroom

Number of disruptive events in the classroom

90%

68%

95%

Reduction indisciplinary

incidents

Student academicsuccess

Overall schoolclimate

City: Arizona

Total Respondents: 85

Student behavior during recess:

National Arizona

98% 100%

98% 100%

98% 100%

96% 97%

93% 97%

82% 84%

82% 86%

81% 85%

Student behavior in the classroom:

National Arizona

86% 89%

85% 85%

81% 83%

87% 88%

88% 87%

90% 92%

89% 89%

Overall student behavior

National Arizona

75% 68%

59% 58%

93% 95%

85% 90%

Additional information

National Arizona

90% 86%

96% 94%

6.7 5.4

20.2 16.2

**calculated by using the the daily minutes multiplied by 180 days and divided by 60 minutes

report an increase in the level of cooperation with others during class

Annual School Survey

2012-2013

According to school staff, Playworks had the following impact on

report a decrease in the number of conflicts originating on the playground and spilling to

class

report an increase in the number of students that are physically active during recess

report an increase in the intensity of student physical activity during recess

report an increase in the number of students engaged in healthy play

report an increase in the level of cooperation among students during recess

report an increase in the use of conflict resolution strategies during recess

report a decrease in the incidents of bullying during recess

report a decrease in the number of conflicts (physical or verbal) during recess

report a decrease in the number of disciplinary referrals during recess

reduce the amount of class time you spend resolving conflicts from recess

reduce the amount of time transitioning from recess to classroom instruction

reduce the number of disruptive events in the classroom

report an increase in the level of participation in academic activities

of staff said they would like Playworks to return to their school next year

Average number of minutes recovered daily transitioning from recess to the classroom

Average number of reclaimed classroom teaching hours**

report an increase in the students’ abilities to focus on class activities

report a positive impact on the students overall academic success

report a positive impact on students school attendance

report a positive impact on the overall school climate

report a reduction in the overall disciplinary referrals

of staff report that Junior Coaches take on a leadership role during recess

11

Program Components

www.playworks.org

www.playworks.org

Program Components Recess The Playworks coach will create an organized recess, by establishing specific areas on the playground for games such as tag, kickball, and four-square. The coach creates a safe, respectful and inclusive playground by developing standard agreements for behavior, teaching kids the rules and strategies of the games, and recruiting disengaged students to participate. The coach will also teach conflict resolution techniques such as rock-paper-scissors so that students can resolve conflicts on their own (and yes, amazingly it works!). Junior Coach Program Playworks’ coaches nurture a cadre of students from the upper grades to serve as junior coaches. The junior coaches are a mix of students who are successful academically as well as students who may be struggling academically but have natural leadership skills. Junior coaches participate in monthly trainings that focus on leadership, group management, conflict resolution techniques and strategies effective in preventing bullying on the playground. This peer leadership program has been successful in helping improve kids’ self-esteem, leadership ability and desire to improve academically. Class Game Time The Playworks’ coach leads individual classes in regularly scheduled periods of 30-45 minutes. Students are able to learn and become familiar with a variety of games in a small setting, providing a foundation of skills and tools that will allow for greater participation during recess. Playworks curriculum focuses on core recess games and activities in the beginning of the year as well as a variety of tag and other games that help students practice teamwork and cooperation. Out-of-School Time Playworks offers schools two after-school options to choose from: a collaborative model or an independent model. The Playworks coach can work in collaboration with your existing after-school program. S/he can provide academic support, structure physical activities and/or facilitate enrichment activities with the upper grade students. If there is not an existing after-school program or your school prefers the independent model then the Playworks coach will provide a free, high quality after-school program for a maximum of fifteen upper grade students. The program will include a healthy snack, homework assistance, enrichment activities and opportunities for physical activity and play. Both after-school options are only available Monday-Thursday. The goal of the Playworks’ morning program is to prepare students for learning in the classroom by providing fun and inclusive activities in an organized format before school begins; to build a foundation that supports in-school recess by introducing core games and conflict resolution strategies and to improve the morning transition from the recess yard to the classroom. Interscholastic Leagues Each Playworks school will participate in our developmental sports leagues, girls basketball (winter) and coed volleyball (spring). The Playworks coach will recruit and coach a team of twelve students from the upper grades for each league season. These are non-competitive teams designed to develop skills, provide a positive team experience, and teach good sporting behavior to students who may not otherwise have an opportunity to participate in sports. Each Playworks team will have the opportunity to play with another Playworks team during an evening game once a week.

Program Components

Recess

The Playworks coach will create an organized recess, by establishing specific areas on the playground for

games such as tag, kickball, and four-square. The coach creates a safe, respectful and inclusive

playground by developing standard agreements for behavior, teaching kids the rules and strategies of the

games, and recruiting disengaged students to participate. The coach will also teach conflict resolution

techniques such as rock-paper-scissors so that students can resolve conflicts on their own (and yes, amazingly it works!).

Junior Coach Leadership Program

The JCLP is a Playworks program that provides 5th grade students with enhanced leadership development opportunities. The program is designed to support student growth in leadership and conflict resolution within the school environment. Our program teaches students through fun games, team building exercises and activities which focus on understanding community and playing a leadership role within it. JCLP provides positions of responsibility for students to experience leadership on the playground and in their classrooms. Junior Coaches are required to:

1. participate in three trainings weekly during after school hours throughout the year 2. lead games at recess as well as teach conflict resolution and positive peer role modeling

strategies 3. maintaining and distributing the school sports equipment 4. participate in supervising/leading recesses across different grades 5. facilitate recess for a minimum of 30 minutes/week ‘on duty’

Class Game Time

The Playworks’ coach leads individual classes in regularly scheduled periods of 30-45 minutes. Students

are able to learn and become familiar with a variety of games in a small setting, providing a foundation of

skills and tools that will allow for greater participation during recess. Playworks curriculum focuses on

core recess games and activities in the beginning of the year as well as a variety of tag and other games

that help students practice teamwork and cooperation.

Interscholastic Leagues

Each Playworks school will participate in our developmental sports leagues, girls basketball (winter) and

coed volleyball (spring). The Playworks coach will recruit and coach a team of twelve students from the

upper grades for each league season. These are non-competitive teams designed to develop skills,

provide a positive team experience, and teach good sporting behavior to students who may not otherwise

have an opportunity to participate in sports. Each Playworks team will have the opportunity to play with

another Playworks team during an evening game once a week.

www.playworks.org