Effects of Recess on Student Attention and

Disruptions

Erica Aldam

ED601

https://soundcloud.com/user717131154/audio-recording-on-tuesday

Introduction

Recess time has been greatly reduced in many schools

Instructional time is deemed most important Recess has benefits on many student

behaviors The students who need recess most, tend to

lose it as a consequence

Focus

The focus of this research was to see how recess impacted student behaviors.

Could more frequent or longer recess reduce off-task behaviors?

Could recess enhance learning for all students?

Participants

12 first graders 1 ELL student 4 females, 8 males 5 students on IEP or 504 for speech and

language

Methods

Qualitative study Field notes Observations Analyzing notes to find common themes

among students Implement an intervention: additional recess

Data: Themes

Theme Behaviors

Work production Consists of the amount of prompting to complete work and the amount completed

Attentiveness Able to recall learned information and directions, body is in a listening and learning position (body still, eyes on speaker, ears listening, voices off)

Disruptions Unnecessary noises or talking out, not raising hand.

Fidgeting Unstill body in circle or at desk, out of seat, sitting inappropriately at desk

Other Participation, distractibility

Data: Results

0

1

2

3

4

5

6

7

Number of Students 5 7 6 7 5

Consistent

Behavior

Increased Work

Producti

Decreased

Fidgetine

Increased

Attentive

Increased

Participa

Conclusions

Unstructured recess benefits student behaviors

Increased off-task behaviors directly before recess

Increased positive behaviors directly after recess

Implications

This study was a small snapshot of student behaviors.

If positive behaviors increase, recess should be more thoughtfully implemented and scheduled.

An increase in positive behaviors may suggest academic achievement.