How Kids Learn Better By Taking Frequent Breaks Throughout The Day
Designing School Recess That Helps Kids Learn, Play And Eat Healthy Food
More Playtime! How Kids Succeed with Recess Four Times a Day at School
Despite Benefits, Recess for Many Students Is Restricted
Sponsored
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You can follower her on Twitter \u003ca href=\"https://twitter.com/@dfkris\">@dfkris\u003c/a>.\u003c/em>","avatar":"https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g","twitter":"dfkris","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["author"]}],"headData":{"title":"Deborah Farmer Kris | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/dfkris"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_53681":{"type":"posts","id":"mindshift_53681","meta":{"index":"posts_1591205157","site":"mindshift","id":"53681","score":null,"sort":[1558506855000]},"guestAuthors":[],"slug":"how-movement-and-exercise-help-kids-learn","title":"How Movement and Exercise Help Kids Learn","publishDate":1558506855,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Neuroscientist \u003c/span>\u003ca href=\"https://www.wendysuzuki.com/\">\u003cspan style=\"font-weight: 400\">Wendy Suzuki \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">was a rising star in the field of memory when she looked around and realized that her lifestyle wasn’t sustainable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was trying to get tenure, and I was doing nothing but work,\" she says. \"I had no friends outside of my lab. I knew I needed to do something. I thought, at least I can go to the gym and try to feel stronger.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She signed up for the classes that “looked the most fun.” As she expected, her mood and fitness level improved – but she began to notice something else at play. “About a year and a half into that regular exercise routine, I was sitting at my desk writing a grant and this thought went through my mind, ‘Writing is going well!’ I had never had that thought before. Then I realized that \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> of my work had been going better recently, and the only major change I had made to my life was regularly working out.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That observation prompted her to explore what exercise was doing to her brain. “My hippocampal memory was clearly better at remembering details and retrieving information.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These days, Suzuki has switched her primary research focus to the cognitive benefits of exercise. She is the author of the book \u003ca href=\"https://www.amazon.com/Healthy-Brain-Happy-Life-Everything/dp/0062366785\">\u003ci>Healthy Brain, Happy Life: A Personal Program to Activate Your Brain and Do Everything Better,\u003c/i>\u003c/a> and gave a popular \u003ca href=\"https://www.youtube.com/watch?v=BHY0FxzoKZE\">TED Talk\u003c/a> on exercise and the brain. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She also teaches a class at NYU called \u003c/span>\u003cspan style=\"font-weight: 400\">\"\u003ca href=\"https://www.wendysuzuki.com/can-exercise-change-your-brain\">Can Exercise Change your Brain?\u003c/a>\" To tap into the brain-boosting effects of movement, she begins each class with an hourlong workout session, followed by a 90-minute lecture and discussion. She has been measuring outcomes of this hybrid teaching method in quantitative and qualitative ways. “One student told me, ‘In my other 9 a.m. classes, I am hugging my\u003c/span>\u003cspan style=\"font-weight: 400\"> Starbucks cup. In this class, I don’t even need to take notes because I remember what is said.'”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She says exercise is the most transformative thing that you can do for your brain, and she is on a mission to help her students and the public understand the “life-changing,” mood-boosting, cognitive-enhancing effects of physical activity.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Cognitive Benefits of Exercise\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suzuki encourages people to think about the brain like a muscle. Exercise strengthens both the prefrontal cortex (which is involved in executive functioning) and the hippocampus (which plays a key role in memory and learning). In this way, exercise supports our ability to think creatively, make decisions, focus and retrieve key information. In her research, Suzuki found a single workout can improve a student’s ability to focus on a task for up to two hours.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Exercise stimulates the growth of new neurons, Suzuki explains, in a process called \u003ca href=\"https://well.blogs.nytimes.com/2016/02/17/which-type-of-exercise-is-best-for-the-brain/\">neurogenesis\u003c/a>. In addition, it increases the neurochemical BDNF, which acts as a fertilizer, strengthening neurons and making them less susceptible to breaking down. Physical activity also increases levels of serotonin, norepinephrine, dopamine and endorphins that support emotional well-being, motivation and response to stress. As we age, exercise has a protective effect on the brain, says Suzuki, making it less susceptible to neurodegenerative diseases and normal cognitive decline. With exercise, “you are making synaptic connections, and you are making more synapses grow. Movement will help your brain today and protect you against neurological decay in the future.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>The Case for Movement in School\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recess has cascading benefits for children, says Suzuki. “It really has to do with what we know about how the brain works and how we can rejuvenate brain activity – particularly focus, attention and mood. When you cut down recess, you are removing time that kids can run around. And when they run around, their brains are getting a bubble bath of good neurochemicals, neurotransmitters and endorphins. These help memory and mood. A simple burst of exercise helps students focus better — to filter out what they do and do not need to pay attention to in class.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She argues that movement breaks in K-12 classrooms support the deep kind of learning that they should be striving for.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Adults need this, too,” says Suzuki, including teachers. “Even though it takes time from your workday, it will give you back time. You will be more productive if you take that time off. Even if it’s just a walk up and down the stairs or a walk around the block. That is a surefire way to make your work more productive. It’s how humans were built. We were not built to sit in front of a screen all day long. Our bodies and brains work better with regular movement. It’s better than coffee.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adding more movement to the school day is an attainable goal, says Suzuki. She points to a program called \u003c/span>\u003ca href=\"https://thedailymile.co.uk/about/\">\u003cspan style=\"font-weight: 400\">The Daily Mile\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an initiative that started six years ago at an elementary school in Scotland. The head of school, Elaine Wyllie, “realized that students weren’t looking healthy,” says Suzuki, “so she asked teachers to take their students for a 15-minute walk or run every day.” More than 8,000 schools in 65 countries — including half of all schools in Scotland — have now adopted this program. The website includes \u003c/span>\u003ca href=\"https://thedailymile.co.uk/steps-to-success/\">\u003cspan style=\"font-weight: 400\">guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and tips for making the program accessible to all students with the aim of helping them become “fitter, healthier, and more able to concentrate in the classroom.”\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=V0RahcsF4aI\u003c/p>\n\u003cp>\u003cb>Reframing Exercise as Movement\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suzuki recognizes that “exercise can be a four-letter word” for some people — something that feels unpleasant or impractical, given the demands of life. So she has begun to talk about it as simply “movement” in her talks and workshops. One of her favorite “brain hacks” is taking a mundane task and making it more physical — such as “vacuuming like \u003ca href=\"https://www.youtube.com/watch?v=xuqYNx8zaXM\">Mrs. Doubtfire\u003c/a>.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The thing is, there are so many ways to move your body,” says Suzuki. “It’s hard to get someone who does not exercise to move regularly. Once you get over the hump, you can start to be much more mindful and see and feel the immediate effects of exercise – you are literally changing your brain.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=BHY0FxzoKZE\u003c/p>\n\n","blocks":[],"excerpt":"Exercising not only helps the body but it helps the brain. Schools are incorporating movement into the school day with activities like \"The Daily Mile\" to get kids active and prepared to learn. ","status":"publish","parent":0,"modified":1558506855,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1100},"headData":{"title":"How Movement and Exercise Help Kids Learn | KQED","description":"Exercising not only helps the body but it helps the brain. Schools are incorporating movement into the school day with activities like "The Daily Mile" to get kids active and prepared to learn. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Movement and Exercise Help Kids Learn","datePublished":"2019-05-22T06:34:15.000Z","dateModified":"2019-05-22T06:34:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53681 https://ww2.kqed.org/mindshift/?p=53681","disqusUrl":"https://ww2.kqed.org/mindshift/2019/05/21/how-movement-and-exercise-help-kids-learn/","disqusTitle":"How Movement and Exercise Help Kids Learn","path":"/mindshift/53681/how-movement-and-exercise-help-kids-learn","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Neuroscientist \u003c/span>\u003ca href=\"https://www.wendysuzuki.com/\">\u003cspan style=\"font-weight: 400\">Wendy Suzuki \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">was a rising star in the field of memory when she looked around and realized that her lifestyle wasn’t sustainable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was trying to get tenure, and I was doing nothing but work,\" she says. \"I had no friends outside of my lab. I knew I needed to do something. I thought, at least I can go to the gym and try to feel stronger.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She signed up for the classes that “looked the most fun.” As she expected, her mood and fitness level improved – but she began to notice something else at play. “About a year and a half into that regular exercise routine, I was sitting at my desk writing a grant and this thought went through my mind, ‘Writing is going well!’ I had never had that thought before. Then I realized that \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> of my work had been going better recently, and the only major change I had made to my life was regularly working out.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That observation prompted her to explore what exercise was doing to her brain. “My hippocampal memory was clearly better at remembering details and retrieving information.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These days, Suzuki has switched her primary research focus to the cognitive benefits of exercise. She is the author of the book \u003ca href=\"https://www.amazon.com/Healthy-Brain-Happy-Life-Everything/dp/0062366785\">\u003ci>Healthy Brain, Happy Life: A Personal Program to Activate Your Brain and Do Everything Better,\u003c/i>\u003c/a> and gave a popular \u003ca href=\"https://www.youtube.com/watch?v=BHY0FxzoKZE\">TED Talk\u003c/a> on exercise and the brain. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She also teaches a class at NYU called \u003c/span>\u003cspan style=\"font-weight: 400\">\"\u003ca href=\"https://www.wendysuzuki.com/can-exercise-change-your-brain\">Can Exercise Change your Brain?\u003c/a>\" To tap into the brain-boosting effects of movement, she begins each class with an hourlong workout session, followed by a 90-minute lecture and discussion. She has been measuring outcomes of this hybrid teaching method in quantitative and qualitative ways. “One student told me, ‘In my other 9 a.m. classes, I am hugging my\u003c/span>\u003cspan style=\"font-weight: 400\"> Starbucks cup. In this class, I don’t even need to take notes because I remember what is said.'”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She says exercise is the most transformative thing that you can do for your brain, and she is on a mission to help her students and the public understand the “life-changing,” mood-boosting, cognitive-enhancing effects of physical activity.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Cognitive Benefits of Exercise\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suzuki encourages people to think about the brain like a muscle. Exercise strengthens both the prefrontal cortex (which is involved in executive functioning) and the hippocampus (which plays a key role in memory and learning). In this way, exercise supports our ability to think creatively, make decisions, focus and retrieve key information. In her research, Suzuki found a single workout can improve a student’s ability to focus on a task for up to two hours.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Exercise stimulates the growth of new neurons, Suzuki explains, in a process called \u003ca href=\"https://well.blogs.nytimes.com/2016/02/17/which-type-of-exercise-is-best-for-the-brain/\">neurogenesis\u003c/a>. In addition, it increases the neurochemical BDNF, which acts as a fertilizer, strengthening neurons and making them less susceptible to breaking down. Physical activity also increases levels of serotonin, norepinephrine, dopamine and endorphins that support emotional well-being, motivation and response to stress. As we age, exercise has a protective effect on the brain, says Suzuki, making it less susceptible to neurodegenerative diseases and normal cognitive decline. With exercise, “you are making synaptic connections, and you are making more synapses grow. Movement will help your brain today and protect you against neurological decay in the future.” \u003c/span>\u003c/p>\n\u003cp>\u003cb>The Case for Movement in School\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recess has cascading benefits for children, says Suzuki. “It really has to do with what we know about how the brain works and how we can rejuvenate brain activity – particularly focus, attention and mood. When you cut down recess, you are removing time that kids can run around. And when they run around, their brains are getting a bubble bath of good neurochemicals, neurotransmitters and endorphins. These help memory and mood. A simple burst of exercise helps students focus better — to filter out what they do and do not need to pay attention to in class.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She argues that movement breaks in K-12 classrooms support the deep kind of learning that they should be striving for.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Adults need this, too,” says Suzuki, including teachers. “Even though it takes time from your workday, it will give you back time. You will be more productive if you take that time off. Even if it’s just a walk up and down the stairs or a walk around the block. That is a surefire way to make your work more productive. It’s how humans were built. We were not built to sit in front of a screen all day long. Our bodies and brains work better with regular movement. It’s better than coffee.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Adding more movement to the school day is an attainable goal, says Suzuki. She points to a program called \u003c/span>\u003ca href=\"https://thedailymile.co.uk/about/\">\u003cspan style=\"font-weight: 400\">The Daily Mile\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an initiative that started six years ago at an elementary school in Scotland. The head of school, Elaine Wyllie, “realized that students weren’t looking healthy,” says Suzuki, “so she asked teachers to take their students for a 15-minute walk or run every day.” More than 8,000 schools in 65 countries — including half of all schools in Scotland — have now adopted this program. The website includes \u003c/span>\u003ca href=\"https://thedailymile.co.uk/steps-to-success/\">\u003cspan style=\"font-weight: 400\">guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and tips for making the program accessible to all students with the aim of helping them become “fitter, healthier, and more able to concentrate in the classroom.”\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/V0RahcsF4aI'\n title='//www.youtube.com/embed/V0RahcsF4aI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cb>Reframing Exercise as Movement\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Suzuki recognizes that “exercise can be a four-letter word” for some people — something that feels unpleasant or impractical, given the demands of life. So she has begun to talk about it as simply “movement” in her talks and workshops. One of her favorite “brain hacks” is taking a mundane task and making it more physical — such as “vacuuming like \u003ca href=\"https://www.youtube.com/watch?v=xuqYNx8zaXM\">Mrs. Doubtfire\u003c/a>.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The thing is, there are so many ways to move your body,” says Suzuki. “It’s hard to get someone who does not exercise to move regularly. Once you get over the hump, you can start to be much more mindful and see and feel the immediate effects of exercise – you are literally changing your brain.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/BHY0FxzoKZE'\n title='//www.youtube.com/embed/BHY0FxzoKZE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53681/how-movement-and-exercise-help-kids-learn","authors":["11087"],"categories":["mindshift_192"],"tags":["mindshift_767","mindshift_20694","mindshift_20784","mindshift_1040","mindshift_296","mindshift_46","mindshift_21057","mindshift_20531","mindshift_21267"],"featImg":"mindshift_53698","label":"mindshift"},"mindshift_47909":{"type":"posts","id":"mindshift_47909","meta":{"index":"posts_1591205157","site":"mindshift","id":"47909","score":null,"sort":[1492498878000]},"guestAuthors":[],"slug":"how-kids-learn-better-by-taking-frequent-breaks-throughout-the-day","title":"How Kids Learn Better By Taking Frequent Breaks Throughout The Day","publishDate":1492498878,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \u003ca href=\"http://books.wwnorton.com/books/978-1-324-00125-6/?utm_source=SM&utm_medium=Facebook&utm_campaign=NPB_EDU_Social+Media_Facebook_00125+MindShift+excerpt\">Teach Like Finlan\u003c/a>\u003ca href=\"http://books.wwnorton.com/books/978-1-324-00125-6/?utm_source=SM&utm_medium=Facebook&utm_campaign=NPB_EDU_Social+Media_Facebook_00125+MindShift+excerpt\">d: 33 Simple Strategies For Joyful Classrooms\u003c/a> (c) 2017 by \u003c/em>\u003cem>Timothy D. Walker. Used with permission of the publisher, W. W. Norton. \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Schedule brain breaks\u003c/strong>\u003c/p>\n\u003cp>Like a zombie, Sami\u003ca href=\"#_ftn1\" name=\"_ftnref1\">*\u003c/a>—one of my fifth graders—lumbered over to me and hissed, “I think I’m going to explode! I’m not used to this schedule.” And I believed him. An angry red rash was starting to form on his forehead.\u003c/p>\n\u003cp>\u003cem>Yikes\u003c/em>, I thought, \u003cem>what a way to begin my first year of teaching in Finland\u003c/em>. It was only the third day of school, and I was already pushing a student to the breaking point. When I took him aside, I quickly discovered why he was so upset.\u003c/p>\n\u003cp>Throughout this first week of school, I had gotten creative with my fifth grade timetable. If you recall, students in Finland normally take a fifteen-minute break for every forty-five minutes of instruction. During a typical break, the children head outside to play and socialize with friends.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>I didn’t see the point of these frequent pit stops. As a teacher in the United States, I’d usually spent consecutive hours with my students in the classroom. And I was trying to replicate this model in Finland. The Finnish way seemed soft, and I was convinced that kids learned better with longer stretches of instructional time. So I decided to hold my students back from their regularly scheduled break and teach two forty-five-minute lessons in a row, followed by a double break of thirty minutes. Now I knew why the red dots had appeared on Sami’s forehead.\u003c/p>\n\u003cp>Come to think of it, I wasn’t sure if the American approach had ever worked very well. My students in the States had always seemed to drag their feet after about forty-five minutes in the classroom. But they’d never thought of revolting like this shrimpy Finnish fifth grader, who was digging in his heels on the third day of school. At that moment, I decided to embrace the Finnish model of taking breaks.\u003c/p>\n\u003cp>Once I incorporated these short recesses into our timetable, I no longer saw feet-dragging, zombie-like kids in my classroom. Throughout the school year, my Finnish students would, without fail, enter the classroom with a bounce in their steps after a fifteen-minute break. And most important, they were more focused during lessons.\u003c/p>\n\u003cp>At first I was convinced that I had made a groundbreaking discovery: frequent breaks kept students fresh throughout the day. But then I remembered that Finns have known this for years—they’ve been providing breaks to their students since the 1960s.\u003c/p>\n\u003cp>\u003ca href=\"http://books.wwnorton.com/books/978-1-324-00125-6/?utm_source=SM&utm_medium=Facebook&utm_campaign=NPB_EDU_Social+Media_Facebook_00125+MindShift+excerpt\">\u003cimg class=\"alignleft wp-image-47910 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Teach-Like-Finland-e1491328874828.jpg\" alt=\"Teach Like Finland\" width=\"250\" height=\"377\">\u003c/a>\u003c/p>\n\u003cp>In my quest to understand the value of the Finnish practice, I stumbled upon the work of Anthony Pellegrini, author of the book \u003ca href=\"https://www.amazon.com/Recess-Role-Education-Development-Developing/dp/0805855440\">Recess: Its Role in Education and Development \u003c/a>and emeritus professor of educational psychology at the \u003ca href=\"http://www.cehd.umn.edu/edpsych/people/pelle013/\">University of Minnesota\u003c/a>—who has praised this approach for more than a decade. In East Asia, where many primary schools provide their students with a ten-minute break after about forty minutes of classroom instruction, Pellegrini observed the same phenomenon that I had witnessed at my Finnish school. After these shorter recesses, students appeared to be more focused in the classroom (Pellegrini, 2005).\u003c/p>\n\u003cp>Not satisfied with anecdotal evidence alone, Pellegrini and his colleagues ran a series of experiments at a U.S. public elementary school to explore the relationship between recess timing and attentiveness in the classroom. In every one of the experiments, students were more attentive after a break than before a break. They also found that the children were less focused when the timing of the break was delayed—or in other words, when the lesson dragged on (Pellegrini, 2005).\u003c/p>\n\u003cp>In Finland, primary school teachers seem to know this intuitively. They send kids outside—rain or shine—for their frequent recesses. And the children get to decide how they spend their break times.\u003c/p>\n\u003cp>Although I favor the Finnish model, I realize that unleashing fifth graders on the playground every hour would be a huge shift for most schools. According to Pellegrini, breaks don’t have to be held outdoors to be beneficial. In one of his experiments at a public elementary school, the children had their recess times inside the school, and the results matched those of other experiments where they took their breaks outside: after their breaks, the students were more focused in class (Pellegrini, 2005).\u003c/p>\n\u003cp>What I realized in Finland, with the help of a flustered fifth grader, is that once I started to see a break as a strategy to maximize learning, I stopped feeling guilty about shortening classroom instruction. Pellegrini’s findings confirm that frequent breaks boost attentiveness in class. With this in mind, we no longer need to fear that students won’t learn what they need to learn if we let them disconnect from their work several times throughout the school day.\u003c/p>\n\u003cp>The year before I arrived in Helsinki, the American researcher and kinesiologist Debbie Rhea visited Finnish schools, and she, too, was inspired by their frequent fifteen-minute breaks. When she returned to the States, she piloted a study to evaluate the learning benefits of a Finland-inspired schedule with multiple recesses throughout the school day (Turner, 2013).\u003c/p>\n\u003cp>Today, Rhea’s research project is up and running in a handful of American schools in several states, and so far the early results have been promising. \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/04/more-playtime-how-kids-succeed-with-recess-four-times-a-day-at-school/\">Educators at Eagle Mountain Elementary School \u003c/a>in Fort Worth, Texas, report a significant change in their students, who receive four fifteen-minute breaks each day; for example, they are more focused, and they are not tattling as often. One first grade teacher even noticed that her students are no longer chewing on pencils (Connelly, 2016).\u003c/p>\n\u003cp>Rhea’s research is exciting, and it seems like the national interest in bringing more breaks to American schools is high. However, while the tide might be changing in American education, many U.S. teachers and students lack the freedom to imitate the Finnish model. Thankfully, any classroom, even non-Finnish ones, can tap into the benefits of taking multiple breaks throughout each day.\u003c/p>\n\u003cfigure id=\"attachment_47911\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-47911\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-1020x1346.jpg\" alt=\"Author Timothy Walker\" width=\"250\" height=\"330\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-1020x1346.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-160x211.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-800x1055.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-768x1013.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-1180x1557.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-960x1266.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-240x317.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-375x495.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-520x686.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa.jpg 1466w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Author Timothy Walker \u003ccite>(David Popa)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Initially, I thought that the true value of Finnish-style breaks is related to free play, but I no longer hold this view. I’ve concluded that the primary benefit of Finnish breaks is in the way it keeps kids focused by refreshing their brains. \u003ca href=\"https://www.mcgill.ca/psychology/daniel-j-levitin\">Daniel Levitin\u003c/a>, professor of psychology, behavioral neuroscience, and music at McGill University, believes that giving the brain time to rest, through regular breaks, leads to greater productivity and creativity. “You need to give your brain time to consolidate all the information that’s come in,” he said in an interview for the education blog MindShift (Schwartz, 2014). But even without scheduled breaks at school, the \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/06/why-daydreaming-is-critical-to-effective-learning/\">mind rests naturally through daydreaming\u003c/a>, which “allows you to refresh and release all those neural circuits that get all bound up when you’re focused,” said Levitin. “Children shouldn’t be overly scheduled. They should have blocks of time to promote spontaneity and creativity” (Schwartz, 2014).\u003c/p>\n\u003cp>There are different ways of offering little brain breaks, which I describe below, but one of the most important things to remember is that they need to happen regularly to benefit our students. In other words, it’s wise to schedule them throughout the day. A good start, perhaps, would be thinking about offering a whole-group brain break for every forty-five minutes of classroom instruction—just like many Finnish teachers. But even that timing could be too infrequent for your students. What’s important is that you watch your students carefully. If they seem to be dragging their feet before the forty-five-minute mark, it would seem beneficial to offer a brain break right away.\u003c/p>\n\u003cp>\u003cem>Timothy D. Walker is an American teacher and writer living in Finland. He has written extensively about his experiences for Education Week Teacher, Educational Leadership, and on his blog, \u003ca href=\"http://taughtbyfinland.com/\">Taught by Finland\u003c/a>. While working at a Helsinki public school, he completed his teaching practicum and received his master’s degree in elementary education from the United States. He is a contributing writer on education issues for \u003ca href=\"https://www.theatlantic.com/author/tim-walker/\">The Atlantic\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"#_ftnref1\" name=\"_ftn1\">*\u003c/a>The names used for students in this book are pseudonyms.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"American teacher Timothy Walker learned more effective ways to teach when he moved to Finland and pulled back from cramming too much into one day. ","status":"publish","parent":0,"modified":1492497736,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1423},"headData":{"title":"How Kids Learn Better By Taking Frequent Breaks Throughout The Day | KQED","description":"American teacher Timothy Walker learned more effective ways to teach when he moved to Finland and pulled back from cramming too much into one day. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Kids Learn Better By Taking Frequent Breaks Throughout The Day","datePublished":"2017-04-18T07:01:18.000Z","dateModified":"2017-04-18T06:42:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47909 https://ww2.kqed.org/mindshift/?p=47909","disqusUrl":"https://ww2.kqed.org/mindshift/2017/04/18/how-kids-learn-better-by-taking-frequent-breaks-throughout-the-day/","disqusTitle":"How Kids Learn Better By Taking Frequent Breaks Throughout The Day","path":"/mindshift/47909/how-kids-learn-better-by-taking-frequent-breaks-throughout-the-day","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"http://books.wwnorton.com/books/978-1-324-00125-6/?utm_source=SM&utm_medium=Facebook&utm_campaign=NPB_EDU_Social+Media_Facebook_00125+MindShift+excerpt\">Teach Like Finlan\u003c/a>\u003ca href=\"http://books.wwnorton.com/books/978-1-324-00125-6/?utm_source=SM&utm_medium=Facebook&utm_campaign=NPB_EDU_Social+Media_Facebook_00125+MindShift+excerpt\">d: 33 Simple Strategies For Joyful Classrooms\u003c/a> (c) 2017 by \u003c/em>\u003cem>Timothy D. Walker. Used with permission of the publisher, W. W. Norton. \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Schedule brain breaks\u003c/strong>\u003c/p>\n\u003cp>Like a zombie, Sami\u003ca href=\"#_ftn1\" name=\"_ftnref1\">*\u003c/a>—one of my fifth graders—lumbered over to me and hissed, “I think I’m going to explode! I’m not used to this schedule.” And I believed him. An angry red rash was starting to form on his forehead.\u003c/p>\n\u003cp>\u003cem>Yikes\u003c/em>, I thought, \u003cem>what a way to begin my first year of teaching in Finland\u003c/em>. It was only the third day of school, and I was already pushing a student to the breaking point. When I took him aside, I quickly discovered why he was so upset.\u003c/p>\n\u003cp>Throughout this first week of school, I had gotten creative with my fifth grade timetable. If you recall, students in Finland normally take a fifteen-minute break for every forty-five minutes of instruction. During a typical break, the children head outside to play and socialize with friends.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>I didn’t see the point of these frequent pit stops. As a teacher in the United States, I’d usually spent consecutive hours with my students in the classroom. And I was trying to replicate this model in Finland. The Finnish way seemed soft, and I was convinced that kids learned better with longer stretches of instructional time. So I decided to hold my students back from their regularly scheduled break and teach two forty-five-minute lessons in a row, followed by a double break of thirty minutes. Now I knew why the red dots had appeared on Sami’s forehead.\u003c/p>\n\u003cp>Come to think of it, I wasn’t sure if the American approach had ever worked very well. My students in the States had always seemed to drag their feet after about forty-five minutes in the classroom. But they’d never thought of revolting like this shrimpy Finnish fifth grader, who was digging in his heels on the third day of school. At that moment, I decided to embrace the Finnish model of taking breaks.\u003c/p>\n\u003cp>Once I incorporated these short recesses into our timetable, I no longer saw feet-dragging, zombie-like kids in my classroom. Throughout the school year, my Finnish students would, without fail, enter the classroom with a bounce in their steps after a fifteen-minute break. And most important, they were more focused during lessons.\u003c/p>\n\u003cp>At first I was convinced that I had made a groundbreaking discovery: frequent breaks kept students fresh throughout the day. But then I remembered that Finns have known this for years—they’ve been providing breaks to their students since the 1960s.\u003c/p>\n\u003cp>\u003ca href=\"http://books.wwnorton.com/books/978-1-324-00125-6/?utm_source=SM&utm_medium=Facebook&utm_campaign=NPB_EDU_Social+Media_Facebook_00125+MindShift+excerpt\">\u003cimg class=\"alignleft wp-image-47910 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Teach-Like-Finland-e1491328874828.jpg\" alt=\"Teach Like Finland\" width=\"250\" height=\"377\">\u003c/a>\u003c/p>\n\u003cp>In my quest to understand the value of the Finnish practice, I stumbled upon the work of Anthony Pellegrini, author of the book \u003ca href=\"https://www.amazon.com/Recess-Role-Education-Development-Developing/dp/0805855440\">Recess: Its Role in Education and Development \u003c/a>and emeritus professor of educational psychology at the \u003ca href=\"http://www.cehd.umn.edu/edpsych/people/pelle013/\">University of Minnesota\u003c/a>—who has praised this approach for more than a decade. In East Asia, where many primary schools provide their students with a ten-minute break after about forty minutes of classroom instruction, Pellegrini observed the same phenomenon that I had witnessed at my Finnish school. After these shorter recesses, students appeared to be more focused in the classroom (Pellegrini, 2005).\u003c/p>\n\u003cp>Not satisfied with anecdotal evidence alone, Pellegrini and his colleagues ran a series of experiments at a U.S. public elementary school to explore the relationship between recess timing and attentiveness in the classroom. In every one of the experiments, students were more attentive after a break than before a break. They also found that the children were less focused when the timing of the break was delayed—or in other words, when the lesson dragged on (Pellegrini, 2005).\u003c/p>\n\u003cp>In Finland, primary school teachers seem to know this intuitively. They send kids outside—rain or shine—for their frequent recesses. And the children get to decide how they spend their break times.\u003c/p>\n\u003cp>Although I favor the Finnish model, I realize that unleashing fifth graders on the playground every hour would be a huge shift for most schools. According to Pellegrini, breaks don’t have to be held outdoors to be beneficial. In one of his experiments at a public elementary school, the children had their recess times inside the school, and the results matched those of other experiments where they took their breaks outside: after their breaks, the students were more focused in class (Pellegrini, 2005).\u003c/p>\n\u003cp>What I realized in Finland, with the help of a flustered fifth grader, is that once I started to see a break as a strategy to maximize learning, I stopped feeling guilty about shortening classroom instruction. Pellegrini’s findings confirm that frequent breaks boost attentiveness in class. With this in mind, we no longer need to fear that students won’t learn what they need to learn if we let them disconnect from their work several times throughout the school day.\u003c/p>\n\u003cp>The year before I arrived in Helsinki, the American researcher and kinesiologist Debbie Rhea visited Finnish schools, and she, too, was inspired by their frequent fifteen-minute breaks. When she returned to the States, she piloted a study to evaluate the learning benefits of a Finland-inspired schedule with multiple recesses throughout the school day (Turner, 2013).\u003c/p>\n\u003cp>Today, Rhea’s research project is up and running in a handful of American schools in several states, and so far the early results have been promising. \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/04/more-playtime-how-kids-succeed-with-recess-four-times-a-day-at-school/\">Educators at Eagle Mountain Elementary School \u003c/a>in Fort Worth, Texas, report a significant change in their students, who receive four fifteen-minute breaks each day; for example, they are more focused, and they are not tattling as often. One first grade teacher even noticed that her students are no longer chewing on pencils (Connelly, 2016).\u003c/p>\n\u003cp>Rhea’s research is exciting, and it seems like the national interest in bringing more breaks to American schools is high. However, while the tide might be changing in American education, many U.S. teachers and students lack the freedom to imitate the Finnish model. Thankfully, any classroom, even non-Finnish ones, can tap into the benefits of taking multiple breaks throughout each day.\u003c/p>\n\u003cfigure id=\"attachment_47911\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-47911\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-1020x1346.jpg\" alt=\"Author Timothy Walker\" width=\"250\" height=\"330\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-1020x1346.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-160x211.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-800x1055.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-768x1013.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-1180x1557.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-960x1266.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-240x317.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-375x495.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa-520x686.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/04/Timothy-Walker-David-Popa.jpg 1466w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Author Timothy Walker \u003ccite>(David Popa)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Initially, I thought that the true value of Finnish-style breaks is related to free play, but I no longer hold this view. I’ve concluded that the primary benefit of Finnish breaks is in the way it keeps kids focused by refreshing their brains. \u003ca href=\"https://www.mcgill.ca/psychology/daniel-j-levitin\">Daniel Levitin\u003c/a>, professor of psychology, behavioral neuroscience, and music at McGill University, believes that giving the brain time to rest, through regular breaks, leads to greater productivity and creativity. “You need to give your brain time to consolidate all the information that’s come in,” he said in an interview for the education blog MindShift (Schwartz, 2014). But even without scheduled breaks at school, the \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/06/why-daydreaming-is-critical-to-effective-learning/\">mind rests naturally through daydreaming\u003c/a>, which “allows you to refresh and release all those neural circuits that get all bound up when you’re focused,” said Levitin. “Children shouldn’t be overly scheduled. They should have blocks of time to promote spontaneity and creativity” (Schwartz, 2014).\u003c/p>\n\u003cp>There are different ways of offering little brain breaks, which I describe below, but one of the most important things to remember is that they need to happen regularly to benefit our students. In other words, it’s wise to schedule them throughout the day. A good start, perhaps, would be thinking about offering a whole-group brain break for every forty-five minutes of classroom instruction—just like many Finnish teachers. But even that timing could be too infrequent for your students. What’s important is that you watch your students carefully. If they seem to be dragging their feet before the forty-five-minute mark, it would seem beneficial to offer a brain break right away.\u003c/p>\n\u003cp>\u003cem>Timothy D. Walker is an American teacher and writer living in Finland. He has written extensively about his experiences for Education Week Teacher, Educational Leadership, and on his blog, \u003ca href=\"http://taughtbyfinland.com/\">Taught by Finland\u003c/a>. While working at a Helsinki public school, he completed his teaching practicum and received his master’s degree in elementary education from the United States. He is a contributing writer on education issues for \u003ca href=\"https://www.theatlantic.com/author/tim-walker/\">The Atlantic\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"#_ftnref1\" name=\"_ftn1\">*\u003c/a>The names used for students in this book are pseudonyms.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47909/how-kids-learn-better-by-taking-frequent-breaks-throughout-the-day","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_20651","mindshift_20784","mindshift_799","mindshift_1040","mindshift_20531"],"featImg":"mindshift_48052","label":"mindshift"},"mindshift_47451":{"type":"posts","id":"mindshift_47451","meta":{"index":"posts_1591205157","site":"mindshift","id":"47451","score":null,"sort":[1485953607000]},"guestAuthors":[],"slug":"designing-school-recess-to-helps-kids-learn-play-and-eat-healthy-foods","title":"Designing School Recess That Helps Kids Learn, Play And Eat Healthy Food","publishDate":1485953607,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>What's the best time for students to have recess? Before lunch, or after? What happens if it rains? If students are misbehaving, is it a good idea to punish them by making them sit out recess?\u003c/p>\n\u003cp>Those are just a few of the issues in new guidelines designed to help schools have \u003cem>good\u003c/em> recess. The recommendations come from a group called \u003ca href=\"http://www.shapeamerica.org/\">SHAPE (Society of Health and Physical Educators) America\u003c/a> and from the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>Recess might seem simple — just open the doors and let the kids run free. But only eight states have policies that require it, according to last year's \u003ca href=\"http://www.shapeamerica.org/advocacy/son/2016/upload/Shape-of-the-Nation-2016_web.pdf\">Shape of the Nation report\u003c/a>. And when researchers started looking, they found very little consistency or guidances about what makes recess effective.\u003c/p>\n\u003cp>The new guidelines, in two documents, offer educators \u003ca href=\"http://portal.shapeamerica.org/uploads/pdfs/recess/SchoolRecessStrategies.pdf\">a list of 19 evidence-based strategies\u003c/a> and \u003ca href=\"http://portal.shapeamerica.org/uploads/pdfs/recess/SchoolRecessPlanning.pdf\">a template\u003c/a> to show them what a good recess policy looks like.\u003c/p>\n\u003cp>Some of the suggestions seem obvious, like \"promote a physically active environment\" or \"designate spaces for outdoor and indoor recess.\" But there's a point there. Without a designated indoor space, for example, schools might just cancel recess when it's raining or snowing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Oh, and the answers to those other questions above? \u003cem>Before \u003c/em>lunch is better, the guidelines say, because recess can make kids hungry, and thus more likely to eat healthy foods like fruits and vegetables. And maybe they won't throw food away uneaten. And they say recess should never be used as punishment, because it deprives students of physical activity — which can be a much-needed outlet.\u003c/p>\n\u003cp>\"There's a lot that has to be squeezed in [to] that time a student is in class,\" says Michelle Carter, senior program manager at SHAPE who helped develop the guidelines. \"I don't think there's a value placed in recess and physical activity,\" Carter says.\u003c/p>\n\u003cp>The guidelines seek to impress on schools that recess isn't just down time for educators or play time for students. Research \u003ca href=\"http://www.npr.org/sections/ed/2014/08/06/336361277/scientists-say-childs-play-helps-build-a-better-brain\">has shown\u003c/a> that play helps students pay attention in class, prevents bullying and develops social and emotional learning.\u003c/p>\n\u003cp>\u003cstrong>An Evolving Process \u003c/strong>\u003c/p>\n\u003cp>One school that's tried to put these guidelines into practice is Thomasville Primary School in Thomasville, N.C. The researchers at SHAPE and CDC used the pre-K through third grade school as a case study in developing the new policies.\u003c/p>\n\u003cp>Alyson Shoaf, the school's active living wellness coordinator, says the guidelines helped make recess part of the curriculum. \"There was really just nothing out there to help the school-level people support and implement this stuff,\" she says.\u003c/p>\n\u003cp>Before the new policy, Shoaf says, recess was often withheld from students as punishment. Teachers might be looking at their phones and not paying attention. And sometimes, students got into arguments.\u003c/p>\n\u003cp>The new approach brought several key changes: creating special zones on the playground where teachers monitor students, scheduling teachers for recess duty and giving students access to the entire playground. The goals? More structure, more freedom and more fun.\u003c/p>\n\u003cp>Initially, Thomasville's principal wasn't too wild about the idea.\u003c/p>\n\u003cp>\"Absolutely not,\" said Principal Angela Moore. When Shoaf first brought the idea to her, Moore says the program seemed too structured, and she thought it would force the students to play games that didn't interest them.\u003c/p>\n\u003cp>But Moore says she changed her mind when she saw how much more active students were at recess. And how much more the teachers were involved. The numbers prove it was working: Schoolwide discipline referrals, she says, have declined — from more than 100 last school year, to 24 so far this year. That's roughly, Moore notes, a 50 percent drop.\u003c/p>\n\u003cp>Alyson Shoaf says some teachers needed extra convincing, too.\u003c/p>\n\u003cp>\"This was a process. It did not just happen overnight,\" Moore says. \"And it's still a process.\"\u003c/p>\n\u003cp>\u003cstrong>No Equipment? No Problem\u003c/strong>\u003c/p>\n\u003cp>A concern at some schools — especially in low-income neighborhoods — might be whether a structured recess program would require a lot of expensive equipment. Not so, says Michelle Carter of SHAPE.\u003c/p>\n\u003cp>She's a former physical education teacher, and she knows the struggle educators face when there are minimal resources.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"You don't need equipment to have recess,\" Carter says. \"If you have a place for them to go and you have adult supervision and this plan in place, you can have recess for students.\"\u003c/p>\n\u003chr>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Recess+Gets+A+Makeover&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Research-based guidelines can help schools give kids a better recess experience, which can have positive effects in the classroom and on students' health. ","status":"publish","parent":0,"modified":1485979376,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":752},"headData":{"title":"Designing School Recess That Helps Kids Learn, Play And Eat Healthy Food | KQED","description":"Research-based guidelines can help schools give kids a better recess experience, which can have positive effects in the classroom and on students' health. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Designing School Recess That Helps Kids Learn, Play And Eat Healthy Food","datePublished":"2017-02-01T12:53:27.000Z","dateModified":"2017-02-01T20:02:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47451 https://ww2.kqed.org/mindshift/?p=47451","disqusUrl":"https://ww2.kqed.org/mindshift/2017/02/01/designing-school-recess-to-helps-kids-learn-play-and-eat-healthy-foods/","disqusTitle":"Designing School Recess That Helps Kids Learn, Play And Eat Healthy Food","nprImageCredit":"LA Johnson","nprByline":"Sophia Boyd","nprImageAgency":"NPR","nprStoryId":"509724975","nprApiLink":"http://api.npr.org/query?id=509724975&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/02/01/509724975/recess-gets-a-makeover?ft=nprml&f=509724975","nprRetrievedStory":"1","nprPubDate":"Wed, 01 Feb 2017 06:20:00 -0500","nprStoryDate":"Wed, 01 Feb 2017 06:20:50 -0500","nprLastModifiedDate":"Wed, 01 Feb 2017 06:20:50 -0500","path":"/mindshift/47451/designing-school-recess-to-helps-kids-learn-play-and-eat-healthy-foods","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>What's the best time for students to have recess? Before lunch, or after? What happens if it rains? If students are misbehaving, is it a good idea to punish them by making them sit out recess?\u003c/p>\n\u003cp>Those are just a few of the issues in new guidelines designed to help schools have \u003cem>good\u003c/em> recess. The recommendations come from a group called \u003ca href=\"http://www.shapeamerica.org/\">SHAPE (Society of Health and Physical Educators) America\u003c/a> and from the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>Recess might seem simple — just open the doors and let the kids run free. But only eight states have policies that require it, according to last year's \u003ca href=\"http://www.shapeamerica.org/advocacy/son/2016/upload/Shape-of-the-Nation-2016_web.pdf\">Shape of the Nation report\u003c/a>. And when researchers started looking, they found very little consistency or guidances about what makes recess effective.\u003c/p>\n\u003cp>The new guidelines, in two documents, offer educators \u003ca href=\"http://portal.shapeamerica.org/uploads/pdfs/recess/SchoolRecessStrategies.pdf\">a list of 19 evidence-based strategies\u003c/a> and \u003ca href=\"http://portal.shapeamerica.org/uploads/pdfs/recess/SchoolRecessPlanning.pdf\">a template\u003c/a> to show them what a good recess policy looks like.\u003c/p>\n\u003cp>Some of the suggestions seem obvious, like \"promote a physically active environment\" or \"designate spaces for outdoor and indoor recess.\" But there's a point there. Without a designated indoor space, for example, schools might just cancel recess when it's raining or snowing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Oh, and the answers to those other questions above? \u003cem>Before \u003c/em>lunch is better, the guidelines say, because recess can make kids hungry, and thus more likely to eat healthy foods like fruits and vegetables. And maybe they won't throw food away uneaten. And they say recess should never be used as punishment, because it deprives students of physical activity — which can be a much-needed outlet.\u003c/p>\n\u003cp>\"There's a lot that has to be squeezed in [to] that time a student is in class,\" says Michelle Carter, senior program manager at SHAPE who helped develop the guidelines. \"I don't think there's a value placed in recess and physical activity,\" Carter says.\u003c/p>\n\u003cp>The guidelines seek to impress on schools that recess isn't just down time for educators or play time for students. Research \u003ca href=\"http://www.npr.org/sections/ed/2014/08/06/336361277/scientists-say-childs-play-helps-build-a-better-brain\">has shown\u003c/a> that play helps students pay attention in class, prevents bullying and develops social and emotional learning.\u003c/p>\n\u003cp>\u003cstrong>An Evolving Process \u003c/strong>\u003c/p>\n\u003cp>One school that's tried to put these guidelines into practice is Thomasville Primary School in Thomasville, N.C. The researchers at SHAPE and CDC used the pre-K through third grade school as a case study in developing the new policies.\u003c/p>\n\u003cp>Alyson Shoaf, the school's active living wellness coordinator, says the guidelines helped make recess part of the curriculum. \"There was really just nothing out there to help the school-level people support and implement this stuff,\" she says.\u003c/p>\n\u003cp>Before the new policy, Shoaf says, recess was often withheld from students as punishment. Teachers might be looking at their phones and not paying attention. And sometimes, students got into arguments.\u003c/p>\n\u003cp>The new approach brought several key changes: creating special zones on the playground where teachers monitor students, scheduling teachers for recess duty and giving students access to the entire playground. The goals? More structure, more freedom and more fun.\u003c/p>\n\u003cp>Initially, Thomasville's principal wasn't too wild about the idea.\u003c/p>\n\u003cp>\"Absolutely not,\" said Principal Angela Moore. When Shoaf first brought the idea to her, Moore says the program seemed too structured, and she thought it would force the students to play games that didn't interest them.\u003c/p>\n\u003cp>But Moore says she changed her mind when she saw how much more active students were at recess. And how much more the teachers were involved. The numbers prove it was working: Schoolwide discipline referrals, she says, have declined — from more than 100 last school year, to 24 so far this year. That's roughly, Moore notes, a 50 percent drop.\u003c/p>\n\u003cp>Alyson Shoaf says some teachers needed extra convincing, too.\u003c/p>\n\u003cp>\"This was a process. It did not just happen overnight,\" Moore says. \"And it's still a process.\"\u003c/p>\n\u003cp>\u003cstrong>No Equipment? No Problem\u003c/strong>\u003c/p>\n\u003cp>A concern at some schools — especially in low-income neighborhoods — might be whether a structured recess program would require a lot of expensive equipment. Not so, says Michelle Carter of SHAPE.\u003c/p>\n\u003cp>She's a former physical education teacher, and she knows the struggle educators face when there are minimal resources.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"You don't need equipment to have recess,\" Carter says. \"If you have a place for them to go and you have adult supervision and this plan in place, you can have recess for students.\"\u003c/p>\n\u003chr>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Recess+Gets+A+Makeover&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47451/designing-school-recess-to-helps-kids-learn-play-and-eat-healthy-foods","authors":["byline_mindshift_47451"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_21057","mindshift_498","mindshift_20531"],"featImg":"mindshift_47452","label":"mindshift"},"mindshift_43281":{"type":"posts","id":"mindshift_43281","meta":{"index":"posts_1591205157","site":"mindshift","id":"43281","score":null,"sort":[1451894881000]},"guestAuthors":[],"slug":"more-playtime-how-kids-succeed-with-recess-four-times-a-day-at-school","title":"More Playtime! How Kids Succeed with Recess Four Times a Day at School","publishDate":1451894881,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Recess at Eagle Mountain Elementary School in Fort Worth, Texas, looks much like recess anyplace else. Some kids run and squeal, others swing, while a half-dozen of their peers are bunched up on the slide.\u003c/p>\n\u003cp>Journey Orebaugh, a 6-year-old in an off-white princess dress, is playing family.\u003c/p>\n\u003cp>\"You just get a bunch of people and just act like who you want to be,\" she says. Journey likes to play the mom.\u003c/p>\n\u003cp>But in one sense, recess at Eagle Mountain is different. Journey gets more opportunities to role-play than many of her peers, because recess happens a lot here — four times a day, 15 minutes a pop for kindergartners and first-graders.\u003c/p>\n\u003cp>That's much more time on the playground than most public school kids get in the U.S. Over the past couple of decades, trends show schools have cut recess time to make room for tests and test prep.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ask Journey why she and her friends get so much more recess time and she giggles. \"Lucky,\" she says.\u003c/p>\n\u003cp>But ask the adults and they'll tell you it's because Eagle Mountain is part of a project in which the school day is modeled after the Finnish school system, which consistently scores at or near the top in international education rankings. The project's designer is Texas Christian University kinesiologist Debbie Rhea.\u003c/p>\n\u003cp>\"I went over there to find out where they've come in the last 20 to 25 years. Yes, their test scores are good, but they are also healthy in many regards,\" she says.\u003c/p>\n\u003cp>The biggest difference Rhea noticed was that students in Finland get much more recess than American kids do. \"So, I came back with the idea to bring recess back to the schools. Not just one recess, but multiple recesses.\"\u003c/p>\n\u003cp>This year Eagle Mountain Elementary started tripling recess time, from 20 minutes to an hour. The program also focuses on character development --things like empathy and positive behavior.\u003c/p>\n\u003cp>Rhea is working with a handful of local schools already. More will join next year in Texas, California and Oklahoma.\u003c/p>\n\u003cp>Teachers at Eagle Mountain say they've seen a huge transformation in their students. They say kids are less distracted, they make more eye contact and they tattle less.\u003c/p>\n\u003cp>And then there are the pencils.\u003c/p>\n\u003cp>\"You know why I was sharpening them? Because they were grinding on them, they were breaking them, they were chewing on them. They're not doing that now. They're actually using their pencils for the way that they were designed — to write things!\" says first grade teacher Cathy Wells.\u003c/p>\n\u003cp>Wells and her fellow first grade teacher, Donna McBride, have six decades of teaching between them and say this year feels different. They were nervous about fitting in all the extra recess and covering the basics, but Wells says that halfway through the school year, her kids are way ahead of schedule.\u003c/p>\n\u003cp>\"If you want a child to be attentive and stay on task, and also if you want them to encode the information you're giving them in their memory, you've got to give them regular breaks,\" says Ohio State University pediatrician Bob Murray.\u003c/p>\n\u003cp>He's complied research that backs up what teachers at Eagle Mountain are seeing in class. Murray says brain imaging has shown that kids learn better after a break for physical activity and unstructured play.\u003c/p>\n\u003cp>He and his collegaues wrote up a policy statement for the American Academy of Pediatrics suggesting that kids with regular recess behave better, are physically healthier and exhibit stronger social and emotional development. That's as school districts nationwide have been taking recess out of the school day.\u003c/p>\n\u003cp>\"They want more academic time, they want more time to do the core subjects,\" Murray says. \"They have pretty much carved away anything that got in the way of those minutes for teaching.\"\u003c/p>\n\u003cp>Debbie Rhea, the Texas Christian University kinesiologist, sees her program as a shift away from that thinking to giving kids more than just academics.\u003c/p>\n\u003cp>\"We keep thinking as adults that we need to control the way they do things. I wish we'd get out of that. They know how to play, they know how to structure their own play, they need that time to grow responsibly.\"\u003c/p>\n\u003cp>When it comes down to it, Rhea says, our kids are better off if we just let them be kids.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 KERA Unlimited. To see more, visit \u003ca href=\"http://www.kera.org/\">KERA Unlimited\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Turns+Out+Monkey+Bars+And+Kickball+Might+Be+Good+For+The+Brain&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"As schools cut back on recess to make more time for tests and test prep, a handful of schools are bringing recess back, and more of it, to positive results. ","status":"publish","parent":0,"modified":1451894881,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":748},"headData":{"title":"More Playtime! How Kids Succeed with Recess Four Times a Day at School | KQED","description":"As schools cut back on recess to make more time for tests and test prep, a handful of schools are bringing recess back, and more of it, to positive results. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"More Playtime! How Kids Succeed with Recess Four Times a Day at School","datePublished":"2016-01-04T08:08:01.000Z","dateModified":"2016-01-04T08:08:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43281 http://ww2.kqed.org/mindshift/?p=43281","disqusUrl":"https://ww2.kqed.org/mindshift/2016/01/04/more-playtime-how-kids-succeed-with-recess-four-times-a-day-at-school/","disqusTitle":"More Playtime! How Kids Succeed with Recess Four Times a Day at School","nprByline":"Christopher Connelly, KERA","nprStoryId":"460254858","nprApiLink":"http://api.npr.org/query?id=460254858&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/01/03/460254858/turns-out-monkey-bars-and-kickball-are-good-for-the-brain?ft=nprml&f=460254858","nprRetrievedStory":"1","nprPubDate":"Sun, 03 Jan 2016 17:53:00 -0500","nprStoryDate":"Sun, 03 Jan 2016 17:51:00 -0500","nprLastModifiedDate":"Sun, 03 Jan 2016 17:53:28 -0500","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/atc/2016/01/20160103_atc_turns_out_monkey_bars_and_kickball_are_good_for_the_brain.mp3?orgId=77&topicId=1013&d=286&p=2&story=460254858&t=progseg&e=461843917&seg=10&ft=nprml&f=460254858","nprAudioM3u":"http://api.npr.org/m3u/1461843990-803abb.m3u?orgId=77&topicId=1013&d=286&p=2&story=460254858&t=progseg&e=461843917&seg=10&ft=nprml&f=460254858","path":"/mindshift/43281/more-playtime-how-kids-succeed-with-recess-four-times-a-day-at-school","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/atc/2016/01/20160103_atc_turns_out_monkey_bars_and_kickball_are_good_for_the_brain.mp3?orgId=77&topicId=1013&d=286&p=2&story=460254858&t=progseg&e=461843917&seg=10&ft=nprml&f=460254858","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Recess at Eagle Mountain Elementary School in Fort Worth, Texas, looks much like recess anyplace else. Some kids run and squeal, others swing, while a half-dozen of their peers are bunched up on the slide.\u003c/p>\n\u003cp>Journey Orebaugh, a 6-year-old in an off-white princess dress, is playing family.\u003c/p>\n\u003cp>\"You just get a bunch of people and just act like who you want to be,\" she says. Journey likes to play the mom.\u003c/p>\n\u003cp>But in one sense, recess at Eagle Mountain is different. Journey gets more opportunities to role-play than many of her peers, because recess happens a lot here — four times a day, 15 minutes a pop for kindergartners and first-graders.\u003c/p>\n\u003cp>That's much more time on the playground than most public school kids get in the U.S. Over the past couple of decades, trends show schools have cut recess time to make room for tests and test prep.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ask Journey why she and her friends get so much more recess time and she giggles. \"Lucky,\" she says.\u003c/p>\n\u003cp>But ask the adults and they'll tell you it's because Eagle Mountain is part of a project in which the school day is modeled after the Finnish school system, which consistently scores at or near the top in international education rankings. The project's designer is Texas Christian University kinesiologist Debbie Rhea.\u003c/p>\n\u003cp>\"I went over there to find out where they've come in the last 20 to 25 years. Yes, their test scores are good, but they are also healthy in many regards,\" she says.\u003c/p>\n\u003cp>The biggest difference Rhea noticed was that students in Finland get much more recess than American kids do. \"So, I came back with the idea to bring recess back to the schools. Not just one recess, but multiple recesses.\"\u003c/p>\n\u003cp>This year Eagle Mountain Elementary started tripling recess time, from 20 minutes to an hour. The program also focuses on character development --things like empathy and positive behavior.\u003c/p>\n\u003cp>Rhea is working with a handful of local schools already. More will join next year in Texas, California and Oklahoma.\u003c/p>\n\u003cp>Teachers at Eagle Mountain say they've seen a huge transformation in their students. They say kids are less distracted, they make more eye contact and they tattle less.\u003c/p>\n\u003cp>And then there are the pencils.\u003c/p>\n\u003cp>\"You know why I was sharpening them? Because they were grinding on them, they were breaking them, they were chewing on them. They're not doing that now. They're actually using their pencils for the way that they were designed — to write things!\" says first grade teacher Cathy Wells.\u003c/p>\n\u003cp>Wells and her fellow first grade teacher, Donna McBride, have six decades of teaching between them and say this year feels different. They were nervous about fitting in all the extra recess and covering the basics, but Wells says that halfway through the school year, her kids are way ahead of schedule.\u003c/p>\n\u003cp>\"If you want a child to be attentive and stay on task, and also if you want them to encode the information you're giving them in their memory, you've got to give them regular breaks,\" says Ohio State University pediatrician Bob Murray.\u003c/p>\n\u003cp>He's complied research that backs up what teachers at Eagle Mountain are seeing in class. Murray says brain imaging has shown that kids learn better after a break for physical activity and unstructured play.\u003c/p>\n\u003cp>He and his collegaues wrote up a policy statement for the American Academy of Pediatrics suggesting that kids with regular recess behave better, are physically healthier and exhibit stronger social and emotional development. That's as school districts nationwide have been taking recess out of the school day.\u003c/p>\n\u003cp>\"They want more academic time, they want more time to do the core subjects,\" Murray says. \"They have pretty much carved away anything that got in the way of those minutes for teaching.\"\u003c/p>\n\u003cp>Debbie Rhea, the Texas Christian University kinesiologist, sees her program as a shift away from that thinking to giving kids more than just academics.\u003c/p>\n\u003cp>\"We keep thinking as adults that we need to control the way they do things. I wish we'd get out of that. They know how to play, they know how to structure their own play, they need that time to grow responsibly.\"\u003c/p>\n\u003cp>When it comes down to it, Rhea says, our kids are better off if we just let them be kids.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 KERA Unlimited. To see more, visit \u003ca href=\"http://www.kera.org/\">KERA Unlimited\u003c/a>.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Turns+Out+Monkey+Bars+And+Kickball+Might+Be+Good+For+The+Brain&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43281/more-playtime-how-kids-succeed-with-recess-four-times-a-day-at-school","authors":["byline_mindshift_43281"],"categories":["mindshift_194"],"tags":["mindshift_20711","mindshift_20784","mindshift_1040","mindshift_20867","mindshift_498","mindshift_20531"],"featImg":"mindshift_43283","label":"mindshift"},"mindshift_30056":{"type":"posts","id":"mindshift_30056","meta":{"index":"posts_1591205157","site":"mindshift","id":"30056","score":null,"sort":[1374847232000]},"guestAuthors":[],"slug":"despite-many-benefits-recess-for-many-students-is-restricted","title":"Despite Benefits, Recess for Many Students Is Restricted","publishDate":1374847232,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_30220\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/striatic/470233447/sizes/z/in/photolist-Hy52e-5ioiUg-6SDMtD-9vyBEw-6SDNeH-54dkbc-8swHSv-L6ogP-boScEd-3anG7h-7zN4oj-5x9eA-3anFBo-bL8EZZ-bxdYrh-bxdYsY-bL8EZ8-bxdYdW-bL8FfD-bL8F24-bL8F6k-bxdYcL-bxdYiN-bxdY5s-bxdY6E-bL8FaB-bxdY7w-bL8FbV-bL8F2R-bxdYo5-bL8Fi6-bxdYhA-bL8Fk6-vgNJC-68AygU-cbSmhC-68wku8-aq5ppj-aq5pUW-bb1ErM-cD7Vvh-6wej7A-b31zZ4-5zgLp-EwfLV-cp9kU9-6o4zMA-5g7vLG-2zSHsc-2zSHHn-2zX5Ud/\">\u003cimg class=\"size-full wp-image-30220\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/470233447_48a7e123ed_z.jpg\" alt=\"470233447_48a7e123ed_z\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/470233447_48a7e123ed_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/470233447_48a7e123ed_z-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/470233447_48a7e123ed_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Elementary students in the state of New Jersey may soon have cause to rejoice: state legislators are trying to turn \u003ca href=\"http://www.politickernj.com/65963/turner-bill-ensure-new-jersey-children-continue-have-access-recess-approved-senate\">20 minutes of daily recess into law,\u003c/a> making outdoor play a mandatory requirement for all students from kindergarten through fifth grade. And according to the bill, recess can’t be taken away as punishment for breaking minor rules.\u003c/p>\n\u003cp>According to State Senator Shirley K. Turner, who sponsored the bill, “For the health and well-being of future generations, it is important we continue to look at recess and physical education, not as something that takes time away from learning in the classroom, but as part of a curriculum that will teach lasting and important life skills. Like generations before them, children just need to get out and play.”\u003c/p>\n\u003cp dir=\"ltr\">But many states, locked into academic requirements and short on staff to adequately cover recess for hundreds of students at a time, may not be able to offer the same guarantee to their students. For many American students, time for recess is at an all-time low: Kids at low–poverty schools in Seattle \u003ca href=\"http://www2.kuow.org/program.php?id=20572\">average 16 minutes more recess \u003c/a>than kids at the high–poverty schools. And for many urban kids in big cities like New York and Chicago, outdoor play during the school day is nonexistent.\u003c/p>\n\u003cp>Yet a recent landslide of research showing the cognitive, social and emotional benefits of physical outdoor play for children continues to mount. Aside from \u003ca href=\"http://www.rwjf.org/en/research-publications/find-rwjf-research/2012/01/increasing-physical-activity-through-recess.html\">keeping obesity at bay\u003c/a> and providing a way to blow off steam, daily physical exercise has benefits that go beyond getting out the wiggles. Exercise and play \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/20693803\">make kids smarter\u003c/a> and \u003ca href=\"http://www.theatlantic.com/health/archive/2011/10/all-work-and-no-play-why-your-kids-are-more-anxious-depressed/246422/\">less depressed and anxious\u003c/a>. In \u003ca href=\"http://well.blogs.nytimes.com/2010/06/03/vigorous-exercise-linked-with-better-grades/\">one study\u003c/a> presented at the American College Sports Medicine’s annual meeting by Saginaw State University, researchers found students who “exercised vigorously seven days a week” had G.P.A.s 0.4 higher than those who didn’t -- and that was after researchers controlled for gender, sports involvement and study time. Mounting research on the connection between exercise and well-being has the American Academy of Pediatrics \u003ca href=\"http://pediatrics.aappublications.org/content/131/1/183.full.pdf+html\">calling for all schools to have recess\u003c/a>, calling it “crucial” to development and learning.\u003c/p>\n\u003cp>While legislators and school leaders may have become aware of how important recess is to the health and well-being of children, many hurdles stand in the way of students getting more time to play during the school day.\u003c/p>\n\u003ch4>UPS AND DOWNS OF FREE PLAY\u003c/h4>\n\u003cp>Boston University Psychologist Peter Gray, author of \u003cem>\u003ca href=\"http://www.amazon.com/books/dp/0465025994\">Free to Learn\u003c/a>: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life\u003c/em>, has spent his career studying and advocating for children’s free play.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“When I was in elementary school, in the 1950s, we had six-hour school days: two hours of outdoors playing per day, half hour in the morning, half hour during lunch, and a full hour in the afternoon. Including going off-campus! It’s such a different world [now], and so recess has been eroded over time.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>“Because kids are not growing up playing outdoors on their own, they haven’t learned how to solve their own problems.”\u003c/strong>\u003c/p>\n\u003c/aside>\n\u003cp>Gray has studied the link between a sharp rise in mental disorders and the decline of free play over the last 50 years. Even while he finds free play -- in which children make up their own games and rules without input from adults -- the most important for children, he admits that recess isn’t the ideal situation for many children to play freely.\u003c/p>\n\u003cp>The ideal play situation is in the neighborhood, where age-mixed children learn from one another in an environment that Gray calls “nurturing.” Recess, however, is mostly in same-age groups, which can foster cliques, competition, and bullying. And then there’s the time issue: when students don't get much of a break, they don’t have time to settle disputes before they head back to class. “They’ve cut recess in Boston to 15 minutes for elementary students,” Gray said. “What was happening is the kids would get outside, and they didn’t have time to settle any problems. They were still focused on the conflict, and it was a big deal to calm them down.”\u003c/p>\n\u003cp>While Gray originally thought that organized recess coaching organizations like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/teaching-kids-the-rules-of-the-game/\">PlayWorks\u003c/a> were a terrible idea, because they restricted children’s freedom, he now thinks differently. “Because kids are not growing up playing outdoors on their own, they haven’t learned how to solve their own problems,” he said. “So now [with PlayWorks] they have fresh, young adults who are sort of play coaches, get them started in a game, but then back off. With such limited time it isn’t a bad idea, these young people are pretty good at interacting with kids but not taking over.” He sighed. “How terribly sad that we need a program like this.”\u003c/p>\n\u003ch4>OTHER OBSTACLES\u003c/h4>\n\u003cp>School \u003ca href=\"http://www.rwjf.org/en/research-publications/find-rwjf-research/2010/02/the-state-of-play.html\">principals know\u003c/a> that elementary children need more recess, but between state academic requirements and staffing the playground, their hands are tied. Jerry Burkett, Director for College and Career Readiness (and former principal) for Grand Prairie ISD in Grand Prairie, Texas, said that, while he was principal, his students made it outside 150-160 days per year, because they have weather restrictions for both summer and winter. And while he feels that recess is “essential” for learning and wished his students got an hour a day instead of 20 minutes, there were too many obstacles in the way to make it happen.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/teaching-kids-the-rules-of-the-game/\">Teaching Kids the Rules of the Game\u003c/a>]\u003c/p>\n\u003cp>“Staffing is the largest obstacle to recess, as the students must be actively monitored all the time,” he said. Scheduling became difficult because staff was needed at both lunch and recess, and they often came up short-handed. In addition, free play easily turned to problems. “Recess is often the time where discipline problems spike if there is not a structured lesson, defined rules, or active monitoring of the students. Social problems are rampant on the playground, which enhances the need for more adults to monitor the students.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The biggest need in school these days, in my opinion, is to relax the scheduling.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Yet learning to handle social and emotional problems is where lots of learning takes place, says third- and fourth-grade teacher Jaclyn Karabinas of Portsmouth, New Hampshire. Her wish for recess would be that schedules could be more flexible, so there wouldn’t be a rush back to instruction if time was needed to settle a dispute. As kids are building social skills, bumps in the road will occur, and teachers and staff have to be prepared to deal with emotions and feelings as kids argue over rules and fairness.\u003c/p>\n\u003cp>“The biggest need in school these days, in my opinion, is to relax the scheduling,” she said. “It would allow more gentle transitions between work and play, and allows each of those experiences to flourish. Time for communication will always be a struggle in schools, and certainly is hard when students need 15 minutes to debrief what happened at recess, which is really important to improve social skills. Yet you have lost academic instructional time -- again.”\u003c/p>\n\u003ch4>TAKING SCHOOL OUTDOORS\u003c/h4>\n\u003cp>Many American school districts will struggle this fall to get any amount of outdoor playtime, especially under time constraints and heavy budget cuts. Chicago Public School mom Vassiliki Kakavas said that her kids will only get recess this year if enough parents volunteer to supervise. But in Canada, they are taking a different approach to recess: a push to get more kids playing outside has resulted in the \u003ca href=\"http://www.thestar.com/life/parent/2013/07/05/kids_with_autism_benefit_from_outdoor_classroom.html\">creation of nature kindergartens and outdoor schools\u003c/a> in cities and suburbs alike, mixing the idea of academics and play in an outdoor setting.\u003c/p>\n\u003cp>One Toronto school created an outdoor classroom for their kindergarten students, where they spent at least 75 minutes per day playing in sand, mud, snow, water and grass - no matter the weather. Even though no official data is yet available, teachers are reporting that students are more engaged, and their attention spans have increased both outside and inside, where they were eager to talk and write about their experiences outside. Students with autism and special needs have taken to the outdoor classroom the most, showing great improvement in their academic and social skills. The outdoor classroom extends beyond recess, and into learning - a combination that could only be beneficial for the bodies and minds of growing students.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Burkett agrees that free play is ideal, but any time spent outdoors is good for students' bodies and minds, even if they happen to be learning, too. “If teachers could create lessons that allowed them to take advantage of nature light and landscape, I was always a big supporter of those lessons. Kids in the neighborhood where I was a principal often did not get to go outside, due to the safety of their environment. So providing a safe environment to enjoy the outdoors was often refreshing for our students. Moving around, interacting with other students, being in the sun…all great benefits of being outside of the classroom.”\u003c/p>\n\n","blocks":[],"excerpt":"Aside from keeping obesity at bay and providing a way to blow off steam, daily physical exercise has benefits that go beyond getting out the wiggles. But despite this, and many other benefits, finding time for recess has been a big hurdle for many schools.","status":"publish","parent":0,"modified":1375719655,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1569},"headData":{"title":"Despite Benefits, Recess for Many Students Is Restricted | KQED","description":"Aside from keeping obesity at bay and providing a way to blow off steam, daily physical exercise has benefits that go beyond getting out the wiggles. But despite this, and many other benefits, finding time for recess has been a big hurdle for many schools.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Despite Benefits, Recess for Many Students Is Restricted","datePublished":"2013-07-26T14:00:32.000Z","dateModified":"2013-08-05T16:20:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"30056 http://blogs.kqed.org/mindshift/?p=30056","disqusUrl":"https://ww2.kqed.org/mindshift/2013/07/26/despite-many-benefits-recess-for-many-students-is-restricted/","disqusTitle":"Despite Benefits, Recess for Many Students Is Restricted","path":"/mindshift/30056/despite-many-benefits-recess-for-many-students-is-restricted","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30220\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/striatic/470233447/sizes/z/in/photolist-Hy52e-5ioiUg-6SDMtD-9vyBEw-6SDNeH-54dkbc-8swHSv-L6ogP-boScEd-3anG7h-7zN4oj-5x9eA-3anFBo-bL8EZZ-bxdYrh-bxdYsY-bL8EZ8-bxdYdW-bL8FfD-bL8F24-bL8F6k-bxdYcL-bxdYiN-bxdY5s-bxdY6E-bL8FaB-bxdY7w-bL8FbV-bL8F2R-bxdYo5-bL8Fi6-bxdYhA-bL8Fk6-vgNJC-68AygU-cbSmhC-68wku8-aq5ppj-aq5pUW-bb1ErM-cD7Vvh-6wej7A-b31zZ4-5zgLp-EwfLV-cp9kU9-6o4zMA-5g7vLG-2zSHsc-2zSHHn-2zX5Ud/\">\u003cimg class=\"size-full wp-image-30220\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/470233447_48a7e123ed_z.jpg\" alt=\"470233447_48a7e123ed_z\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/470233447_48a7e123ed_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/470233447_48a7e123ed_z-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/470233447_48a7e123ed_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Elementary students in the state of New Jersey may soon have cause to rejoice: state legislators are trying to turn \u003ca href=\"http://www.politickernj.com/65963/turner-bill-ensure-new-jersey-children-continue-have-access-recess-approved-senate\">20 minutes of daily recess into law,\u003c/a> making outdoor play a mandatory requirement for all students from kindergarten through fifth grade. And according to the bill, recess can’t be taken away as punishment for breaking minor rules.\u003c/p>\n\u003cp>According to State Senator Shirley K. Turner, who sponsored the bill, “For the health and well-being of future generations, it is important we continue to look at recess and physical education, not as something that takes time away from learning in the classroom, but as part of a curriculum that will teach lasting and important life skills. Like generations before them, children just need to get out and play.”\u003c/p>\n\u003cp dir=\"ltr\">But many states, locked into academic requirements and short on staff to adequately cover recess for hundreds of students at a time, may not be able to offer the same guarantee to their students. For many American students, time for recess is at an all-time low: Kids at low–poverty schools in Seattle \u003ca href=\"http://www2.kuow.org/program.php?id=20572\">average 16 minutes more recess \u003c/a>than kids at the high–poverty schools. And for many urban kids in big cities like New York and Chicago, outdoor play during the school day is nonexistent.\u003c/p>\n\u003cp>Yet a recent landslide of research showing the cognitive, social and emotional benefits of physical outdoor play for children continues to mount. Aside from \u003ca href=\"http://www.rwjf.org/en/research-publications/find-rwjf-research/2012/01/increasing-physical-activity-through-recess.html\">keeping obesity at bay\u003c/a> and providing a way to blow off steam, daily physical exercise has benefits that go beyond getting out the wiggles. Exercise and play \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/20693803\">make kids smarter\u003c/a> and \u003ca href=\"http://www.theatlantic.com/health/archive/2011/10/all-work-and-no-play-why-your-kids-are-more-anxious-depressed/246422/\">less depressed and anxious\u003c/a>. In \u003ca href=\"http://well.blogs.nytimes.com/2010/06/03/vigorous-exercise-linked-with-better-grades/\">one study\u003c/a> presented at the American College Sports Medicine’s annual meeting by Saginaw State University, researchers found students who “exercised vigorously seven days a week” had G.P.A.s 0.4 higher than those who didn’t -- and that was after researchers controlled for gender, sports involvement and study time. Mounting research on the connection between exercise and well-being has the American Academy of Pediatrics \u003ca href=\"http://pediatrics.aappublications.org/content/131/1/183.full.pdf+html\">calling for all schools to have recess\u003c/a>, calling it “crucial” to development and learning.\u003c/p>\n\u003cp>While legislators and school leaders may have become aware of how important recess is to the health and well-being of children, many hurdles stand in the way of students getting more time to play during the school day.\u003c/p>\n\u003ch4>UPS AND DOWNS OF FREE PLAY\u003c/h4>\n\u003cp>Boston University Psychologist Peter Gray, author of \u003cem>\u003ca href=\"http://www.amazon.com/books/dp/0465025994\">Free to Learn\u003c/a>: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life\u003c/em>, has spent his career studying and advocating for children’s free play.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“When I was in elementary school, in the 1950s, we had six-hour school days: two hours of outdoors playing per day, half hour in the morning, half hour during lunch, and a full hour in the afternoon. Including going off-campus! It’s such a different world [now], and so recess has been eroded over time.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>“Because kids are not growing up playing outdoors on their own, they haven’t learned how to solve their own problems.”\u003c/strong>\u003c/p>\n\u003c/aside>\n\u003cp>Gray has studied the link between a sharp rise in mental disorders and the decline of free play over the last 50 years. Even while he finds free play -- in which children make up their own games and rules without input from adults -- the most important for children, he admits that recess isn’t the ideal situation for many children to play freely.\u003c/p>\n\u003cp>The ideal play situation is in the neighborhood, where age-mixed children learn from one another in an environment that Gray calls “nurturing.” Recess, however, is mostly in same-age groups, which can foster cliques, competition, and bullying. And then there’s the time issue: when students don't get much of a break, they don’t have time to settle disputes before they head back to class. “They’ve cut recess in Boston to 15 minutes for elementary students,” Gray said. “What was happening is the kids would get outside, and they didn’t have time to settle any problems. They were still focused on the conflict, and it was a big deal to calm them down.”\u003c/p>\n\u003cp>While Gray originally thought that organized recess coaching organizations like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/teaching-kids-the-rules-of-the-game/\">PlayWorks\u003c/a> were a terrible idea, because they restricted children’s freedom, he now thinks differently. “Because kids are not growing up playing outdoors on their own, they haven’t learned how to solve their own problems,” he said. “So now [with PlayWorks] they have fresh, young adults who are sort of play coaches, get them started in a game, but then back off. With such limited time it isn’t a bad idea, these young people are pretty good at interacting with kids but not taking over.” He sighed. “How terribly sad that we need a program like this.”\u003c/p>\n\u003ch4>OTHER OBSTACLES\u003c/h4>\n\u003cp>School \u003ca href=\"http://www.rwjf.org/en/research-publications/find-rwjf-research/2010/02/the-state-of-play.html\">principals know\u003c/a> that elementary children need more recess, but between state academic requirements and staffing the playground, their hands are tied. Jerry Burkett, Director for College and Career Readiness (and former principal) for Grand Prairie ISD in Grand Prairie, Texas, said that, while he was principal, his students made it outside 150-160 days per year, because they have weather restrictions for both summer and winter. And while he feels that recess is “essential” for learning and wished his students got an hour a day instead of 20 minutes, there were too many obstacles in the way to make it happen.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/teaching-kids-the-rules-of-the-game/\">Teaching Kids the Rules of the Game\u003c/a>]\u003c/p>\n\u003cp>“Staffing is the largest obstacle to recess, as the students must be actively monitored all the time,” he said. Scheduling became difficult because staff was needed at both lunch and recess, and they often came up short-handed. In addition, free play easily turned to problems. “Recess is often the time where discipline problems spike if there is not a structured lesson, defined rules, or active monitoring of the students. Social problems are rampant on the playground, which enhances the need for more adults to monitor the students.”\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The biggest need in school these days, in my opinion, is to relax the scheduling.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Yet learning to handle social and emotional problems is where lots of learning takes place, says third- and fourth-grade teacher Jaclyn Karabinas of Portsmouth, New Hampshire. Her wish for recess would be that schedules could be more flexible, so there wouldn’t be a rush back to instruction if time was needed to settle a dispute. As kids are building social skills, bumps in the road will occur, and teachers and staff have to be prepared to deal with emotions and feelings as kids argue over rules and fairness.\u003c/p>\n\u003cp>“The biggest need in school these days, in my opinion, is to relax the scheduling,” she said. “It would allow more gentle transitions between work and play, and allows each of those experiences to flourish. Time for communication will always be a struggle in schools, and certainly is hard when students need 15 minutes to debrief what happened at recess, which is really important to improve social skills. Yet you have lost academic instructional time -- again.”\u003c/p>\n\u003ch4>TAKING SCHOOL OUTDOORS\u003c/h4>\n\u003cp>Many American school districts will struggle this fall to get any amount of outdoor playtime, especially under time constraints and heavy budget cuts. Chicago Public School mom Vassiliki Kakavas said that her kids will only get recess this year if enough parents volunteer to supervise. But in Canada, they are taking a different approach to recess: a push to get more kids playing outside has resulted in the \u003ca href=\"http://www.thestar.com/life/parent/2013/07/05/kids_with_autism_benefit_from_outdoor_classroom.html\">creation of nature kindergartens and outdoor schools\u003c/a> in cities and suburbs alike, mixing the idea of academics and play in an outdoor setting.\u003c/p>\n\u003cp>One Toronto school created an outdoor classroom for their kindergarten students, where they spent at least 75 minutes per day playing in sand, mud, snow, water and grass - no matter the weather. Even though no official data is yet available, teachers are reporting that students are more engaged, and their attention spans have increased both outside and inside, where they were eager to talk and write about their experiences outside. Students with autism and special needs have taken to the outdoor classroom the most, showing great improvement in their academic and social skills. The outdoor classroom extends beyond recess, and into learning - a combination that could only be beneficial for the bodies and minds of growing students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Burkett agrees that free play is ideal, but any time spent outdoors is good for students' bodies and minds, even if they happen to be learning, too. “If teachers could create lessons that allowed them to take advantage of nature light and landscape, I was always a big supporter of those lessons. Kids in the neighborhood where I was a principal often did not get to go outside, due to the safety of their environment. So providing a safe environment to enjoy the outdoors was often refreshing for our students. Moving around, interacting with other students, being in the sun…all great benefits of being outside of the classroom.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30056/despite-many-benefits-recess-for-many-students-is-restricted","authors":["4445"],"categories":["mindshift_194"],"tags":["mindshift_179","mindshift_1040","mindshift_498","mindshift_20531"],"label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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