Recess Policy Implementation: Beliefs and Perceptions of Site-Based Decisions-Makers.

METHODS: Using the Theory of Planned Behavior (Ajzen 1991) as a theoretical framework, this study examined what administrators and teachers at a public elementary school located in a district in Northeast Georgia communicated as to their salient behavioral beliefs (attitude), normative beliefs (subjective norms), and control beliefs (perceived behavioral control) relative to the implementation of the district's written recess policy. RESULTS: The results of this study demonstrated that teachers new to the field and those certified in early childhood education were more supportive of implementing the practice. The results further demonstrated that more experienced teachers and those certified in elementary education were less supportive. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: The findings in this study revealed that obtaining participant buy-in was critical for the implementation and that targeted professional development would be a suitable vehicle for improving school health for students. CONCLUSIONS: The most cited reasons for support for the policy were an understanding that an unstructured break was beneficial for students and that participants considered it a non-negotiable. The most cited reasons for a lack of support included more time needed for academics and a need for expanded behavioral consequences.

"Even If They're Being Bad, Maybe They Need a Chance to Run Around": What Children Think About Recess.

BACKGROUND: The withholding of recess for disciplinary purposes has been acknowledged but studied on a limited basis. The perspectives of children have not been heard at all on this subject. METHODS: Our paper draws upon semistructured child interviews, which were one activity within a multifaceted study. A subset of students was interviewed about recess and about the experience of having teachers who withheld recess. RESULTS: Interviewees favored recess and other parts of school that allowed physical activity and social interaction over more sedentary, isolating parts of school. Many understood teachers' rationale for withholding recess; some thought it was helpful, up to a point. Others did not think it was solving the problems it was designed to address. They were skeptical it was having a beneficial effect on the small number of peers who lost recess regularly. CONCLUSION: Most respondents showed deference to their teachers and were inclined to regard them as wise and fair. The data from these interviews indicated that many children experienced anxiety, regret, and sometimes resentment with regard to the practice of withholding recess. Many wished teachers could identify other means of discipline to address issues that led to losing recess. This study provides a valuable perspective that has been missing from the policy discussions about recess.

The impact of supervision training on genetic counselor supervisory identity development.

Supervision is critical to the training of genetic counselors. Limited research exists on the influence of supervision training and experience on the development of genetic counseling supervisors. The purpose of this study was to investigate the impact of supervision training in addition to supervisory and clinical experience on supervisory identity development, and the perceived confidence and competence supervisors have in their own supervisory skills. In addition, we explored genetic counselors' (N = 291) interest in and barriers to training as well as perspectives on requirements for supervisors. Results indicated clinical experience, supervision experience, and formal supervision training are positively associated with genetic counselors' supervisory identity development as measured by the Psychotherapy Supervisory Development Scale (PSDS) (p < 0.05). Despite a moderate correlation between supervision experience and formal training (ρ = 0.42, p < 0.001), both had independent effects on PSDS scores (p < 0.04). A majority of genetic counselors were interested in receiving supervision training but noted lack of available training as a barrier. The majority of participants indicated that supervisors should be certified as genetic counselors, but there was no consensus on training requirements. Development of additional supervision training opportunities for genetic counselors should be considered.

The crucial role of recess in school.

Recess is at the heart of a vigorous debate over the role of schools in promoting the optimal development of the whole child. A growing trend toward reallocating time in school to accentuate the more academic subjects has put this important facet of a child's school day at risk. Recess serves as a necessary break from the rigors of concentrated, academic challenges in the classroom. But equally important is the fact that safe and well-supervised recess offers cognitive, social, emotional, and physical benefits that may not be fully appreciated when a decision is made to diminish it. Recess is unique from, and a complement to, physical education--not a substitute for it. The American Academy of Pediatrics believes that recess is a crucial and necessary component of a child's development and, as such, it should not be withheld for punitive or academic reasons.

The crucial role of recess in schools.

BACKGROUND: Recess is at the heart of a vigorous debate over the role of schools in promoting optimal child development and well-being. Reallocating time to accentuate academic concerns is a growing trend and has put recess at risk. Conversely, pressure to increase activity in school has come from efforts to combat childhood obesity. The purpose of this review was to examine the value of recess as an integral component of the school day. METHODS: A comprehensive review of recess-specific literature was conducted, beginning with a Google Scholar search, to cull definitions, position statements, and policy recommendations from national/international associations and organizations. A multi-database search followed. Additional articles were selected from reference lists. RESULTS: The search yielded a range of articles, from those focused on specific aspects of recess to those that examined multiple factors, including how to structure and conduct recess. Several themes emerged supporting recess as beneficial for children's cognitive, social, emotional, and physical functioning. Optimal recess was well-supervised and safe. Crucial components were well-maintained playground equipment and well-trained supervisors. CONCLUSION: Recess serves a critical role in school as a necessary break from the rigors of academic challenges. Recess is a complement to, not a replacement for, physical education. Both promote activity and a healthy lifestyle; however, recess--particularly unstructured recess and free play--provides a unique contribution to a child's creative, social, and emotional development. From the perspective of children's health and well-being, recess time should be considered a child's personal time and should not be withheld for academic or punitive reasons.