Engagement in Physical Activity During Recess: Gender and Grade Level Differences in the Elementary Grades.

BACKGROUND: There are many purported benefits to recess including engaging in physical activity, forming positive peer relationships, and taking a break from the classroom. Current research, however, is inconclusive regarding the presence of gender and developmental differences in physical activity that takes place during recess. The purpose of this study was to examine differences in the amount of physical activity that occurs during recess across gender and grade level. METHODS: Students from first- and sixth-grade classrooms participated in the study, and physical activity was measured using accelerometers to record the number of steps taken during recess. RESULTS: A 2 × 2 factorial ANOVA indicated sixth grade males engaged in more physical activity than sixth grade females, first grade males, and first grade females. CONCLUSIONS: Because they are not engaging in as much physical activity as their sixth grade male counterparts, ways to help female and younger students take more steps during recess should be explored.

Structural validity of CLASS K-3 in primary grades: Testing alternative models.

This study examined the internal structure of the Classroom Assessment Scoring System (CLASS; K-3 version). The original CLASS K-3 model (Pianta, La Paro, & Hamre, 2008) and 5 alternative models were tested using confirmatory factor analysis with a sample of first- and second-grade classrooms (N = 141). Findings indicated that a slightly modified version of the original CLASS K-3 3-factor model best fit the current data. Although stable findings emerged across the current and previous studies, particularly in relation to the presence of 3 latent domains, there is also some variability across structures at different grade levels with regard to the bifactor and 3-factor models. (PsycINFO Database Record