Impact of Extended Recess: A Grounded Theory Study

Authors

Kristi Perryman, University of ArkansasFollow
Timothy Schoonover, University of ArkansasFollow
Julia Conroy, University of Arkansas Counseling Graduate AssistantFollow
Joseph Moretta, University of ArkansasFollow
Meredith W. Moore, University of ArkansasFollow
Erin Howie, University of Arkansas, FayettevilleFollow

DOI

10.25774/d4tm-z918

First Page

35

Last Page

48

Abstract

Existing literature has established the benefits of recess and physical activity for children. In response, more schools in the United States (U.S.) are implementing, or even requiring, extended recess time for students. With these policy changes, it is important to understand the impact upon students, faculty, and staff. The following study used the shared experience of three elementary schools in the southern U.S. who recently implemented extended recess. Semi-structured focus groups with administrators, teachers, paraprofessionals, and students from three elementary schools were included in this pilot study. A Grounded theory approach was utilized, and findings confirmed the known benefits of recess but also enhanced understanding of the process, which included the challenges involved as well as the importance of stakeholder feedback. Recommendations are included for the professional school counselor which are applicable in both, the U.S. and internationally.

Recommended Citation

Perryman, K., Schoonover, T., Conroy, J., Moretta, J., Moore, M. W., & Howie, E. (2022). Impact of Extended Recess: A Grounded Theory Study. Journal of School-Based Counseling Policy and Evaluation, 4(2), 35-48. https://doi.org/10.25774/d4tm-z918