INTRODUCTION

Have you ever visited your children's playground while school was in session? Take a moment and observe all of the students while you are there. When you do, you will understand the power that recess has on our children's entire day.

 

Do we send our kids into empty classrooms, provide a few materials, and expect that they will organize themselves, include one another, and learn something new? If not, why are we doing this in our outdoor classroom--our playgrounds?Designing a playground that includes everyone can address behavior challenges, health concerns, student achievement, climate, motivation and grit; yet this is an area virtually ignored by administrators and educators because of all the other pressures and requirements that they must meet.

 

As a former administrator of inner-city schools, I realized that creating an inclusive, active playground was the only way I was going to be able to stop suspending kids after recess (which the data showed was disproportionately boys), send them back to class motivated and engaged, and improve overall school climate and achievement. Taking away recess as a consequence exacerbates behavior problems, decreases instructional time and denies movement to the kids who need it the most!

 

 

 

THE PROBLEM

Without a system:

• Students will find "something" to do. This allows the person who owns the ball/equipment or the most dominant to choose the game, pick the teams, ostracize as they see fit, and enforce and/or instantly change the rules.  

 

• Supervision will not be organized and decisions will be at the whim of who is assigned to supervise, again making rules arbitrary (especially if the assigned people are not interested in being there and do not see the possibilities of the playground).

 

• Many children (especially students of poverty) who are not in organized sports will not be able to get the recommended daily activity.

 

• Many students will not take the risk to ask to join a game, will not be able to learn how to play something new, and will not have equal access to all the play possibilities. Ultimately students will not use this time to be active and will not reap all the physical and social benefits that being physically active on an inclusive playground presents.

 

• Discipline data reviews indicate that most suspensions happened outside of the classroom-at recess. In addition, data shows suspensions are disproportionately boys and students of color.

 

• A solution to address the discipline data and lack of supervision may be less or no recess, which will exacerbate behavior, motivation, and attention problems that occur within the classroom.

 

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THE CURE

We must ensure that students are getting sixty minutes of physical activity every, single day. This goal can be accomplished by planning for enough recess time and an active playground that incorporates a variety of activities that interest both boys and girls. 

 

Taking away recess activity for behavior infractions should not be an option!

 

STATISTICS

Most suspensions happen due to recess incidents and behavior challenges.

 

According to the American Heart Association and CDC, we live in a country where one-third of our children are overweight or obese. As a result, they are prone to health problems and developing long-term psychological effects, such as low self-esteem and lack of motivation. This directly translates into behavior problems, academic struggles, and social challenges.

 

THE BRAIN RESEARCH

• Play creates rewarding experiences, increasing dopamine and the ability to pay attention. (Wang, 2012)

 

• A well-planned playground initiates movement, healthy interaction with peers, optimism, kindness, novelty, and humor. These things are found to be "brain-friendly".  (RAD Teach, 2013)

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• Exercise Boosts Brain Power, increasing neuron creation, survival, and resistance to damage and stress. An increase of oxygen is accompanied by an uptick in mental sharpness, a reduction in depression, improved reasoning, long term memory, and problem-solving!     (Medina, brainrules.net)

 

 

• Being aware of biological and neurological gender differences allows us to successfully plan for brain-based activities that appeal, engage, and motivate both boys and girls. (Gurian, 2012)

 

• Exercise and physical activities based on fitness and play increase heart rate and has positive effects on mood, behavior, and student achievement. In addition, suspension rates significantly drop and student attendance improves.   The prefrontal cortex, our “learning brain”, is activated by movement and helps us use our executive skills. (Ratey, 2013)

 

• Allowing for aggression (not violence) and competition engages many boys - keeping them interested and motivated about school. (Sax, 2005)

 

• Studies have shown that the more fit students are, the better learners they are. IQ and cognitive performance improve with becoming more fit. (BOKS, 2013)

 

• Engaging in imaginative play helps students develop self-control and self-restraint -a higher predictor of future success than IQ, grades, or test scores. (Wang, 2012)

 

ACTIVITIES AND GAMES

I don't believe in banning activities, instead, I  rethink them. I have created a designated space, rules, and procedures for all of these activities and games:

 

• Black Top Games: Tetherball, Basketball, Wall Ball, Four Square, Jump Rope, Box Hockey, Hula Hoops, Chalk, Bubbles

• Play Structure Area: Swings, Play Structure, Bars, SandBox

• Field Games: Soccer, Kickball, Baseball, Tag, Football, Snowball Fights, Sledding, Capture the Flag, Flyers Up

 

CHANGE THE GAME

When the playground is thoughtfully designed, so kids can walk up and be part of any game run by caring supervisors the "playing field is switched." Rather than focusing on athleticism or power, the focus then becomes "being active and healthy, challenging oneself and personal goal setting." The key is to implement activities that engage both boys and girls and allows the students to enter "risk-free" and be successful.

 

RETHINK SUPERVISION

• Administrators give a strong message to students and staff when they make playground time just as important as classroom time.

• Staff (including administrators) learn the rules, run and supervise activities - and participate. Adults need activity, laughter, and challenges, too!

• Taking the "lifeguard zone" approach means adults are spread-out and actively engaged in scanning their area.

• Peer Mediators, older students, and/or adult volunteers help solve playground problems. They also run activities and encourage participation.