Date of Award
Capstone - Open Access
Master of Education (MEd)
This evaluation assessed the significance of recess team and Recess Coach (RC) characteristics on the quality of recess at elementary schools implementing the Playworks TeamUp program. Recess quality was measured by Great Recess Framework (GRF) data collected by Playworks staff across 18 regions. Three GRF factors: Student Behavior, Adult Engagement and Supervision; and Transitions were evaluated along with each of the individual GRF items that comprise them. Schools were characterized using Recess Team Member Surveys. Results indicate that neither recess team size nor Recess Coach’s time on the recess team relative to length of employment are significant predictors of recess quality. Results indicate that select GRF factors were significantly different depending on whether the school’s RC played one or more of the following roles: Administrator, P.E. teacher, or classroom teacher. Administrator RCs were associated with higher scores on Student Behavior, Transitions, and one of the GRF items comprised within the Adult Engagement and Supervision factor: Adult Behavior. P.E. teacher RCs were associated with lower scores on Student Behavior, and Transitions. Classroom teacher RCs were associated with higher scores on one of the GRF items comprised within the Transitions factor: Transition from Recess. These results suggest that administrators are a valuable resource for influencing student behaviors, improving recess transitions, and promoting adult modeling of positive culture, while classroom teachers may have valuable insight related to the transition from recess. It also suggests that Playworks staff may encounter challenges when empowering RCs, who are P.E. teachers.
McChesney, Christina, "Characteristics of the Recess Team that Mediate Recess Quality" (2020). Community Engagement Student Work. 45.