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Allison Poulos, Allison Poulos College of Health Solutions, Arizona State University , 425 N. 5th Street, Phoenix, AZ 85004, USA *Correspondence to: A. Poulos. E-mail: allison.poulos@asu.edu Search for other works by this author on: Oxford Academic Kylie Wilson College of Health Solutions, Arizona State University , 425 N. 5th Street, Phoenix, AZ 85004, USA Search for other works by this author on: Oxford Academic Kelly Ramella School of Community Resources and Development, Arizona State University , 411 N. Central Avenue, Phoenix, AZ 85004, USA Search for other works by this author on: Oxford Academic
https://orcid.org/0000-0002-9645-7691 Health Education Research, Volume 38, Issue 3, June 2023, Pages 254–267, https://doi.org/10.1093/her/cyac041
Published:
03 January 2023
Article history
Received:
16 June 2022
Revision received:
02 December 2022
Editorial decision:
06 December 2022
Accepted:
14 December 2022
Corrected and typeset:
03 January 2023
Published:
03 January 2023
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Allison Poulos and others, Promoting children’s health and well-being through structured recreation during online recess, Health Education Research, Volume 38, Issue 3, June 2023, Pages 254–267, https://doi.org/10.1093/her/cyac041
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Abstract
Recess is a critical source of physical, social and emotional health and well-being for children, but generally not prioritized during online learning. A 13-week structured recreation intervention was delivered virtually during recess to students in the fifth and sixth grades (age 10–12 years; N = 71) at one elementary school (Phoenix, AZ, USA). We used embedded mixed method with a prospective pre-/post-design to measure change in student-reported emotion and qualities of engagement in an online setting. Students completed an online pre-/post-survey to measure emotion and motivational responses (enjoyment, competence and relatedness). We used narrative notes to qualitatively assess student engagement during programming. Differences in student-reported emotion were analyzed using paired t-tests. The effect of motivational responses on emotion was analyzed using multiple regression analyses. In vivo coding and concept coding were used to analyze qualitative data. We found no statistically significant differences in student-reported emotion; however, student relationships with peers predicted increased positive and decreased negative emotions after the intervention. Seven categories promoted student engagement: challenging, enjoyable, experiential, practical, purposeful, relatable and relevant. School-based health practitioners can offer structured activities virtually during recess, when in-person learning is interrupted and in all-online settings, to promote emotional well-being.
© The Author(s) 2023. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com
This article is published and distributed under the terms of the Oxford University Press, Standard Journals Publication Model (https://academic.oup.com/pages/standard-publication-reuse-rights)
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