Re-imagine recess

Recess is a regularly scheduled period within the school day when students take part in unstructured activities. It’s a time to move, play, think, create, imagine, socialize, and take a break.

Recess has incredible potential in school health. It’s not only a time to boost physical activity, but also an opportunity to grow positive relationships between students, and to help them practice social and emotional skills.

Mix it up

Offer students options when it comes to recess equipment and spaces. For example, give them regular opportunities to choose from:

• Game materials, like hoops, skipping ropes, flying discs, and targets
• Sport gear, like balls, nets, pylons, ramps, and equipment
• Fixed structures for climbing, sliding, and balancing
• Natural spaces, like fields, pathways, rocks, and gardens

Commit to recess with policy

Develop a recess policy that:

• Schedules recess at regular intervals
• Ensures that recess is never withheld as a consequence for poor behaviour or school performance (recess is a right, not a privilege!)
• Limits the likelihood of recess being cancelled for special events or activities
• Identifies active options for students—both indoors and out—when the weather is cold or wet

Involve students in recess planning

Students’ perspectives, ideas, and natural instincts help shape meaningful recess experiences. Here are some important considerations:

• If you can, let younger children play in unstructured, child-led ways—resist the temptation to direct or plan their activities.
• Provide opportunities for older students to organize and lead recess cooperative games and activities. You could even start a Junior Recess Leaders club (start on page 51 of The Recess Project's Changemaker Guide for tools and resources). 
• Be intentional about connecting with students who may not have had positive and inclusive recess experiences, like students new to Canada or those who have a physical disability. Help them to identify, address, and eliminate barriers that limit their full participation, or better yet: work with them to co-design more meaningful recess opportunities.

When recess is an active and enjoyable experience, students tend to take more steps and move at more vigorous levels of intensity. They may also find it easier to focus and pay attention during instructional time, and to interact with peers in positive, pro-social ways.

You might also like these related topics:

• Develop social emotional skills
• Move more, sit less
• Prevent and address bullying
• The CSH framework: Policy

Activate recess
PHE Canada

Inclusive Playgrounds Playbook
Jumpstart Canada

Move & play at recess
Be Fit for Life Network

Unstructured play toolkit
Canadian Public Health Association