Playworks
Playworks
Embedded Files
Pros
Pros
An easy program to implement without restructuring instructional time
Cons
Cons
While technically for students K-8, it is mainly geared to lower grades
Professional Development and full implementation options are prohibitively expensive for small SDA schools
framework
framework
Play is a basic human need and recess is an opportunity for developing social-emotional skills.
6 Simple Principles of Play
6 Simple Principles of Play
Every child has the opportunity to play every day
Children get to choose to play and get to choose games that make them happy
Children have the right tools to resolve playground conflicts on their own
Adults play alongside children, modeling and supporting a culture of trust, positivity, and inclusion
Play is not treated as a reward to be revoked
Everyone is welcome to join the game because playing together is a great way to build community
training
training
Playworks recommends hiring a Full- or Part-time coach for the campus.
There may be some training options for school staff upon request.
Some free resources, articles, and game ideas are available on their website.
research
research
A randomized control trial by Mathematica Policy Research and Stanford University finds that Playworks reduces bullying and decreases transition time to learning (2012).
An extensive collection of research on the importance of recess, the Playworks recess program, other recess intervention programs, and the connection between recess, social and emotional health, cognitive function, and academic success exists on their website.
Additional reading and deeper research analysis
Additional reading and deeper research analysis
Books on Improving Recess and Play-time
Books on Improving Recess and Play-time
Playworks Research
Playworks Research
The Playworks website lists six peer-reviewed studies that were directly related to the Playworks Curriculum.
Bleaker M., Beyler N., James-Burdumy S., & Fortson J. (2015), The impact of Playworks on boys’ and girls’ physical activity during recess. Journal of School Health, 85, 171-178. https://doi.org/10.1111/josh.12235
Summary: Playworks curriculum had a significant impact on girls activity level, but no measurable difference for boys; 29 schools (control and intervention), 1 year studyBeyler, N., Bleeker, M., James-Burdumy, S., Fortson, J., & Benjamin, M. (2014). The impact of Playworks on students’ physical activity during recess: findings from a randomized controlled trial. Prev Med, 69 Suppl 1, S20-26. https://doi.org/10.1016/j.ypmed.2014.10.011
Summary: Teachers reported students were more active during recess at Playworks schools, but only marginally significant improvement was measured; 27 schools (control and intervention), 4th and 5th grade classes, 1 year study, accelerometersFortson, J., James-Burdumy, S., Bleeker, M., Beyler, N., London, R.A., Westrich, L., Stokes-Guinan, K., & Castrechini, S. (2013). Impact and implementation findings from an experimental evaluation of Playworks: Effects on school climate, academic learning, student social skills, and behavior. Retrieved from: http://www.rwjf.org/content/dam/farm/reports/evaluations/2013/rwjf405971
Summary: Teachers reported improved relationships between students, schools reported less incidents of bullying, smoother transitions to and from recess time and better focus in class time; 29 schools (control and intervention), 1 year studyJames-Burdumy, S., Beyler, N., Borradaile, K., Bleeker, M., Maccarone, A., & Forston, J. (2016). The impact of Playworks on students’ physical activity by race/ethnicity: Findings from a randomized controlled trial. Journal of Physical Activity and Health, 13, 275-280. https://doi.org/10.1123/jpah.2014-0607
Summary: ; Playworks impact was greater among minority students; 27 schools (control and intervention), accelerometersLondon, R. A., Westrich, L., Stokes-Guinan, K., & McLaughlin, M. (2015). Playing fair: the contribution of high-functioning recess to overall school climate in low-income elementary schools. Journal of School Health, 85(1), 53-60. https://doi.org/10.1111/josh.12216
Summary: Self-reported improvements to recess linked to improved school climate; 6 low-income elementary schools, 1 year studyMassey, W.V., Stellino, M.B., Godbersen, T., Holliday, M., Rodia, R., Kucher, G., & Wilkison, M. (2017). The impact of a multi-component physical activity program in low-income elementary schools. Health and Education Journal. https://doi.org/10.1177/0017896917700681
Summary: Recess can be used to effectively teach SEL competencies and improve student behavior in class and during recess; 1 urban, low-income school, 96 students, 1 year study period... and over 80 additional studies on the benefits of recess and physical activity (Playworks Research Page)
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