References: Physical Activity & Recess

Return to Physical Activity & Recess strategy page.

References

Carson, V., Hunter, S., Kuzik, N., Wiebe, S. A., Spence, J. C., Friedman, A., ... & Hinkley, T. (2016). Systematic review of physical activity and cognitive development in early childhood. Journal of science and medicine in sport, 19(7), 573-578.

Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., ... & Szabo-Reed, A. N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: a systematic review. Medicine and science in sports and exercise, 48(6), 1197.

García-Hermoso, A., Alonso-Martinez, A. M., Ramírez-Vélez, R., & Izquierdo, M. (2020). Effects of exercise intervention on health-related physical fitness and blood pressure in preschool children: A systematic review and meta-analysis of randomized controlled trials. Sports medicine, 50, 187-203.

Hodges, V. C., Centeio, E. E., & Morgan, C. F. (2022). The benefits of school recess: A systematic review. Journal of School Health, 92(10), 959-967.

Lee, J. S., & Galindo, E. (2021). Empowering Our Youngest Learners: Designing a Sensory “Recess Path” Using Early Elementary Mathematics. In Project-Based Learning in Elementary Classrooms: Making Mathematics Come Alive. The National Council of Teachers of Mathematics, Inc..

London, 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.

London, R. A., & Standeven, K. (2017). Building a culture of health through safe and healthy elementary school recess. Princeton, NJ: Robert Wood Johnson Foundation.

Mak, C., & Koustova, N. (2023). Recess time: Help or hindrance to the social-emotional development of young children?. Theory Into Practice, 1-14.

McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental Psychology, 43(4), 947–959.

Mullins, N. M., Michaliszyn, S. F., Kelly-Miller, N., & Groll, L. (2019). Elementary school classroom physical activity breaks: Student, teacher, and facilitator perspectives. Advances in physiology education, 43(2), 140-148.

Opprezzo, M., & Schwartz, D.L. (2014). Give your ideas some legs: The positive effect of walking on creative thinking. The Journal of Experimental Psychology, 40(4), 1142-1152.

Singer, K. (2015). Sensory processing disorders in elementary school: Identification and management strategies for teachers in the inclusive classroom (Unpublished master's thesis). University of Ontario, Canada.

Thompson, S. D., & Raisor, J. M. (2013). Meeting the sensory needs of young children. Young Children, 68(2), 34-43.

Webster, C. A., Russ, L., Vazou, S., Goh, T. L., & Erwin, H. (2015). Integrating movement in academic classrooms: understanding, applying and advancing the knowledge base. Obesity Reviews, 16(8), 691-701.

Veldman, S. L., Chin A Paw, M. J., & Altenburg, T. M. (2021). Physical activity and prospective associations with indicators of health and development in children aged< 5 years: a systematic review. International Journal of Behavioral Nutrition and Physical Activity, 18, 1-11.