The Great Recess Framework
The Great Recess Framework is an observational tool designed to help educators and researchers evaluate and plan school recess with a holistic approach.
While physical activity levels are certainly one element of a successful recess, other aspects such as safety, adult engagement, communication, autonomy, and inclusion have often been overlooked. The Great Recess Framework observational tool was developed by practitioners at Playworks and researchers at Oregon State University. We encourage the use of our work for educational and research purposes.
The GRF observational tool has been established as a valid and reliable tool for recess observations. Download the GRF.
For Researchers
If you intend to use the Great Recess Framework observational tool (GRF-OT) for research purposes, we would appreciate a reference list of any publications that use the GRF-OT. If you have any questions on the use of the GRF-OT, please contact William Massey, PhD at william.massey@oregonstate.edu.
To cite the GRF-OT please use the following reference:
Massey, W.V., Stellino, M.B., Mullen, S.P., Claassen, J. & Wilkinson, M. (2018). Development of the great recess framework – observational tool to measure contextual and behavioral components of elementary school recess. BMC Public Health, 18:394.
Learn more about GRF for Researchers
For Educators
You are welcome to use the Great Recess Framework observational tool to better understand recess at your school and identify strengths and areas for improvement. If you would like to be trained in using the Great Recess Framework as a valid tool for reporting outcomes, please contact Jennette Claassen, M.S.W. at jennette.claassen@playworks.org.
Recess Research
The majority of children’s school-based physical activity opportunities take place during recess. This opportunity is vital given that engagement in exercise and physical activity has been shown to improve children’s physical and cognitive health outcomes (Bailey et al., 2013) and is particularly important in children who come from economically disadvantaged backgrounds (Milteer & Ginsburg, 2012).
Despite ongoing claims that recess is necessary for the psycho-social, emotional, and academic development for children, recess is generally assessed by the objective measure of children’s physical activity levels. When children interact with peers in physical activities, such as recess, it allows them to develop necessary social and emotional skills such as cooperative goal setting, teamwork, and emotional control (Miyamoto et al., 2015).
More Resources
Take a 3-Minute Quiz Based on the GRF ›
Use the GRF to Support Your Recess Strategy ›
