Recess Before Lunch: It Does Make a Difference! SNA Annual National Conference July 17, 2006
Today’s speakers Deborah Carr NFSMI Applied Research Division Alice Jo Rainville Eastern Michigan University Kim Anderson Whitefish, Montana
Session Objectives n Provide an overview of supporting research n Describe an NFSMI project exploring barriers to recess before lunch n Showcase a Best Practice school n Highlight NFSMI’s next step
How did recess before lunch become an issue to explore? n NFSMI strategic planning n Plate waste studies in SNPs – Plate waste may reduce nutritional benefits – Plate waste decreased when recess was scheduled before lunch
NFSMI funded research n Central Washington – Determined the impact of lunch placement to recess and nutrient consumption – Recess before lunch elementary students n Ate 24% more food n Wasted 30% less food n Ate 8% more calories n Consumed 35% more calcium and 13% more Vitamin A
School Health Policies and Programs Study n In 2001, less than 5% of elementary schools scheduled recess prior to lunch
Montana Team Nutrition Program n In 2002 -2003, MT TN partnered with four schools to promote a recess before lunch policy n Plate waste decreased after implementation of recess before lunch n Administrators, teachers, and foodservice personnel found that the atmosphere in the cafeterias was more relaxed, quiet, and conducive to dining
Montana Team Nutrition Program n Decrease in discipline problems on the playground, in the cafeteria, and in the classroom n Children returned to class more settled, calmer, and ready to learn n Focus groups with children found that children liked being able to play prior to lunch
Barriers to Recess Placement n Purpose – Identify barriers to recess prior to lunch in elementary schools using focus groups with school personnel – Discuss solutions to the barriers
Alice Jo Rainville
Focus Groups n Participants – School Professionals n n n School Administrators School Nutrition Personnel Teachers – Parents n Locations by USDA regions – – Midwest Mountain Plains Northeast Southeast
Focus Group Questions n Questions focused on – Greatest barrier to having recess before lunch – Greatest barrier to scheduling recess before lunch – Specific issues that affect parents regarding recess before lunch – Ways to encourage administrators to schedule recess before lunch
Data Analysis Participants’ responses to questions were systematically categorized into themes. n
Administrators
School Administrators’ Comments It is important for kids to not be rushed through lunch. n n Kids want to get out and play. n Kids eat quickly and waste food. It is very inviting to think kids would behave better in the cafeteria. n
School Administrators Identify Barriers n Preservation of morning hours for academics Logistical concerns of supervision, hand washing, and cold weather clothing n Possible resistance by faculty, staff, and parents n n Tradition, a paradigm shift
School Administrators’ Comments to Barriers One of the biggest barriers is getting people to buy in that recess before lunch is better for students n
School Administrators were asked… What would it take for you to change the schedule and have recess before lunch? n –Research demonstrating improved classroom readiness –Model programs that are successful –Communication of implementation plans –Research results
School Nutrition Personnel
School Nutrition Personnel Comments Recess before lunch would be a good idea because children don’t eat because they want to go outside to play. n n I am concerned about handwashing.
School Nutrition Personnel Identify Barriers n Relating to the SNPs –There are none! We are flexible and ready to serve n. Relating to other school issues –Supervision –Movement of children on and off playground –Scheduling –Winter clothing
School Nutrition Personnel were asked… What would it take to convince School Administrators to change the schedule to accommodate recess before lunch? –Research and awareness –Observation of children in the cafeteria –Student preference –Suggest the concept n
School Nutrition Personnel Comments n. They like facts…to make decisions n. They have so many things on their plate…making them aware of the benefits would help n. Make n. They them aware of the research…more informed need to come in and see behavior and eating…
School Nutrition Personnel Identify The Most Important Topics n Nutrition n Handwashing n Scheduling n Operational procedures
Teachers
Teachers’ Comments n. It’s motivation for kids to get their work done so they can go to recess and then lunch. n. We loved it because we weren’t dealing with playground issues. n. We don’t have to deal with playground arguments in the classroom and rob 15 minutes of my afternoon teaching time. n. I can see where they would eat better and slower.
Teachers Identify Barriers n Logistics n Academic priorities n Willingness of administrators n Exercise n Weather n Scheduling blocks n Tradition
Teachers’ Comments to Barriers n. If we as a group could figure out how to handle the logistical issues, it would help. n. Self-serve longer. n. The lines make it more difficult and takes greatest barrier is the emphasis on test scores. n. I see a lack of recognition and respect for physical development as an issue. n. Scheduling for the academic periods is set.
Teachers were asked… n. What would it take to convince School Administrators to change the schedule to accommodate recess before lunch? –Research –Observation of better behavior and nutritional intake –Communication of nutrition needs –Model programs of success (best practices)
Most Important Topics for Teachers n Nutrition issues –I would like to see the children eat better, waste less food, and behave better… n Logistical concerns –…best interest of the child is the priority versus scheduling and everything else. –…supervision and hygiene.
Parents
Parents’ Comments I’m excited about research showing that when children go back to the classroom, they are ready to learn. n When recess is before lunch, children have time to calm down before afternoon classes. n n We all want a siesta after eating. n If it ain’t broke, don’t fix it.
Parents Identify Barriers n Logistics –scheduling, staffing, and space n Winter clothing n Nutrition beliefs n Previous experiences with a family member n Tradition n Behavior n Communication to parents n Need for data outcomes
Parents’ Comments to Barriers n It would be difficult to implement in larger schools. n I’m concerned about taking away morning classroom time. n Scheduling is an issue. n Where will they put their coats? n I had not thought about this issue. n It might be difficult to get back on task after a full meal.
Parents were asked… n. What would it take to convince School Administrators to change the schedule to accommodate recess before lunch? –I would think administrators are motivated by research and funding. –Our administration is absolutely on board with doing whatever is necessary to be on top of issues that benefit the children. –The administration where I am will listen to the parents.
Most important topics for Parents n Behavior –…it wouldn’t be as hard on the teacher to get them back…calm down and relax at lunch… n Nutrition and learning –The research about nutrition is compelling. n Timing of lunch –Since we do not have a breakfast program, it would help if the children were allowed a smart/healthy snack.
What’s the bottom line? n Barriers were specific to each group Supervision, scheduling, logistical concerns, use of space, timing of lunch, tradition were frequently mentioned in all groups n Convince administrators through research, awareness, and models of programs of success n
What’s the bottom line? Most important topics were nutrition, behavior, hand washing, operational procedures n There is a need for educational programs and training resources for school personnel and parents n Additional research is needed-afternoon learning, costs of supervision, pre- and post-studies n
Accessing the Study Results The results are available on the www. nfsmi. org website. This research will be also be published in the 2006 second issue of The Journal of Child Nutrition and Management.
Kim Anderson Principal Central School Whitefish, MT
Tucked against Big Mountain and the stunning peaks of Glacier National Park
Who is Central School and what do we stand for?
Student population… 675 Serve students in grades 5 -8 n Model site for the Montana Behavioral Initiative…MBI n Two schools make up Central n 5 -6 traditional elementary n 7 -8 junior high/middle school n
What is MBI…and how it influences recess before lunch • Teach behaviors based on perceived needs of students, staff, and parents • Based on the philosophy that students will rise to the expected performance level • Behavior is taught based on those expectations
Reasons we changed recess before lunch… n Victim of the old education pendulum n Lunch is one of those things that just happens n Parents concerned about what kids were eating n Staff complaints about what was being served
When lunch was before recess… n Students showed signs of… – Inattentiveness – Lack of concentration – Drowsiness the last 90 minutes of school
Nutrition and Behavioral Issues… n Looked at what we were making available to children n Considered nutrition on learning and behavior n Reviewed lost teaching time following recess AFTER lunch
Shelving added to accommodate recess before lunch
Why did recess before lunch work for Central?
Recess before lunch… provides calm in the cafeteria
Students are focused on serving their plates…
With recess before lunch… Additional beverages were offered through vending
With recess before lunch…healthy vending choices were addressed
Collaboration is a must when changing recess before lunch n Met with students n Met with school staff n Met with PTA
Students are more focused
Students are focused on learning
Top 3 words of wisdom when implementing recess before lunch n Communicate with other stakeholders n Plan effectively n Always consider the children
Next steps for NFSMI research
National Study… n n To measure the impact of recess before lunch in the elementary schools Objectives – Identify effectiveness of practices and policies – Investigate perceived impact on behavior in the classroom – Explore perceived impact on behavior in the eating environment – Identify perceived barriers of school professionals implementing recess before lunch
Thank you for attending! NFSMI 1 -800 -321 -3054
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