Elementary School Students’ Likes and Dislikes about Outside, Inside and Meal/Snack Recess

Oct 15, 2026

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School recess is linked to physical activity and health, improved communication, more favorable affect, stronger social connectedness, better behavior, attention, and cognitive functioning. Recess enjoyment is more likely when students experience a well-supervised climate that supports socially engaging active play, free time, and variety while reducing crowding, boredom, misbehavior, safety concerns, isolation, conflict, and bullying. Students’ likes and dislikes are shaped by enjoyment of physical activity, opportunities for belonging, and managing boredom, exclusion, and interpersonal conflicts during decision-making.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Recess outcomes and enjoyment

Factors shaping enjoyment

Dislikes during recess

Physical activity preferences

Environmental barriers and supports

Outdoor vs. indoor recess preferences

Educational Considerations | Volume 51 Number 1 | Article 8 | | --- | --- | | 2025
Elementary School Students’Likes and Dislikes about Outside, Inside and Meal/Snack Recess
Ken R. Lodewyk
Brock University, [klodewyk@brocku.ca](klodewyk@brocku.ca)
Lauren McNamara
Recess Project Canada, [lauren@recessprojectcanada.com](lauren@recessprojectcanada.com)
Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)
Part of the Elementary Education Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. | | Recommended Citation Lodewyk, Ken R. and McNamara, Lauren (2025) "Elementary School Students’ Likes and Dislikes about Outside, Inside and Meal/Snack Recess," Educational Considerations: Vol. 51: No. 1. [https://doi.org/](https://doi.org/)[ ](https://doi.org/)10.4148/0146-9282.2412 This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu). Elementary School Students’ Likes and Dislikes About Outside, Inside and Meal/Snack Recess Ken Lodewyk and Lauren McNamara School recess has been associated with many positive outcomes such as physical activity, health, communication, favorable affect, social connectedness, behavior, attention, and cognitive functioning (Hodges et al., 2022) . These outcomes tend to be more likely when students report high enjoyment of recess (Ridgers et al., 2012) that generally increase in recess climates that are well-supervised and that facilitate a variety of socially engaging active play choices, free time, and opportunities while minimizing crowding, boredom, misbehavior, safety concerns, isolation, social conflict, and bullying (McNamara et al., 2014) . Experiencing recess-based enjoyment and favorable affect can also facilitate outcomes such as reduced dysfunctional social behavior during recess in the form of social exclusion and physical aggression (Boulton et al., 2009; Doll et al., 2003; McNamara, 2013) . Factors in Recess Enjoyment Elementary school students tend to enjoy recess more when there are ample opportunities for fun social interactions that foster feelings of belonging and support from peers (Baumeister & Leary, 1995; Gere & MacDonald, 2010 ; Woods et al., 2012) . On the other hand, the dominant social aspects of recess that students tend to dislike are experiencing boredom, exclusion, and interpersonal conflicts often occurring when trying to make decisions or resolving disagreements about who can participate in an activity and which equipment, space, or rules should be implemented into the activities (Knowles et al., 2013) . Students often experience difficulty and stress with trying to make these decisions and can exacerbate students’ fear, loneliness (Hansen et al., 2012), and reduced interest and participation in physical activity during recess (London, et al., 2015; McNamara et al., 2014) . Students also generally enjoy being physically active during recess and prefer approximately 40% of outside recess while engaging in more sedentary (i.e., sitting and standing), socially interactive activities with friends or peers the remainder of the time (Jarrett & Duckett-Hedgebeth, 2003) . Some students—especially those aged 8-12—even enjoy vigorous physical activity during recess often when playing less-structured sports, ball games, and activities like running and chasing games (e.g., tag,“red light, green light”) . Being physically active during recess often depends, however, on the availability of appropriate choices, loose equipment (e.g., an assortment of balls, skipping ropes, frisbees), and playing spaces (e.g., gym, playground, outdoor sports field, other

FAQs

Why is recess enjoyment important for elementary students?

Enjoyment is associated with more positive outcomes such as favorable affect, social connectedness, behavior, attention, and cognitive functioning. It is also more likely in well-supervised climates that support varied active play while minimizing negative experiences.

What social aspects of recess do students tend to dislike?

Students often dislike boredom, exclusion, and interpersonal conflicts, especially when making decisions about participation, equipment, space, or rules. These difficulties can increase fear and loneliness and reduce interest in physical activity.

How do students’ preferences for physical activity during recess typically differ?

Many students enjoy being physically active and prefer about 40% of outside recess for more sedentary, socially interactive activities with peers. Others, particularly ages 8–12, may enjoy vigorous activity such as running and chasing games when options are available.

Oct 15, 2026

Upload by dawugda