Games and play school children engage in during recess in Suva primary schools, Fiji Islands

Abstract

All the reduction and elimination of recess are a result of underestimating the benefits of recess (Chaille, 2001). It is true that recess may be understood and implemented variedly from country to country and from school to school. However, administrators and educators have an obligation to present evidence in support of reducing or eliminating recess. Doing otherwise is to squander the trust and resources of children, families, and taxpayers (Pellegrini and Bohn, 2005). Thus, Blackwell (2004) asked an important question: What are the hidden costs to children, youth, and educators when recess is missing from the school success formula? Next will be the methodological underpinnings of the study, with in depth explanation of the methods to be used to collect data, excluding literature review.