VERSION 1.0 PILOT PROGRAM

RECESS MATTERSGRADES K-5

A Public Service of

Equipment • Curriculum • Training

ABOUT THIS MODULE

According to the American Academy of Pediatrics, recess is a crucial and necessary component of a child’s development, and as such, it should not be withheld for punitive or academic reasons. (Pediatrics 2013; 131: 183-188)

This article gives information and citations to support the cognitive and academic benefits of recess, as well as the social and emotional benefits. At OPEN, we also understand the role that recess plays in the development of physical literacy and fitness. With all of the evidence to support the importance or recess for all children, we’ve created Recess Matters to provide accessible programming materials for all schools.

Currently, all Recess Matters resources are available in a pilot version; we are collecting feedback from our members and targeted programs in order to relaunch and expand the program in the spring of 2020. If you use any of the resources in this program, please complete our simple feedback form to help us improve future versions. RECESS MATTERS PROGRAMMING PHASES

ü Phase 1 (October of 2019): Physical Activity Plans with SEL Conversation Starters ü Phase 2 (February of 2020): Integration of Look for the Good® SEL Programming Materials ü Phase 3 (Summer of 2020): Complete Recess Matters Programming Solutions GRADE-LEVEL OUTCOMES AND SEL COMPETENCIES

SHAPE AMERICA GRADE-LEVEL OUTCOMES: PHYSICAL ACTIVITY KNOWLEDGE

Standard 3 [E1.K-5] Identifies active play opportunities outside physical education class (K); Discusses the benefits of being active and exercising/playing (1); Describes large-motor and/or manipulative physical activities for participation outside physical education class (e.g., before and after school, at home, at the park, with friends, with the family) (2); Charts participation in physical activities outside physical education class (3a); Identifies physical activity benefits as a way to become healthier (3b); Analyzes opportunities for participating in physical activity outside physical education class (4); Charts and analyzes physical activity outside physical education class for fitness benefits of activities (5). CASEL CORE SEL COMPETENCIES

ü Self-Awareness: Self-Efficacy ü Self-Management: Impulse Control ü Relationship Skills: Cooperate, Negotiate Conflict, Teamwork, Communication ü Responsible Decision-Making: Ethical Responsibility ü Social Awareness: Respect for Others

Equipment: • Hopscotch course Set-Up: ü Players begin in a line at the start of the

hopscotch course.

How to Play: 1. Let’s make Recess Matter with Hopscotch RPS! This is a game that you can play with a

group of friends. Be sure to show good sportsmanship, have fun, and use positive and supportive language throughout the entire game.

2. The object of the game is to win as many games of Rock, Paper, Scissor (RPS) as possible and to stay at the top of the hopscotch course as the Hopscotch RPS Champion.

3. To start the game, 1 player will hop the course. When they get to the final space, they will stop and turn around. The next player will then hop through the course and stop at the final row of 2 spaces.

4. The players then play a game of RPS. The winner gets to stay at the top of the course as the Hopscotch RPS Champion. The other player jogs outside the hopscotch course and back to the end of the line to wait for another turn.

Helpful Tip: ü Add some more physical activity by having the Hopscotch RPS Champion do jumping jacks

while the challenger hops out to play RPS. Social and Emotional Learning Competencies (adapted from CASEL.org)

ü Self-Management: Impulse control. Students demonstrate the ability to control their emotions and actions as they win and lose points.

ü Relationship Skills: Cooperate and negotiate conflict. Students demonstrate the ability to follow activity rules and etiquette, and calmly and constructively discuss game disputes.

SEL Conversation Starters:

ü Level 1 Question: What does self-control look like? ü Level 2 Question: How can you apply self-control during recess? ü Level 3 Question: Can you compare and contrast a recess experience that has good self-

control verses a recess experience with no self-control?

HOPSCOTCH RPS

Equipment: • Hopscotch course • Beanbag or other tossable item Set-Up: ü Players begin in a line at the start of the

hopscotch course. ü The 1st player in the line has a beanbag.

How to Play: 1. Let’s make Recess Matter with a traditional game of Hopscotch. The object of the game is

to toss the beanbag into each square in numerical order, jump the course to pick it up, and then jump back home without touching a line or losing your balance.

2. To start, toss the beanbag in square 1. The toss must land in the square and stop before it touches a line or slides out of the box. If either of those things happen, the turn is over.

3. Jump over square 1 and land with your feet straddled on boxes 2 & 3 (or whatever pattern the course shows). Then hop and land on 1 foot in box 4. Continue down to the final safe space (note: sometimes this does not have a number), hop and turn 180 degrees, and then work your way back. When you get to boxes 2 & 3, stop pick up the beanbag from box 1 without losing your balance, and then hop out of the course.

4. If you make it through, toss again in box 2 and hop the course without placing your foot in box 2. Continue your turn until you fault by making a bad toss or touching a line (or outside a line) with any part of your body.

5. After you fault, it’s the next player’s turn. Remember the last square you completed successfully and begin there with your next turn.

Helpful Tip: ü Play in groups of 2–4. If possible, give each player a beanbag. Social and Emotional Learning Competencies (adapted from CASEL.org)

ü Self-Management: Impulse control. Students demonstrate the ability to control their emotions and actions, and self-officiate as they make errors, fault, and take turns with other players.

ü Relationship Skills: Cooperate and negotiate conflict. Students demonstrate the ability to follow activity rules and etiquette, and calmly and constructively discuss game disputes.

SEL Conversation Starters:

ü Level 1 Question: What does “following the rules” mean? ü Level 2 Question: How does following the rules help us have more fun during a game? ü Level 3 Question: How is self-control related to following the rules?

HOPSCOTCH

Equipment: • Four square court • 8¼” OPEN Poly PG Ball Set-Up: ü 4–8 students per court. 4 students take their place in a

square. The others line up at least 5 steps behind the 1-square.

ü The ball begins in the 4-square.

How to Play: 1. Let’s make Recess Matter with Four Square. The object is to eliminate players in higher

squares so you can advance up to the 4-square. If you are eliminated, move to the end of the line behind the 1-square.

2. Begin play with a diagonal serve from 4-square to 2-square. Server drops the ball and serves off a bounce. Serves must bounce once in the receiving square, then the player in the 2-square must hit the ball into another square of their choice. Now the ball is in play. Server and receiver each get 1 fault in order to put the ball in play. On the 2nd fault, the player making the error is out.

3. When a ball bounces in a square, the owner of the square must hit it fairly into another square. If the player does not hit the ball before a 2nd bounce, or they hit it out of bounds, the player is out and returns to the line behind 1-square. The ball must be hit, not caught or carried into play.

4. Outside lines are in bounds; inside lines are out of bounds. If a ball hits an inside line, the player who hit the ball is eliminated.

5. Play continues until time runs out. The player in 4-square at that time is the winner.

Helpful Tip: ü Think About Safety! Create a safe zone around each court 5–8’ wide. Be sure that this zone

is free of clutter, other equipment, and other players.

Social and Emotional Learning Competencies (adapted from CASEL.org) ü Relationship Skills: Communication. Students resolve game conflicts using positive language. ü Self-Management: Impulse control. Students demonstrate the ability to control their emotions

and actions as they win and lose points.

SEL Conversation Starters: ü Level 1 Question: What does positive conflict resolution look like? What does it sound like? ü Level 2 Question: How does the ability to resolve conflicts in a positive way affect how much

fun you have? ü Level 3 Question: How is using positive language related to your ability to resolve a conflict?

FOUR SQUARE

Equipment: • Four square court • 8¼” OPEN Poly PG Ball • 4 large cones Set-Up: ü Place cones on the corners of the court. ü Students in teams of 2 or 4. ü Each team along 1 side of the court. The game can be

played using 2 sides (if 1-on-1 or with 2 teams) or 4 sides (if 4 teams).

ü Play Rock, Paper, Scissor to see which team starts with the ball.

How to Play: 1. Let’s make Recess Matter with Window Ball. This game can be played individually (1-on-1)

or in teams. 2. The object of the game is to score points by rolling the ball through an opposing team’s

window (over their line in between the cones). 3. You’ll strike the ball with an open hand so that the ball rolls on the ground. Balls that bounce

or travel through a window in the air do not count. 4. Defend your window with an open hand. Balls cannot be blocked or kicked with feet. 5. Play begins with a rolling serve. When a team is scored on, they restart play with another

rolling serve. Helpful Tip: ü If bouncing or inappropriate striking becomes an issue, modify this activity by allowing

students to catch the ball and roll the ball without striking. Social and Emotional Learning Competencies (adapted from CASEL.org)

ü Relationship Skills: Teamwork and communication. Students work with a teammate using positive words of encouragement. They also resolve any game conflicts using positive language.

ü Responsible Decision-Making: Ethical responsibility. Students will conduct themselves with a consideration of the well-being of oneself and others.

SEL Conversation Starters:

ü Level 1 Question: What does it look like and sound like when you are being a good teammate?

ü Level 2 Question: How do positive and encouraging words affect the relationship with your teammate?

ü Level 3 Question: How is your personal decision-making and conduct related to your relationship with your teammate?

WINDOW BALL

Equipment: • 1 painted activity circle or square (hula-hoop size) • 6” playground ball

Set-Up: ü 2 players stand on opposite sides of an activity

circle/square. (Pairs can share a square with 2 other players by standing perpendicular at the same square.)

ü 1 player begins holding the playground ball.

How to Play: 1. Let’s make Recess Matter with a fun activity called Slam Ball! This is a game that you can

play with a friend. Be sure to show good sportsmanship, have fun, and use positive and supportive language throughout the entire game.

2. The object of the game is to throw the ball so that it bounces inside of the circle/square and then toward your friend. If they catch it, play continues, and they attempt to bounce the ball back to you. If you make a good throw but your friend does not catch it, then you score a point. If you do not make a good throw, your friend scores a point.

3. Here are all of the ways you can score points: • Ball is thrown well but not caught (point for throwing player) • Ball does not hit inside the square (point for receiving player) • Ball hits inside the square, but does not bounce at least 1 step outside of the square

(point for receiving player) • Ball hits and bounces over the head of the receiver (point for receiving player)

4. If 2 pairs (4 players) are playing at 1 square and the 2 balls hit each other, it’s a “slam” and teams change positions so that players have new partners to play against.

Helpful Tip: ü Introduce this game as a cooperative game. Teams score points for every good throw and

successful catch that is made. Social and Emotional Learning Competencies (adapted from CASEL.org)

ü Self-Management: Impulse control. Students demonstrate the ability to control their emotions and actions as they win and lose points.

ü Relationship Skills: Cooperate and negotiate conflict. Students demonstrate the ability to follow activity rules and etiquette, and calmly and constructively discuss game disputes.

SEL Conversation Starters:

ü Level 1 Question: What does good sportsmanship look like? What does it sound like? ü Level 2 Question: How does good sportsmanship affect how much fun you have? ü Level 3 Question: How is supportive language related to good sportsmanship?

SLAM BALL

Equipment: • A brick wall with a large space for students to move

safely. • Small and soft rubber bounce ball

Set-Up: ü Groups of 2+ players stand facing the wall. ü 1 player begins holding the ball.

How to Play: 1. Let’s make Recess Matter with a fun activity called Wall Ball! This is a game that you can

play with a group of friends. Be sure to show good sportsmanship, have fun, and use positive and supportive language throughout the entire game.

2. The object of the game is to throw the ball so that it bounces off the wall and then again on the ground before being caught by another player. If someone catches it before it hits the ground, you’re out, and you have to stand along the side of the activity area.

3. If you try to catch a ball (on a bounce or in the air), and you touch the ball but miss the catch (drop it), you must run and touch the wall before another player picks up the ball and throws it at the wall. You must beat the ball to the wall. If not, you’re out, and you also have to stand on the side.

4. When you are out, watch the game closely. When the player who got you out makes an error and goes out, you get to reenter the game and start again.

Helpful Tip: ü Monitor Wall Ball to be sure students do not throw the ball at each other. If they do, that

player is removed from the game and cannot play again for a minimum of 1 recess period. If the problem continues, the player cannot play Wall Ball during recess.

Social and Emotional Learning Competencies (adapted from CASEL.org)

ü Self-Management: Impulse control. Students demonstrate the ability to control their emotions and actions as they make a fault and have to stay out of the game.

ü Relationship Skills: Cooperate and negotiate conflict. Students demonstrate the ability to follow activity rules and etiquette, and calmly and constructively discuss game disputes.

SEL Conversation Starters:

ü Level 1 Question: What would you include a list about Wall Ball safety? ü Level 2 Question: How does safety affect how much fun you have? ü Level 3 Question: Let’s create a list of consequences that players must face if they act in a

way that is unsafe or unsportsmanlike.

CONTINUOUS WALL BALL

Equipment: • (2) 12” cones • (2) 24” squares painted on the blacktop (you can

also use 2 hula hoops) • 6 beanbags Set-Up: ü Place 2 cones 10–20 feet apart, depending on

student skill level. Place cones in squares and on their sides, with the bottom of each cone facing the thrower on the other end of the activity area.

ü 6 beanbags next to 1 of the cones.

How to Play: 1. Let’s make Recess Matter with Cone Hole! The object of this activity is to score points by

tossing beanbags into the cone on the other side of the activity area. 2. If you’re playing 1-on-1 with a friend, you will each stand opposite each other next to a

cone. If you’re playing with a team (2-on-2), you will stand opposite your teammate and next to one of the opposing players.

3. Take turns tossing the beanbag underhand toward your target cone. Each player gets 3 tosses. A toss in the cone’s hole is 3 points. A toss that touches the cone but doesn’t go in the hole is 2 points. A toss that lands in the square is 1 point (optional).

4. Add the point total for each team, then subtract the lower score from the higher score. The team with the higher score gets the difference between the 2 scores. For example, if team A scored 3 points and team B scored 2 points, then team A would get 1 point for that round.

5. Continue taking turns until 1 team reaches a set point limit (e.g., 11 points or 21 points). Helpful Tip: ü If students have difficulty with the scoring math, allow them to add up and keep the points

they score. The game will go more quickly, so set the point limit to 21. Social and Emotional Learning Competencies (adapted from CASEL.org)

ü Self-Management: Impulse control. Students demonstrate the ability to control their emotions and actions as they win and lose points.

ü Relationship Skills: Cooperate and negotiate conflict. Students demonstrate the ability to follow activity rules and etiquette, and calmly and constructively discuss game disputes.

SEL Conversation Starters:

ü Level 1 Question: How can you recognize fair play? ü Level 2 Question: Can you summarize why fair play is important during recess? ü Level 3 Question: How is fair play related to being a good friend and teammate?

CONE HOLE

Equipment: • 4-color grid course (6x8 spots) • The Grid Challenge Posters (optional) Set-Up: ü Players begin along 1 side of the grid. Any of the 4

sides works as a starting point. Changing sides creates new challenges.

How to Play: 1. Let’s make Recess Matter with The Grid. Each challenge level will test your agility, balance,

and overall ninja warrior skills. 2. The object of this activity is to step, leap, jump, or hop from spot to spot in order to get from

1 side of the grid the other. 3. Challenge Levels:

ü Level 1: Spot-to-spot using all 4 colors. ü Level 2: Spot-to-spot using 3 colors. ü Level 3: Spot-to-spot using 2 colors. ü Level 4: Spot-to-spot using 1 color.

4. Novice Ninjas can go from spot to spot with feet partially off the landing spot. It’s allowed as long as the ninja’s foot doesn’t touch 2 spots at the same time.

5. Expert Ninjas must go from spot to spot only touching inside landing spots – not bare floor or blacktop.

Helpful Tip: ü Print and post The Grid Challenge Posters next to the course as a reference for students. Social and Emotional Learning Competencies (adapted from CASEL.org)

ü Self-Awareness: Self-efficacy. Students demonstrate a growth mindset buy working to improve their skill and performance and progressing from level 1 to level 4.

ü Social Awareness: Respect for others. Students demonstrate the ability self-manage social play settings by taking turns, encouraging others, and following recess etiquette.

SEL Conversation Starters:

ü Level 1 Question: What does a positive attitude look like and sound like? ü Level 2 Question: How does a positive attitude affect a person’s ability to improve? ü Level 3 Question: How could we change The Grid Challenges in order to make them more

or less difficult?

THE GRID

THE GRID CHALLENGE POSTER Can you Level-Up?!

Level 1: Cross the Grid using all 4 colors. Level 2: Cross the Grid using only 3 colors. Level 3: Cross the Grid using only 2 colors. Level 4: Cross the Grid using only 1 color. Level 5: Bear-walk using only 3 colors. Level 6: Bear-walk using only 2 colors.

Novice Ninjas: Go from spot to spot with feet partially off the landing spot. This is allowed as long as the ninja’s foot doesn’t touch 2 spots at the same time.

Expert Ninjas: Go from spot to spot only touching the inside of the landing spots – not the bare floor or blacktop.