January 7, 2016
When I became Head of School, I moved offices from the south end of the building to the north. Practically speaking, it made a lot of sense given the suite of offices and the proximity to the Porter Conference Room and the Business Office. However, one of the most difficult sacrifices I made was giving up one of the best views of the school–the playground. I miss hearing the laughter and squeals of delight and witnessing the pure joy of children being children.
I recently read an online news story from Minnesota Public Radio about an educational reform movement in Texas that is re-instituting and re-emphasizing recess. While many schools cut recess time to make room for standardized testing and test prep, there is solid evidence that recess, playtime, and physical education are all integral to not just physical development, but social, emotional, and academic success.
Lower School Director Renee Wright utilized the recommendations of the American Academy of Pediatrics (APA) to formulate the Lower School policy on recess and the physical education curriculum. Based on current research, the APA identified three overarching benefits to a recess break during the school day:
1. Cognitive and academic: Children who participate in either indoor or outdoor recess are more productive and attentive in class and behave better in the classroom.
2. Social and emotional: Children who are allowed to play and interact during recess develop important communication and coping skills such as cooperation, problem solving, and self-control. Recess can also foster relationships among students and teach conflict resolution.
3. Physical: The Dietary Guidelines for Americans recommends that children and adolescents get 60 minutes of moderate or vigorous intensity physical activity throughout the day. This activity should include muscle strengthening, bone strengthening, and aerobic activity.
In addition, creativity researchers have identified cognitive abilities especially important for creativity, and many of these characterize pretend play–divergent thinking, broad associative skill, insight, cognitive flexibility, and perspective taking (Russ 2004, 2014).
Furthermore, research on brain development indicates that cognitive development occurs in tandem with motor ability (Centers for Disease Control and Prevention; 2010). Research has also demonstrated that maintaining or increasing time dedicated to physical activity and play does not adversely affect academic performance (CDC, 2010).
After reading the MPR story, my first reaction was, “Duh. We’ve been doing that at MPA since 1982.” In fact, MPA was founded upon the strong conviction that a balance between academics, arts, and athletics best prepares students for success in school and in life. As a result, lower school students enjoy 150 minutes of recess each week (above the national average) and an additional 140 minutes of physical education class time in grades 2-4. Middle School students have 20 minutes of recess each day (which is extremely rare among middle schools) and average 188 minutes a week of physical education.
Mounds Park Academy is extremely fortunate to have outstanding physical education teachers and a faculty that understands, values, and respects the importance of play and physical activity. We are also fortunate to have a parent community that is willing to put the resources, time, and hard work in building a Gaga Pit and 3D Nine Square game for our spaces.
While I had to surrender living vicariously through the students outside my office window, I can take solace knowing they are not only having fun, they are growing and learning. I am often tempted to put on a pair of snow pants and sled with them or build a snowman. Next snowfall, I think I will do just that.
Dr. Bill Hudson
Head of School
