Every Child Needs a Break: The Influence of Teachers’ Beliefs About Recess

This study examined values and beliefs of preservice early childhood teachers regarding physical activity in school settings and how teachers’ sense of efficacy might be related to them. Findings from the literature regarding the relationship of physical activity to cognition are included. Engagement and enthusiasm of teachers impact the intensity and frequency of physical activity preschoolers engage in (Parish et al., 2007). Providers can play a significant role supporting physical activity (Lanigan, 2013). McKenzie (2010) posed that educators should take a proactive role in creating lifetime patterns of physical activity through recess, P.E. programmes, and opportunities for movement in the classroom. Bandura's social cognitive theory provides the study's framework, asserting efficacy (1994) is how people view their ability to handle situations in their lives, resulting in beliefs that affect decisions. Seventy-two female preservice teachers volunteered to complete a questionnaire which included demographics, Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001), and items from the Elementary Physical Education Values and Purposes (Xiang, Lowy, McBride, 2002). Correlational analysis suggested relationships between variables. The Oklahoma State Institutional Review board approved the study, the consent form and information sheet provided to participants. Participants with higher efficacy, believed and valued physical activity as important in the school environment, and were more likely to integrate physical activity into their academic curriculum. In addition to a healthier lifestyle, and lower childhood obesity, the literature indicates that benefits of physical opportunities extend to ability to concentrate better during academic learning.