Studies on Playworks

Between Fall 2021 and Spring 2022, Playworks collaborated with Partnerships in Education and Resilience (PEAR) to collect data across 8 regions involving 710 4th and 5th graders in schools offering both Playworks’ Coach program and Playworks’ TeamUp program. Junior Coaches…

Based on the evidence obtained from the authors’ investigation with Playworks participants and coaches, five strategies were identified for health and physical education practitioners to consider in the implementation of school programs focused on increased PA, play, and social-emotional development.…

This study established initial evidence for a valid and reliable assessment tool to observe school recess environments with a specific focus on safety, resources, student engagement, adult engagement, pro-social/anti-social behavior, and student empowerment. Use of the Great Recess Framework-Observational Tool…

A new review conducted by RAND Corporation and commissioned by The Wallace Foundation found that Playworks stands out among social and emotional learning (SEL) programs for evidence of impact. The review found that the Playworks Coach service is one of…

Summary A randomized control trial by Mathematica Policy Research and Stanford University found that compared to control schools, Students are more physically active at Playworks schools: There was a 43% difference in the amount of time students spent in vigorous…

Results from this study provide evidence that school recess can be used to teach social–emotional competencies that can impact student behavior during recess and in the classroom. There were an increased amount of positive interactions between adults and students and…

Urban youth face more barriers to physical activity outside of the school day. Results from this study suggest that youth have the ability to be change makers in the school setting, influencing the school culture in positive ways by reducing…

The Playworks TeamUp program can help schools make recess more organized and safe, and ensure healthy play is taking place. Participating schools reported improvements in recess organization, students’ familiarity with a variety of games, and their access to playground equipment.…

The impact of Playworks was larger among minority students than among non-Hispanic white students. One possible explanation is that minority students in non-Playworks schools typically engaged in less physical activity, suggesting that there is more room for improvement.

Girls in Playworks schools had significantly higher accelerometer intensity counts and spent more time in vigorous physical activity than girls in control schools. Girls in the treatment group were also significantly less likely than those in the control group to…

In schools that achieved a high functioning recess, teachers and principals agreed that by the end of the year, recess offered more opportunities for student engagement, conflict resolution, pro-social skill development, and emotional and physical safety. Respondents linked these changes…

Accelerometer data showed that Playworks had a positive impact on students’ physical activity during recess. Students in treatment schools engaged in physical activity during recess that was, on average, more intense than the physical activity engaged in by control students.…

After one year of exposure to Playworks, students showed statistically significant increases in the following four protective factors as compared to students with no exposure to Playworks: (1) Physical Activity, (2) Problem-Solving Skills, (3) Meaningful Participation in School (4) Goals…