Building School Connectedness through Structured Recreation during School: A Concurrent Mixed-Methods Study

Autor/inn/en	Wilson, Kylie; Ramella, Kelly; Poulos, Allison
Titel	Building School Connectedness through Structured Recreation during School: A Concurrent Mixed-Methods Study
Quelle	In: Journal of School Health, 92 (2022) 10, S.1013-1021 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilson, Kylie) ORCID (Ramella, Kelly) ORCID (Poulos, Allison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13222
Schlagwörter	Grade 5; Grade 6; Elementary School Students; Student Attitudes; Peer Relationship; Interpersonal Relationship; Competence; Personal Autonomy; Play; Learning; Environment; Student Participation; Recreational Activities; Arizona (Phoenix) + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Schülerverhalten; Peer-Beziehungen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kompetenz; Individuelle Autonomie; Spiel; Lernen; Umwelt; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Freizeitgestaltung
Abstract	Background: School connectedness (SC) is associated with improved health and academic outcomes. The purposes of this study were to explore factors contributing to students' perceptions of SC and if participation in structured recreation at school was associated with SC. Methods: We used concurrent mixed-methods including cross-sectional qualitative data to explore factors contributing to SC among fifth- and sixth-grade students at 2 schools in Phoenix, AZ, USA (N = 330), and quantitative measures to explore the association between SC and recreation participation (N = 129). Students completed a journaling activity to identify factors contributing to feelings of SC. Responses were analyzed using both deductive and inductive approaches. Student surveys were analyzed using 1-way analyses of variance to assess differences between participation level and SC. Results: Eight themes contributing to SC emerged: Relationships (peer, adult), Competence (competence), Autonomy (choice), Relax (relax), Recreation (structured, play), Fun (fun), Academics (academic learning), and Environment (food and safety). Participation in structured recreation programming in the classroom and at recess were associated with higher levels of SC (p < 0.05). Conclusions: School practitioners can integrate opportunities for structured recreation in the classroom and at recess as a fun and engaging strategy to foster adult support and peer relationships, enhancing SC. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01