Victimization, Physical Activity, and Affective Outcomes During Recess in Students with and Without Disabilities

Authors

DOI:

https://doi.org/10.11575/ajer.v66i1.58403

Abstract

Research has revealed that school recess is often challenged by a social landscape that can undermine opportunities for positive interactions and meaningful play. This study assessed differences in levels of inside and outside recess enjoyment, positive and negative affect, peer belongingness, victimization, and physical activity between students with and without a disability. The sample consisted of 337 students in grades 4 through 8 from 14 elementary schools in southern Ontario, Canada. Of these, 31 students reported having a disability and 306 reported none. Data was collected through a 36-item online survey. Results revealed that those with a disability scored significantly (p < .01) higher on measures of enjoyment of inside recess, negative affect, and victimization while significantly lower in positive affect and outside recess enjoyment, peer belongingness, and physical activity. Children with a disability may benefit from a recess climate with more psychosocial supports.

Key words: play, disabilities, playground, emotions, perspectives

La recherche a révélé que les récréations à l’école sont souvent modelées par un paysage social qui peut miner les possibilités d’entreprendre des interactions positives et les occasions de jeu significatif. Cette étude a évalué les différences entre les élèves avec un handicap et les élèves sans handicap quant aux facteurs suivants : le niveau de plaisir ressenti pendant les récréations à l’intérieur et les récréations à l’extérieur; les affects positifs and négatifs; le sentiment d’appartenance au groupe de pairs; la victimisation; et l’activité physique. Notre échantillon regroupait 337 élèves de la 4e à la 8e année provenant de 14 écoles élémentaires dans le sud de l’Ontario, au Canada. Parmi ceux-ci, 31 élèves ont déclaré avoir un handicap et 306 ont indiqué ne pas avoir de handicap. Les données ont été recueillies par un sondage en ligne à 36 questions. Les résultats indiquent que la cote pour les élèves avec un handicap était significativement supérieure (p < .01) pour les mesures portant sur le plaisir ressenti pendant les récréations à l’intérieur, l’affect négatif et la victimisation. Leur cote était significativement inférieure pour les mesures portant sur l’affect négatif, le plaisir ressenti pendant les récréations à l’extérieur, le sentiment d’appartenance au groupe de pairs et l’activité physique. Les enfants ayant un handicap pourraient bénéficier de récréations dont le milieu présente plus de supports psychosociaux.

Mots clés : jeu, handicaps, terrain de jeux, émotions, perspectives

Author Biographies

Ken R Lodewyk, Brock University

Dr. Ken Lodewyk, an Associate Professor of Kinesiology, studies pedagogy, epistemic beliefs, physical literacy, psycho-social factors (e.g., affect, motivation, intentions, belongingness) in a variety of movement settings including physical education, recess, and sports. Correspondence concerning this article should be addressed to Ken Lodewyk, WC 286, Department of Kinesiology, Brock University, 1812 Sir Isaac Brock Way, St. Catharines, ON, Canada, L2R-6P7. E-mail: klodewyk@brocku.ca

Lauren McNamara

Dr. Lauren McNamara is a Research Scientist at the Diversity Institute, Ryerson University. She is the founder and Director of The Recess Project.

Meaghan Walker

Meaghan Walker recently completed her Masters of Science from the University of Toronto in Rehabilitation Sciences. She now works at the Centre for Addiction and Mental health in the adult neurodevelopmental centre.

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Published

2020-02-12

How to Cite

Lodewyk, K. R., McNamara, L., & Walker, M. (2020). Victimization, Physical Activity, and Affective Outcomes During Recess in Students with and Without Disabilities. Alberta Journal of Educational Research, 66(1), 17–31. https://doi.org/10.11575/ajer.v66i1.58403

Issue

Vol. 66 No. 1 (2020): Spring

Section

ARTICLES

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