Skip to main content
View expanded cover

Leadership, Community Partnerships and Schools in the Pacific Islands pp 91–104Cite as

Gender Differences in Recess Play in Five Fiji Primary Schools

  • 102 Accesses

Abstract

This study aimed to investigate gender differences in the level of social interaction and types of play and games in which class four pupils in five Fiji primary schools in Suva are engaged during school recess. Five researchers observed 168 (male n = 79, female n = 89) class four pupils over three months, using scan sampling. With a mixed method approach, the study analysed quantitative data using the Kruskal–Wallis test, while qualitative data was gathered via five focus groups with recess observers. Qualitative data derived from these focus groups were used as a smaller component of the study to support quantitative findings in the dominant–less dominant mixed methods study. It was found that boys are significantly into ‘vigorous’ and ‘fantasy’ play more so than girls, while girls are engaged in ‘conversation’ more than boys during recess. This indicates that boys play more vigorous activities during recess than girls. Furthermore, it also indicates that boys may view recess as opportunity to be engaged in vigorous play, while girls may see it as opportunity to socialise with their friends. These and other discussions will have implications for a recess policy in Fiji.

Keywords

  • Fiji
  • School recess
  • Recess play
  • Fantasy play
  • Vigorous play

This is a preview of subscription content, access via your institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • DOI: 10.1007/978-981-15-6483-3_8
  • Chapter length: 14 pages
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
eBook
USD   139.00
Price excludes VAT (USA)
  • ISBN: 978-981-15-6483-3
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Softcover Book
USD   179.99
Price excludes VAT (USA)
Hardcover Book
USD   179.99
Price excludes VAT (USA)
Learn about institutional subscriptions

Notes

  1. 1.

    iTaukei-Fijians are the indigenous people of Fiji. Indo-Fijians are descendants of Indians brought in by British colonial rulers between 1879 and 1916. Rotumans are Polynesians of an outlier island called Rotuma. Rabians were originally from Banaban Island in Kiribati, relocated to Fiji in 1945 to give way for phosphate mining.

References

  • Allender, S. (2011). Associations between activity-related behaviors and standardized BMI among Australian adolescents. Journal of Science and Medicine in Sport, 14(6), 512–521.

    Google Scholar 

  • Axtman, K. (2006). Recess backlash: Parents say it pays to play. Our Schools, Our Selves, 15(2), 149–152.

    Google Scholar 

  • Balke, E. (1997). Play and the arts: The importance of the “unimportant.” Childhood Education, 73(6), 355–360.

    Google Scholar 

  • Barbour, R. (2007). Doing focus groups. Thousand Oaks, California: SAGE.

    Google Scholar 

  • Blackwell, J. (2004). Recess: Forgotten, neglected, crossed off, or hidden. Childhood Education, 80(5), 268–267.

    Google Scholar 

  • Blatchford, P., Baines, E., & Pellegrini, A. (2003). The social context of school playground games: Sex and ethnic differences, and changes over time after entry to junior school. British Journal of Developmental Psychology, 21, 481–505.

    Google Scholar 

  • Boulton, M. J. (2005). Predicting changes in children’s self-perceptions from playground social activities and interactions. British Journal of Developmental Psychology, 23, 209–226.

    Google Scholar 

  • Boyle, D. E., Marshall, N. L., & Robeson, W. W. (2003). Gender play. The American Behavioral Scientist, 46(10), 1326–1345.

    Google Scholar 

  • Bundy, A. C., Naughton, G., Tranter, P., Wyer, S., Baur, L., Schiller, W., et al. (2011). The Sydney playground project: popping the bubblewrap—Unleashing the power of play: A cluster randonmized controlled trial of a primary school playground-based intervention aiming to increase children’s physical activity and social skills. BMC Public Health, 11(1), 680–690.

    Google Scholar 

  • Castelli, D. M., & Ward, K. (2012). Physical activity during the school day. Journal of Physical Education, Recreation and Dance, 83(6), 20–24.

    Google Scholar 

  • Chaille, C. (2001). The silencing of recess bells. Childhood Education, 77(5), 319–320.

    Google Scholar 

  • Dahmes, V. M. (1993). A descriptive study of multicultural elementary student playground behaviours and their relationship to gender, age, race, and socioeconomic status. Paper presented at the Annual Meeting of the Mid-South Educational Research Association (pp. 10–12), New Orleans, USA. November.

    Google Scholar 

  • Davies, V., & Marley, V. (2010). Should schools hire private companies to supervise recess? Journal of Physical Education, Recreation and Dance, 81(5), 9–10.

    Google Scholar 

  • DiGiacinto, K. L., & Jones, E. (2010). Create an adventure challenge: Using recess time to supplement physical activity during the school day. Strategies, 24(1), 30–32.

    Google Scholar 

  • Dotterweich, A. R., Greene, A., & Blosser, D. (2012). Using innovative playgrounds and cross-curricular design to increase physical activity. Journal of Physical Education, Recreation and Dance, 83(5), 47–51.

    Google Scholar 

  • Elliot, S., Combs, S., & Boyce, R. (2011). Recess physical activity packs in elementary schools: A qualitative investigation. Physical Educator, 68(3), 150–162.

    Google Scholar 

  • Evans, J. (2003). Changes to (primary) school recess and their effect on children’s physical activity: An Australian perspective. Journal of Physical Education New Zealand, 36(1), 53–62.

    Google Scholar 

  • Feda, D. M., Lambiase, M. J., McCarthy, T. F., Barkley, J. E., & Roemmich, J. N. (2012). Effect of increasing the choice of active options on children’s physically active play. Journal of Science and Medicine in Sport, 15(4), 334–340.

    Google Scholar 

  • Frost, J. L. (1998). Neuroscience, play, and child development. Paper presented at the IPA/USA Triennial National Conference, Colorado, USA. June 18 – 21.

    Google Scholar 

  • Geiger, B. (1996). A time to learn, a time to play: Premack’s principle applied in the classroom. Paper presented at the Annual Meeting of the Northeastern Educational Research Association, Ohio, USA.

    Google Scholar 

  • Kvalsund, R. (2004). Schools as environments for social learning—Shaping mechanisms? Comparisons for smaller and larger rural schools in Norway. Scandinavian Journal of Educational Research, 48(4), 347–371.

    Google Scholar 

  • Leff, S. S., & Lakin, R. (2005). Playground-Based observation systems: A review and implications for practitioners and researchers. School Psychology Review, 34(4), 475–489.

    Google Scholar 

  • MacDonald, G. (2012, 2 September). School oversteps bounds in cutting recess. Post-Standard, p. A13.

    Google Scholar 

  • Mota, J., Silva, P., Santos, M. P., Ribeiro, J. C., Oliveira, J., & Duarte, J. A. (2005). Physical activity and school recess time: Differences between the sexes and the relationship between children’s playground physical activity and habitual physical activity. Journal of Sports Sciences, 23(3), 269–275.

    Google Scholar 

  • O’Brien, L. M. (2003). The rewards and restrictions of recess: Reflections on being a playground volunteer. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, USA. April 21–25.

    Google Scholar 

  • Okely, T., April Patterson, J., & Booth, M. (1998). Promoting physical activity—Rationale and guidelines for promoting physical activity in schools. Journal of Physical Education New Zealand, 31(3), 3–5.

    Google Scholar 

  • Pellegrini, A. D., Kato, K., Blatchford, P., & Baines, E. (2002). A short-term longitudinal study of children’s playground games across the first year of school: Implications for social competence and adjustment to school. American Educational Research Journal, 39(4), 991–1015.

    Google Scholar 

  • Ren, J. Y., & Langhout, R. D. (2010). A recess evaluation with the players: Taking steps toward participatory action research. American Journal of Community Psychology, 46(1), 124–138.

    Google Scholar 

  • Ridgers, N. D., & Stratton, G. (2005). Physical activity during school recess: The Liverpool sporting playgrounds project. Pediatric Exercise Science, 17, 281–290.

    Google Scholar 

  • Ridgers, N. D., Stratton, G., & Fairclough, S. J. (2005). Assessing physical activity during recess using accelerometery. Preventive Medicine, 41(1), 102–107.

    Google Scholar 

  • Santa, A. (2007). The playground as classroom. Educational Leadership., 64(8), 78–79.

    Google Scholar 

  • Senilagakali, J. (2006, February 9). Junk food laws could battle obesity (p. 3), Fiji Times.

    Google Scholar 

  • Starc, G., & Strel, J. (2012). Influence of the quality implementation of physical education curriculum on the physical development and physical fitness of children. BMC Public Health, 12(61), 61–69.

    Google Scholar 

  • Stork, S. (2005). International play association, USA. Teaching Elementary Physical Education, 16(2), 35.

    Google Scholar 

  • Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, California: Sage.

    Google Scholar 

  • Teri, P. (1996). Play: An important component of preventative behaviour management Paper presented at the annual conference of Southern early childhood association, Little Rock, Arizona, USA. March 11–16.

    Google Scholar 

  • Twarek, L. S., & George, H. S. (1994). Gender differences during recess in elementary schools. Report, Perkins Public Schools. Retrieved from https://eric.ed.gov/?id=ED381277.

  • Waite-Stupiansky, S., & Findlay, M. (2001). The fourth R: Recess and its link to learning. The Educational Forum, 66(1), 16–25.

    Google Scholar 

  • Watkinson, E. J., Dwyer, S. A., & Nielson, A. B. (2005). Children theorize about reasons for recess engagement: Does expectancy-value theory apply? Adapted Physical Activity Quarterly, 22, 179–197.

    Google Scholar 

  • Whitt-Glover, M. C., Ham, S. A., & Yancey, A. K. (2011). Instant recess: A practical tool for increasing physical activity during the school day. Progress in Community Health Partnerships, 5(3), 289–297.

    Google Scholar 

  • Wohlwend, K. E. (2005). Chasing friendship: Acceptance, rejection, and recess play. Childhood Education, 81(2), 77–82.

    Google Scholar 

  • Zygmunt-Fillwalk, E., & Bilello, T. E. (2005). Parents’ victory in reclaiming recess for their children. Childhood Education, 82(1), 19–23.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Education, The University of the South Pacific, Laucala Campus, Suva, Fiji

    Jeremy Dorovolomo

Authors
  1. Jeremy Dorovolomo
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jeremy Dorovolomo .

Editor information

Editors and Affiliations

  1. School of Education, University of the South Pacific, Suva, Fiji

    Jeremy Dorovolomo

  2. School of Education, University of the South Pacific, Suva, Fiji

    Govinda Ishwar Lingam

Rights and permissions

Reprints and Permissions

Copyright information

© 2020 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

About this chapter

Verify currency and authenticity via CrossMark

Cite this chapter

Dorovolomo, J. (2020). Gender Differences in Recess Play in Five Fiji Primary Schools. In: Dorovolomo, J., Lingam, G. (eds) Leadership, Community Partnerships and Schools in the Pacific Islands. Springer, Singapore. https://doi.org/10.1007/978-981-15-6483-3_8

Download citation

  • DOI: https://doi.org/10.1007/978-981-15-6483-3_8

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-15-6482-6

  • Online ISBN: 978-981-15-6483-3

  • eBook Packages: EducationEducation (R0)