Why Recess May Increase Cognitive Skills

There are plenty of reasons to love afternoon recess. In the middle a seemingly never ending day of classes children are able to release pent up energy from sitting for hours. They can breathe in some fresh air, play with classmates and friends. Studies show there is another benefit of the physical activity provided through recess.

Several experimental studies show that school kids pay more attention to academics after they’ve had a recess--an unstructured break in which kids are free to play without direction from adults (see Pellegrini and Holmes 2006 for a review).1

This may be for various reasons: aerobic exercise has been proven to increase levels of brain-derived neurotrophic factor which is a substance needed to grow brain cells. Children who are physically active have a difference in brain activity. “For example, when school children were asked to view some images of animals and make quick judgments about them ("Is it a cat or a dog?"), physically fit kids had faster reaction times, and their brains showed evidence of more extensive processing during the task.” 2

Recess also gives children an opportunity to build social skills. This helps children think through solving problems.

Psychologists distinguish two types of problem--convergent and divergent. A convergent problem has a single correct solution or answer. A divergent problem yields itself to multiple solutions.

Some research suggests that the way kids play contributes to their ability to solve divergent problems.

For instance, in one experiment, researchers presented preschoolers with two types of play materials (Pepler and Ross 1981). Some kids were given materials for convergent play (i.e., puzzle pieces). Other kids were given materials for divergent play (blocks). Kids were given time to play and then were tested on their ability to solve problems.

The results? Kids given divergent play materials performed better on divergent problems. They also showed more creativity in their attempts to solve the problems (Pepler and Ross 1981).

Another experimental study hints at a causal connection between pretend play (discussed at more length below) and divergent problem-solving ability (Wyver and Spence 1999). Kids given training in pretend play showed an increased ability to solve divergent problems, and the converse was true as well: Kids trained to solve divergent problems showed increased rates of pretend play.

Find out even more about the benefits of recess and physical activity in the links below.

1. Benefits of Play
2. Exercise for Children