Säjai® Foundation

Healthier Kids. Healthier Communities. Healthier World.

Research


 
Recess Before Lunch? Why It Makes Sense

The New York Times recently published a fascinating study, showing that schools that have experimented reversing the traditional lunch/recess roles have found significant benefits. In the old model, kids would go to lunch, have recess, and return to class. By changing that order and sending kids to recess before lunch, researchers found all kinds of positive results: kids were more likely to eat more of their lunch rather than rushing through it to get outside (and that included eating more fruit and drinking more milk and water), and they returned to the classroom calmer and much more ready to settle down and focus on their schoolwork. The study didn't note what many wellness experts would also point out: that getting physical activity before eating will cause those calories to be used more efficiently. It appears to be a winning idea all around: students can become healthier at the same time that they're making better use of classroom time.

Read the article here.

Research

One of the core missions of the Säjai® Foundation is to conduct research on effectiveness of its programs. The Foundation has just completed testing on Wise Kids® Outdoors, its newest program. The results and data from this research are scheduled to be released in late 2008/early 2009.

Listed below is a sampling of the relevant research we utilized in creating the evaluation tools and programs for the Säjai Foundation. Ready to learn more? Check out this research.

Armitage, C.J. (2005).  Can the theory of planned behavior predict the maintenance of physical activity?  Health Psychology, 24(3): 235-245.

Backman, D.R., Haddad, E.H., Hodgkin, G.E., Johnston, P.K. & Lee, J.W. (2002).  Psychosocial predictors of healthful dietary behavior in adolescents.  Journal of Nutrition Education and Behavior, 34(4): 184-193.

Baker, C.W., Brownell, K.D. &  Little, T.D. (2003).  Predicting adolescent eating and activity behaviors: The role of social norms and personal agency.  Health Psychology, 22(2): 189-198.

Brodersen, N.H., Steptoe, A., Wardle, J. & Williamson, S. (2005).  Sociodemographic, developmental, environmental, and psychological correlates of physical activity and sedentary behavior at age 11 to 12.  Annals of Behavioral Medicine, 29(1): 2-11.

Frenn, M. & Porter, C. (1999).  Exercise and nutrition: What adolescents think is important.  Applied Nursing Research, 12(4): 179-184.

Hill, J.O. & Trowbridge, F.L. (1998).  Childhood obesity: Future directions and research priorities.  Pediatrics, 101: 570-574.

McAllister, R. (2003).  The four critical hours.  Retrieved November 1, 2006 from WebMD.

Kerr, L.M., Pate, R.R., Trost, S.G. & Ward, D.S. (2001).  Physical activity and determinants of physical activity in obese and non-obese children.  International Journal of Obesity, 25: 822-829.

Saunders, R., Trost, S. & Ward, D.S. (2002).  Determinants of physical activity in middle school children.  American Journal of Health Behavior, 26(2): 95-102.


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