Recess is a critical source of physical, social and emotional health and well-being for children, but generally not prioritized during online learning. A 13-week structured recreation intervention was delivered virtually during recess to students in the fifth and sixth grades (age 10–12 years; N = 71) at one elementary school (Phoenix, AZ, USA). We used embedded mixed method with a prospective pre-/post-design to measure change in student-reported emotion and qualities of engagement in an online setting. Students completed an online pre-/post-survey to measure emotion and motivational responses (enjoyment, competence and relatedness). We used narrative notes to qualitatively assess student engagement during programming. Differences in student-reported emotion were analyzed using paired t-tests. The effect of motivational responses on emotion was analyzed using multiple regression analyses. In vivo coding and concept coding were used to analyze qualitative data. We found no statistically significant differences in student-reported emotion; however, student relationships with peers predicted increased positive and decreased negative emotions after the intervention. Seven categories promoted student engagement: challenging, enjoyable, experiential, practical, purposeful, relatable and relevant. School-based health practitioners can offer structured activities virtually during recess, when in-person learning is interrupted and in all-online settings, to promote emotional well-being.

中文翻译：

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通过在线休息期间的结构化娱乐促进儿童的健康和福祉

课间休息是儿童身体、社交和情感健康和幸福的重要来源，但在在线学习中通常不会被优先考虑。一所小学（美国亚利桑那州凤凰城）在课间休息期间对五年级和六年级的学生（10-12 岁；N = 71）进行了为期 13 周的结构化娱乐干预。我们使用嵌入式混合方法和前瞻性前/后设计来衡量学生报告的情绪变化和在线环境中的参与质量。学生完成在线前/后调查，以衡量情绪和动机反应（享受、能力和相关性）。我们使用叙述性笔记来定性评估学生在编程过程中的参与度。使用配对 t 检验分析学生报告情绪的差异。使用多元回归分析分析了动机反应对情绪的影响。体内编码和概念编码用于分析定性数据。我们发现学生报告的情绪没有统计学上的显着差异；然而，学生与同龄人的关系预测干预后积极情绪会增加，消极情绪会减少。七个类别促进了学生的参与：具有挑战性的、愉快的、体验性的、实用的、有目的的、相关的和相关的。以学校为基础的健康从业者可以在课间休息期间、当面授学习中断时和在全在线环境中提供虚拟的结构化活动，以促进情绪健康。我们发现学生报告的情绪没有统计学上的显着差异；然而，学生与同龄人的关系预测干预后积极情绪会增加，消极情绪会减少。七个类别促进了学生的参与：具有挑战性的、愉快的、体验性的、实用的、有目的的、相关的和相关的。以学校为基础的健康从业者可以在课间休息期间、当面授学习中断时和在全在线环境中提供虚拟的结构化活动，以促进情绪健康。我们发现学生报告的情绪没有统计学上的显着差异；然而，学生与同龄人的关系预测干预后积极情绪会增加，消极情绪会减少。七个类别促进了学生的参与：具有挑战性的、愉快的、体验性的、实用的、有目的的、相关的和相关的。以学校为基础的健康从业者可以在课间休息期间、当面授学习中断时和在全在线环境中提供虚拟的结构化活动，以促进情绪健康。