Three field experiments were conducted to determine the effects of different recess timing regimens on children's classroom and recess behaviors. Experiment 1 involved children in Grades K, 2, and 4. The timing of their recess was experimentally varied by 30 minutes. Students' classroom behavior before and after recess was observed as was their outdoor recess behavior. Children's prerecess inattention varied as a function of deprivation duration. Further, children, but especially boys, were more socially interactive on the playground following the long deprivation, compared to the short deprivation. Recess behaviors did not relate significantly to postrecess inattention. However, inattention rates were higher before recess than after Experiment 2 utilized a similar paradigm with a sample of second and fourth graders front the same school. Experiment 2, generally, replicated results from Experiment 1. In Experiment 3, which utilized a replication sample design, children's recess was also manipulated, but the recess period was indoors. Results of the two samples replicated each other and the preceding experiments, Results are discussed in terms of play deprivation theory and massed versus distributed practice.
