Table 1 Final GRF-OT Scale Items
Score | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
Safety and Structure 1 | The play space for recess is unsafe due to hazards not identified as “no play” zones. There are significant safety concerns in almost all of the play spaces | The play space for recess has safety concerns due to hazardous areas on the majority of the playground not identified as “no play” zones | The play space for recess has some safety concerns. There are a few hazardous areas not identified as “no play” zones | The play space for recess has no safety concerns. It is clearly free of hazards and/or all unsafe areas are identified as “no play” zones |
Safety and Structure 2 | The play space for recess has no clearly identified boundaries for games (no cones, chalk, paint) | The play space for recess has a few boundaries identified but a large percentage of the play space does not have any game space marked | The play space for recess has many boundaries identified but a small portion of the play space does not have any game space marked | The play space for recess is well marked (cones, chalk, paint) and all game boundaries are clear |
Safety and Structure 3 | No fixed or unfixed recess equipment is available | Only fixed recess equipment is available OR only non-fixed recess equipment is available | Fixed recess equipment is available and there are limited amounts of non-fixed equipment | Fixed and non-fixed recess equipment is available to support multiple games and activities |
Safety and Structure 4 | Hardly any organized games and/or activities are available during recess | A limited number of organized games and/or activities are available during recess but there is limited variety | A limited number of organized games and/or activities are available during recess, but there is variety | A variety of organized games and/or activities are available during recess |
Safety and Structure 5 | Hardly any of the equipment provided is being used as intended and in a safe manner | Some of the equipment provided is being used appropriately but there are many instances of inappropriate use | Most of the equipment provided is being used appropriately but there are a few instances of inappropriate use | Almost all of the equipment provided is being used as intended and in a safe manner |
Adult Engagement and Supervision 1 | The adult to student ratio is more than 75:1 | The adult to student ratio is between 51 and 74:1 | The adult to student ratio is approximately 35–50:1 | The adult to student ratio is less than 35:1 |
Adult Engagement and Supervision 2 | Hardly any adults model positive culture (e.g. positive language, getting students involved, supporting conflict resolution skills, etc.) | A few adults model positive culture (e.g. positive language, getting students involved, supporting conflict resolution skills, etc.) | Many adults model positive culture (e.g. positive language, getting students involved, supporting conflict resolution skills, etc.) | Almost all adults model positive culture (e.g. positive language, getting students involved, supporting conflict resolution skills, etc.) |
Adult Engagement and Supervision 3 | Hardly any of the supervising adults are strategically positioned to view students in the recess play space (i.e., adults are all huddled together) | Some of the supervising adults are strategically positioned to view students in the recess play space, but many students are unsupervised | Many of the supervising adults are strategically positioned to view students in the recess play space, but some students are unsupervised | Almost all of the supervising adults are strategically positioned to view students in the recess play space |
Adult Engagement and Supervision 4 | Hardly any adults are playing games or engaged with students | A few adults are playing games and/or are engaged with students | Some adults are playing games and/or are engaged with students | Almost all adults are playing games and engaged with students |
Student Behaviors 1 | Hardly any games are initiated by students | A few games are initiated by students | Some games are initiated by students | Almost all games are initiated by students |
Student Behaviors 2 | There were several physical altercations between students | There were some physical altercations between students | There were few physical altercations between students | There were no physical altercations between students |
Student Behaviors 3 | Hardly any communication (verbal or nonverbal) between students is positive and encouraging towards each other | Very little communication (verbal or nonverbal) between students is positive and encouraging towards each other | Most of the communication (verbal or nonverbal) between students is positive and is encouraging towards each other | Almost all of communication (verbal or nonverbal) between students is positive and encouraging towards each other |
Student Behaviors 4 | There were several disagreements about rules between students that were disruptive to play | There were some disagreements about rules between students that were disruptive to play | There were few disagreements about rules between students that were disruptive to play | There were no disagreements about rules between students that were disruptive to play |
Student Behaviors 5 | Students demonstrate hardly any strategies for resolving conflicts on their own | Students demonstrate a few strategies for resolving conflicts on their own, but a lot of adult support was needed | Students demonstrate adequate strategies for resolving conflicts on their own, but some adult support was needed | Students demonstrate strategies to resolve their conflict without adult intervention or there was no evident conflict on the playground |
Transitions 1 | Hardly any transitions to recess from classroom are organized and smooth | Few transitions to recess from classroom are organized and smooth | Most transitions to recess from classroom are organized and smooth | All transitions to recess from classroom are organized and smooth |
Transitions 2 | Hardly any transitions to the classroom from recess are organized and smooth | Some transitions to the classroom from recess are organized and smooth | Most transitions to the classroom from recess are organized and smooth | All transitions to the classroom from recess are organized and smooth |
Physical Activity | Hardly any students are involved in physically active play | Few students are involved in physically active play | Some students are involved in physically active play | Almost all students are involved in physically active play |