Abstract
Objective: School recess is a key setting for children's daily physical activity (PA). To maximize recess potential, it is important to have school recess staff members who understand the value of PA during playtime. We examined school recess staff members' perceptions of their role, especially in facilitating or discouraging children's participation in PA. Methods: Qualitative interviews were conducted with recess staff from 4 elementary schools in central Missouri. Results: Three overall themes emerged related to the staff's role in PA of children - school culture, recess environment, and PA as a bargaining chip. Conclusions: The findings illustrate possible ways to address the recess staff members' challenges through training and support that can improve the potential of recess as a tool for PA.