The overall objective of this study is to determine which components of the recess environment are most influential in fostering physical activity (PA) participation (percentage of students who are active) and increasing PA levels (moderate or vigorous) in children during recess as well as the remainder of the school day. Specifically, investigators will estimate the effects of having trained recess staff, recreational equipment, and a combination of the two on PA participation and PA levels in elementary school children (3rd-6th grade) during recess and during the school day. Investigators will also compare the change in staffs’ knowledge and perception of PA and the importance of schools’ environments on being conducive to PA in schools with no intervention versus schools that have trained recess staff, recreational equipment, or a combination of trained staff and recreational equipment. The study schools are selected from a low socioeconomic status district in Omaha, Nebraska. In the long-term, the findings will assist other local school districts to identify the environmental components that are necessary to promote children’s engagement in PA during their recess time.