Purpose: There are limited school physical activity policy dissemination and implementation studies. This is a concern given the adverse mental, physical, and socio-emotional effects the COVID-19 pandemic has had on children and adolescents. This study explored New Jersey school administrators’ experiences in disseminating recess guidelines, procedures, and policies as well as implementation strategies in their schools during the pandemic. Methods: A total of 29 elementary school administrators participated in semi-structured interviews. The data were analyzed inductively using a conventional approach to qualitative content analysis. Results: In analyzing the data, five themes were identified: (a) adjustments for recess, (b) communications about recess, (c) successes and challenges of recess, (d) health and well-being among children, and (e) recommendations for recess postpandemic. Discussion/Conclusion: When planning, organizing, and implementing a recess in a postpandemic era, school leaders may want to consider establishing cohorts, developing a handbook, creating a rotation schedule (i.e., blacktop, field, playground), developing a recess committee, utilizing the physical education teacher for staff development, assigning recess equipment and bags, offering a variety of activities, and teaching children how to play.

目的：学校体育活动政策传播和实施研究有限。鉴于 COVID-19 大流行对儿童和青少年造成的不利精神、身体和社会情感影响，这是一个令人担忧的问题。这项研究探讨了新泽西州学校管理人员在大流行期间在学校传播课间指导方针、程序和政策以及实施策略的经验。方法：共有 29 名小学管理人员参加了半结构化访谈。使用传统的定性内容分析方法对数据进行归纳分析。结果：在分析数据时，确定了五个主题：(a) 课间休息的调整，(b) 关于课间休息的沟通，(c) 课间休息的成功和挑战，(d) 儿童的健康和福祉，(e)大流行后休会的建议。讨论/结论：在大流行后时代规划、组织和实施课间休息时，学校领导可能需要考虑建立小组、制定手册、制定轮换时间表（即柏油路、操场、操场）、建立课间休息委员会、利用体育老师进行员工发展，分配课间设备和书包，提供各种活动，并教孩子们如何玩耍。