This paper sets out a methodology for con- tent analysis. It looks into the collective constructs of recreation in teachers and students. Based upon the gathered information and theoretical reflections, a framework for intervention is designed. The study establishes that models for the intervention of recreation at school can be categorized as exogenous or endogenous, according to their intention to modify conventional school structures. Additionally, the following categories are proposed for intervention in recreation: time, territory, freedom, experience and education.