Educating the Student Body Taking Physical Activity and Physical Education to School (2013) / Chapter Skim
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1 Introduction
1 Introduction
Pages 15-34
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From page 15... ...
. These data increase confidence that improving physical activity and fitness may result in better school achievement and performance.
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The committee was also tasked with reviewing influences of physical activity and physical education on the short- and long-term physical health, cognition and brain health, and psychosocial health and development of children and adolescents. The committee was asked to make recommendations, as appropriate, regarding approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment, including before, during, and after school.
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From page 17... ...
: A measure used to assess quality physical education instruction. ALT-PE is the time in physical education class during which children are exposed to motor skill development, understanding of move ment principles, attainment of health-enhancing levels of fitness, regular engagement in physical activity, socially responsible behav iors in physical activity settings, and an appreciation of the impor tance of engagement in physical activity.
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From page 18... ...
Physical education: A planned sequential K-12 standards-based pro gram of curricula and instruction designed to develop motor skills, knowledge, and behaviors of healthy active living, physical fitness, sportsmanship, self-efficacy, and emotional intelligence. Physical fitness: A set of physiologic attributes that are either health related or skill related.
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From page 19... ...
Schools have long provided opportunities for physical activity to children and adolescents, most notably through physical education. Early school-based physical education efforts in the 19th century focused largely BOX 1-1 Physical Activity Guidelines for Americans: Active Children and Adolescents Children and adolescents should perform 60 minutes (1 hour)
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Educators and policy makers may lack awareness and understanding of the potential for physical activity to improve academic achievement and the many ways in which physical a ctivity can be and has been successfully incorporated into the school environment. The role of school physical education in providing physical activity for youth is further challenged by a demand for better standardized test scores by increasing classroom academic time and the ensuing policy pressures to do so.
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Physical education, then, although important, cannot be the sole source of the at least 60 minutes per day of vigorous- or moderate-intensity physical activity recommended to enhance the health of children and adolescents. Other ways to promote physical activity in youth must be systematically exploited to provide physical activity opportunities.
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Interactions among and between the local school or district and eight additional sectors will be required to achieve the desired outcomes: (1) home and family; (2)
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. A systems approach posits that schools may act as a focal point but alone cannot accomplish the task of increasing and sustaining physical activity in youth because multiple systems and sectors in society influence the adoption of an active healthy lifestyle.
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A systems approach in public health requires identifying key actors that can effect change. Within the local education sector, the actors that can influence physical activity and physical education opportunities for children and adolescents include school board members, superintendents, principals, administrators and coordinators of curricular areas and evaluation, school physical education and pupil services, security, and transportation programs.
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Such opportunities include physical education, intramural and extramural sports, active transport to and from school, classroom physical activity, recess, before- and after-school programs, and other types of breaks. These opportunities and experiences are influenced by a series of federal guidelines, state laws, district policies, and school and classroom policies and practices.
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From page 26... ...
The arrows veering toward the empty space at the edges of Figure 1-3 indicate that at every level there is likely to be slippage. One study found, for example, that seven of eight high schools in Mississippi and Tennessee had entirely avoided implementation of new state legislation designed to increase levels of physical activity and improve the quality of physical education in high schools.
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Although the central programmatic approach to physical activity in schools remains the physical education curriculum, the committee conceptualized multiple additional opportunities, including intramural and
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NOTE: The framework applies to all opportunities for physical activity and1-4.epseducation on K-12 school campuses before, during, and after Figure physical school, including before- and after-school programming. landscape aFor example, professional development/credentials, staffing, class size, class/ rogram length and frequency, curricula/instructional materials, equip p ment, supervision, use of class time (vigorous- and moderate-intensity physical activity)
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From page 29... ...
The literature search strategy generated search terms based on the committee's conceptual framework. The initial search strategy paired the terms physical education and physical activity with terms related to themes, including academic achievement, brain development, classrooms, disparities, fitness, intra- and extramural sports, joint-use agreements, mental health, out-of-school time, policy, psychosocial health, recess, sedentary activity, school financing, somatic growth, transport, and weight.
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From page 30... ...
Under such an approach, all of a school's components and resources operate in a coordinated and dynamic manner to provide access, encouragement, and programs that enable all students to engage in vigorous- or moderate-intensity physical activity 60 minutes or more each day. A whole-of-school approach encompasses all segments of the school day, including travel to and from school, school-sponsored beforeand after-school activities, recess and lunchtime breaks, physical education, After-School Time After-School Programs Before School School Day Intramural Sports Physical Recess and Classroom Education Breaks ~60 min/d Extramural Sports ~6-7 hrs/d Active Commute To Active Commute From ~2-3 hrs/d FIGURE 1-5 Comprehensive approach to school-wide physical activity promotion.
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From page 31... ...
Chapters 3 and 4, respectively, describe health and development outcomes and academic and cognitive outcomes associated with physical activity and physical education. Chapter 5 provides an overview and discussion of physical education programs and policies in schools, including what a quality program looks like.
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2012. K-12 education: School-based physical education and sports programs.
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2005. Evidence based physical activity for school-age youth.
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