Educating the Student Body Taking Physical Activity and Physical Education to School (2013) / Chapter Skim
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6 Approaches to Physical Activity in Schools
6 Approaches to Physical Activity in Schools
Pages 259-310
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From page 259... ...
• School-based sports and active transport provide opportunities for physical activity but may not be accessible or attractive for all youth.
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Physical activity opportunities in schools take the form primarily of formal instruction in physical education for all students and sport-based athletics for the talented and interested. Although physical education is a required school subject, the classes may occur infrequently, and children taking them often accrue only low levels of physical activity (SimonsMorton et al., 1994)
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Thus it is essential for the school setting to provide opportunities outside of physical education for school-age children to be physically activity throughout the school day. This chapter reviews the status and trends of sedentary behavior in schools and describes opportunities for physical activity in the school environment other than physical education, including classroom activity breaks, recess, intra- and extramural sports, active transport, and after-school programs.
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Using behavioral economic theory, Epstein and colleagues (1995) demonstrated that monitoring children and encouraging them to decrease recreational sedentarism was more successful in treating obesity than either promoting physical activity or targeting both physical activity and sedentarism at the same time.
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. Of interest, a large nationally representative survey found that, "contrary to the public perception that media use displaces physical activity, those young people who are the heaviest media users report spending similar amounts of time exercising or being physically active as other young people their age who are not heavy media users" (Rideout et al., 2010, p.
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In particular, surveys of media use are needed to document the amount of recreational sedentarism taking place in the school setting, where, in contrast with the home setting, public health policy can potentially be implemented. Opportunities to increase physical activity in the School Environment School physical activity programs are needed so that schools can ensure they are providing students with 60 minutes or more of vigorous
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The discussion includes relevant policies, barriers, and enablers. BOX 6-1 Healthy People 2020 Objectives for Non– Physical Education Physical Activity Opportunities in School Settings • Increase the number of States that require regularly scheduled elementary school recess.
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Another example, supported by the Robert Wood Johnson Foundation Center to Prevent Childhood Obesity (2012) , is Jammin' Minute, a realistic and effective "bridge" tool for increasing children's physical activity until schools have sufficient resources to develop more comprehensive physical education programs.
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Breaks in the classroom provide an additional opportunity for physical activity throughout the school day with minimal planning, no equipment, and a short amount of time required; they can also incorporate learning opportunities for students. It should be noted that the literature tends to focus on the effect of classroom physical activity breaks on elementary school rather than secondary school students.
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From page 268... ...
For this approach to become more prevalent, supportive policies will be necessary, an observation supported by the fact that just one in four U.S. public elementary schools offered children and youth physical activity breaks apart from physical education and recess during the 2009-2011 school years (Turner and Chaloupka, 2012)
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From page 269... ...
Programs available for purchase include Active and Healthy Schools activity break cards, Promoting Physical Activity and Health in the Classroom activity cards, Energizers, and Take 10! Other resources for classroom physical activity breaks are available at no cost to schools, such as Jammin' Minute, ABS for Fitness, Activity Bursts in the Classroom, Game On!
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Reprinted with permission from Heather Erwin. Chalkboard Teacher's Desk Desk Desk Activity Area Desk Desk Desk Desk Desk Desk Desk Desk Desk Desk Desk Desk Desk Desk Desk Desk Desk Desk Desk Desk Desk Desk Desk FIGURE 6-2 One classroom layout designed to accommodate physical activity breaks.
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recently released a policy statement in support of recess and free play as "fundamental component[s] of a child's normal growth and development" (Council on School Health, 2013, p.
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, which collected information from a representative sample of 1,198 U.S. elementary schools on whether they scheduled any recess for each grade, typically grades 1 through 5 or 6.
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• The proportion of public elementary schools with no scheduled recess ranged from 7 to 13 percent across elementary grades. • Fourteen percent of elementary schools with a minority enrollment of at least 50 percent scheduled no recess for 1st graders, compared with 4 percent of schools with 21-49 percent minority enrollment, 5 percent of those with 6-20 percent minority enrollment, and 2 per cent of those with less than 6 percent minority enrollment.
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State School Healthy Policy Database supports the above survey findings. It shows that most public elementary schools (83-88 percent)
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. At the 1989 UN General Assembly, the International Play Association played a key role in the inclusion of "play" in Article 31 of the UN Convention on the Rights of the Child.
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According to a third RWJF and Active Living Research study, School Policies on Physical Education and Physical Activity (Ward, 2011) : • "Whole-school programs that provide opportunities for physical activity across the school day -- through recess, in-class breaks, and after-school events -- increase children's physical activity levels." • "Schools that provide ample time for supervised recess and access to equipment, as well as those that make low-cost modifications to improve play spaces, have more physically active students." • "Activity breaks during classes not only increase physical activity but also help children focus better on academic tasks and enhance academic achievement." Other national organizations and studies further support the need for recess in elementary schools: • The National Association of Early Childhood Specialists in State Departments of Education takes the position that "recess is an essential component of education and that preschool and elementary school children must have the opportunity to participate in regular periods of active play with peers" (National Association of Early Childhood Specialists in State Departments of Education, 2001, p.
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• Through a position statement, Recess in Elementary Schools, the National Association for Sport and Physical Education, Council on Physical Education for Children, asserts: Recess also provides the opportunity for students to develop and improve social skills. During recess, students learn to resolve conflicts, solve problems, negotiate, and work with others without adult inter vention.
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From page 278... ...
It is imperative as well that training be provided to recess s upervisors and staff, with a focus on both safety issues and ways to interact with students to better promote physical activity. Recess is not a common occurrence for secondary students; however, they could participate in a civic- or service-oriented program whereby they would oversee and engage in recess for local elementary schools.
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From page 279... ...
The discussion here focuses on institutionalized in-school sports and on children's participation as players. In-school sports programs typically fall into two categories: intramural, or within a school, and extramural or interscholastic, or competition between schools (AAHPERD, 2011)
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280 Educating the Student Body TABLE 6-2 Change in Participation in High School Sports in the Past Five Decades Boys Girls School Year Participants Enrollment Participants Enrollment 1971-1972 3,667,000 7,819,000 294,000 7,364,000 1981-1982 3,409,000 7,541,000 1,811,000 7,101,000 1991-1992 3,430,000 6,754,000 1,941,000 6,392,000 2001-2002 3,961,000 8,224,000 2,807,000 7,836,000 2011-2012 4,485,000 8,553,000 3,208,000 8,060,000 NOTE: Rounded to the nearest 1,000. Participants total is the sum of participants in school sports; if a student participated in more than one sport, he or she would be counted for each of those sports.
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found that 83 percent of schools offered interscholastic sports, and 69 percent offered intramural sports and clubs. No reports indicate that interscholastic or intramural sports were offered in elementary schools.
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Compared with physical education, however, it is difficult to expect every child to participate in sports. Although the available data indicate a nearly 60 percent participation rate, the data do not provide specific information
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(2012) report K-12 Physical Education: School-Based Physical Education and Sports Programs, school district officials assert that budget cuts have impacted predominantly transportation and facilities, both critical to afterschool sports programs (GAO, 2012)
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According to the 2006 SHPPS data, more than half of schools surveyed paid staff for involvement in intramural sports programs (Lee et al., 2007)
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Figure 6-7 shows the study results regarding participation in school sports among youth aged 12-17 by household income. The study found further that • More than 60 percent of children who played school sports were subject to a pay-to-play fee; only 6 percent received waivers for the fee.
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Programs for Students with Disabilities The 2010 GAO report Students with Disabilities: More Information and Guidance Could Improve Opportunities in Physical Education and Athletics notes that students with and without disabilities were provided similar opportunities to participate in physical education in schools but identifies several challenges to serving students with disabilities. Likewise, for sports, opportunities were provided for students to participate, but students with disabilities participated at lower rates than those without disabilities.
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Department of Education clarify and communicate schools' responsibilities under Section 504 of the Rehabilitation Act of 1973 regarding the provision of extracurricular athletics. Most important, the report recommends improving physical education and athletic opportunities for students with disabilities and recommends that (1)
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Department of Transportation show the decline in active transportation to and from school between 1969 and 2001 (see Figure 6-9)
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had statewide safe routes to school or active transport programs. California, Colorado, and South Carolina had regulations regarding the required distance students must live from a school to be eligible for bus transportation (more than 1.5 miles in South Carolina)
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. The built environment is key to facilitating active transport.
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and geographic location (Pucher and Buehler, 2011) , with the South having a built environment less conducive to active transport compared with the Northeast, Midwest, and West (Bassett, 2012)
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Report to the President identifies "walking school buses" as a low-cost initiative that communities can undertake to increase physical activity among elementary school children. The prevalence of "walking school buses" remains low in the United States but is growing; in 2008-2009, about 4.2 percent of a representative sample of public elementary schools organized "walking school buses", with an increase to 6.2 percent in 2009-2010 (Turner et al., 2012)
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From page 293... ...
are more likely to walk or bike to and from school than those of high socioeconomic status and those who attend schools with a predominantly white student body. Facilitators of Active Transport to School Four common themes have been identified among schools with successful active transport to school programs (Eyler et al., 2008)
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See the following websites: Summary In summary, active transport to and from school can be a safe and effective way to increase students' daily physical activity, especially where a large proportion of students live close to their school. Increasing the proportion of children who walk or bike to school commonly requires collaboration among school personnel, public safety officials, city officials, parents, and school district representatives, as well as the funding necessary to address the factors and policies listed in Table 6-4.
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The past two decades have seen a rapid increase in after-school programs in the United States, and these programs have become an integral part of the community for many families. In 1988, just 22 percent of K-8 school principals reported offering an after-school program, whereas twothirds reported offering such a program in 2001 (National Association of Elementary School Principals, 2001)
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. Policies That Affect After-School Programs Despite their popularity, there is an absence of nationally recognized standards or policies for promoting physical activity in after-school pro
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. After-school programs can be used to combat physical inactivity and obesity while promoting physical activity on school grounds outside of the normal school-day hours (Lee et al., 2007; Levi et al., 2009)
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Limit screen time to 60 minutes per after-school session Ensure all students are included in the after-school physical activity Connect after-school physical activity with the regular school day Build partnerships with the community to support after-school physical activity Colorado Outdoor environment: outdoor activities on a daily basis, space for large (Denver) muscle activity, frequent opportunities for active physical play Connecticut Indoor/outdoor environment: allows for regular physical activity Regular opportunities for activities such as active play Staff play with children Alternative plan in place for programs that do not have access to outdoor space on their premises that allows for regular physical activity Florida Program provides planned daily recreation, sports, or fitness activities Illinois Opportunities for recreation and instruction on nutrition, fitness, and other healthy behaviors Indiana Indoor environment a.
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Articulates, analyzes, evaluates, and/or applies current theories and research related to promoting physical development b. Advocates for policies and practices that promote the physical development of youth NOTE: PA = physical activity.
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Unfortunately, these older children are much less likely to participate in supervised after-school programs, whether the programs take place at youth-serving organizations or at school. It is easier to recruit elementary school children to these programs than middle and high school students, who tend to have busier schedules, increased responsibilities, and greater freedom (Grossman et al., 2001)
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Summary In addition to physical education, schools can offer students non instructional opportunities to engage in beneficial physical activity before, during, or after the school day. These opportunities take various forms, such as interscholastic sports teams, intramural sport clubs, recess, and inclass physical activity breaks.
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:183-188. AAHPERD (American Alliance for Health, Physical Education, Recreation and Dance)
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2010. The association between school based physical activity, including physical education, and academic performance.
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: A randomized controlled trial to promote physical activity and diminish overweight and obesity in elementary school children. Preventive Medicine 49(4)
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2012. K-12: School-based physical education and sports programs.
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2007. Physical education and physical activity: Results from the school health policies and programs study 2006.
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2006. Calories in, calories out: Food and exercise in public elementary schools, 2005.
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1994. Observed levels of elementary and middle school children's physical activity during physical education classes.
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2011. School policies on physical education and physical activity: Research synthesis.
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