Educating the Student Body Taking Physical Activity and Physical Education to School (2013) / Chapter Skim
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7 The Effectiveness of Physical Activity and Physical Education Policies and Programs: Summary of the Evidence
7 The Effectiveness of Physical Activity and Physical Education Policies and Programs: Summary of the Evidence
Pages 311-364
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From page 311... ...
• Recommended levels of vigorous- or moderate-intensity physical activity for youth are more likely to be achieved and sustained in the school setting if students, administrators, teachers, and supportive policies and environments are integrated. • Recommended levels of vigorous- or moderate-intensity physical activity for children and adolescents are more likely to be achieved in schools where the physical environment, the school's programs, and the school's staff all facilitate greater amounts of physical continued 311
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From page 312... ...
• Together, regular and quality physical education, recess, and physical activity in the classroom setting enable students to be more physi cally active during school hours and significantly contribute to recom mended levels of vigorous- or moderate-intensity physical activity. • Opportunities exist for increasing physical activity outside of normal school hours, including active transport to and from school and active after-school and sports programs.
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From page 313... ...
Definitive evidence on effectiveness may be limited by the novelty of the approach, gaps in surveillance, or the lack of feasibility of using "gold standard" study designs to examine certain issues. For example, use of a randomized controlled design to study the effects of a new physical education policy at the state level may not be feasible.
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From page 314... ...
Multifaceted school based programs with an active physical education component have been shown to be most cost-effective.
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From page 315... ...
Results indicated more intense physical activity during physical education classes and more daily vigorous physical activity in intervention groups compared with controls (Luepker et al., 1996)
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From page 316... ...
By the time it was completed, CATCH had dem onstrated sustainable changes in dietary and physical activity behaviors. With respect to physical activity outcomes, students who participated in the intervention were more physically active during physical education classes and participated in more physical activity outside of school com pared with students in the control schools (Luepker et al., 1996)
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From page 317... ...
Programmatic/Policy Approaches and Their Outcomes This section reviews programmatic and policy approaches for increasing physical activity in the school setting and their outcomes. Examined in turn are physical education, recess, classroom physical activity, intra- and extramural sports and after-school programs, active transport, the role of the environment in physical activity, and joint- or shared-use agreements.
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From page 318... ...
Among high school students during the period 1991-2007, enrollment and daily attendance in physical education classes and being physically active during these classes fell short of the objectives of Healthy People 2010 (Lowry et al., 2001, 2005, 2009)
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From page 319... ...
Gymnasium availability in schools also was associated with an additional 8.3 minutes of physical activity weekly overall and at least an additional 25 minutes for schools in humid climate zones. Gender Participation in physical education and time spent being physically active in physical education classes differ by gender.
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From page 320... ...
In the CATCH intervention study, involving children in elementary schools, an increase in the intensity of physical activity in physical education classes during the intervention was observed in the intervention schools compared with the control schools. Compared with control students, moreover, those in the intervention schools reported significantly more minutes of daily vigorous activity (Luepker et al., 1996)
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From page 321... ...
However, studies involving direct observations of physical activity during physical education classes provide strong evidence that the classes do not provide sufficient activity to enable children or adolescents to attain the recommended levels of daily vigorous- or moderateintensity physical activity; the classes also do not reach the goal of 50 percent of class time spent in such activity (Pate et al., 2011)
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. A systematic review of 13 studies concerning physical activity policies and legislation in schools (including physical education policies)
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From page 323... ...
concluded that strong evidence supports the effectiveness of school-based physical education in increasing physical fitness levels, as measured by aerobic capacity. Compliance with physical education policies appears to be important as well.
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. Policies Physical education policies, if adequately worded and incorporating mechanisms for monitoring compliance, have the potential to increase physical activity levels among school-age children across the nation.
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From page 325... ...
. Conclusion The body of evidence that has accumulated over the past two decades documents significant effects of school-based physical activity interventions on and associations of physical education policies with frequency and duration of physical activity, total activity, and levels of vigorous- or moderateintensity physical activity among children and adolescents (Luepker et al., 1996; Nader et al., 1999; Gordon-Larsen et al., 2000; Kahn et al., 2002; Cawley et al., 2007; Barroso et al., 2009; Dobbins et al., 2009)
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From page 326... ...
found that school-based interventions focused on activity breaks such as recess were the most effective way to increase physical activity levels among youth. Thus, requiring and implementing daily recess is one of the most promising policies for increasing physical activity during the school day.
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From page 327... ...
The Healthy, Hunger-Free Kids Act of 2010 expands the scope of local wellness policies. Physical education teachers can now participate in policy development, but specific physical activity requirements are still lacking.
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From page 328... ...
. Evidence regarding the association between physical activity levels during recess and socioeconomic status is mixed (Ridgers et al., 2005)
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From page 329... ...
They evaluated the impact of North Carolina's Healthy Active Children Policy, which requires all children in kindergarten through 8th grade to receive at least 30 minutes of moderate to vigorous physical activity each school day. The policy allows school districts flexibility in meeting this requirement through physical education, recess, or other approaches.
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From page 330... ...
Evidence shows that recess can provide another school-based opportunity in addition to physical education to increase physical activity in youth. Recess also is associated with improved classroom behavior.
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From page 331... ...
Students cannot be physically active during recess if they are not present. • Implement policies requiring both the recommended number of physical education minutes and physical activity opportunities out side of physical education classes for every grade level.
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From page 332... ...
This program is effective in increasing physical activity levels in K-5th grade children" (Kibbe et al., 2011; http://www.take10.net [accessed February 1, 2013]
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From page 333... ...
Many efforts to increase classroom physical activity are imbedded within programs also designed to increase activity during physical education,
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From page 334... ...
suggests that increasing classroom physical activity may be a useful adjunct to broader programs but says nothing about whether classroom physical activity can actually be increased. Even programs in which classroom physical activity is the apparent centerpiece are commonly accompanied by efforts to provide children and their parents with information and encouragement to increase physical activity more widely.
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From page 335... ...
However, the literature includes no mention of injuries associated with classroom physical activity programs, and it is likely that any injuries that might occur would be minor. Conclusion Incorporating physical activity into daily classroom time either as part of academic lessons or as activity breaks is an emerging opportunity to enable students of all ages to be more physically active.
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From page 336... ...
. This finding is significant given that participation in school sports was shown to be a correlate of physical activity in black, Hispanic, and white middle school girls (Kelly et al., 2010)
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298) Although after-school physical activity programs are growing in number, their effectiveness in increasing physical activity among participants is unclear (Beets et al., 2009)
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From page 338... ...
found that after-school settings hold considerable promise for increasing physical activity in youth and that strategies designed to increase physical activity in these settings should include policies targeting staff training and ongoing technical support (Beets et al., 2012b)
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From page 339... ...
Conclusion School sports and active after-school programs offer the potential to increase physical activity among youth. More research is needed to define specific factors that increase the effectiveness of such programs and ways in which they can be tailored and implemented in varied school settings across the United States.
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From page 340... ...
. The committee could find no empirical evaluations of changes in active transport to school due to relocation of schools from the edge of communities to the center.
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From page 341... ...
Impact on Physical Activity Recent systematic reviews have found that students who walk or bike to school are more physically active than students who do not (Davison et al., 2008; Lee et al., 2008; Faulkner et al., 2009)
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From page 342... ...
estimate that walking or biking to school adds an average of 16 minutes per day of vigorous- or moderate-intensity physical activity. According to other estimates, the figure ranges from 2 to 24 minutes per school day (Sirard et al., 2005; van Sluijs et al., 2009; Owen et al., 2012; Saksvig et al., 2012)
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From page 343... ...
The Environment and Physical Activity The discussion to this point has focused primarily on how different segments of the school day, such as physical education class or recess, and the policies that affect them can influence physical activity behaviors. Also important is the physical environment in which the various segments of the day take place and the policies that shape it.
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From page 344... ...
, with plans to expand the focus to encompass physical activity and reduction of sedentary behavior. Healthy eating design guidelines are being developed for elementary schools to promote indoor environments that are spatially organized to be conducive to learning and health.
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From page 345... ...
Shared use of existing facilities is also more cost-effective than building new structures in resource-poor areas. Despite the promise of this strategy, however, and the significant attention and promotion it has received at the national level, little is known about its effectiveness in increasing physical activity.
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From page 346... ...
2006 (N = 981) Weighted Standard Weighted Standard Percent Error Percent Error p-Valuea Outside of school hours or when school is not in session, do children or adolescents use any of this school's physical activity facilities for: .
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From page 347... ...
However, further research is needed to determine the impact of such agreements on physical activity. Additional research also is needed to determine whether simply making school facilities available is effective in increasing physical activity levels in youth or whether supervision and more structured/formal programs are needed to produce this result.
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From page 348... ...
Beyond physical education, opportunities for increasing physical activity are present both in the classroom and, for elementary schools, during recess. Classroom physical activity and other strategies designed to reduce sedentary time in the school setting hold promise for increasing overall physical activity among children and adolescents, yet isolating their impact is complex, and they often are met with resistance from key stakeholders.
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From page 349... ...
Recess • Recess requirements/policy -- Time -- Supervision -- Not taken away for punishment • Environment/equipment School Sports/After-School • Access Programs • Policies -- Low cost -- Transportation provided • Supervision • Program criteria Active Transport • Policies • Educational programs • Infrastructure improvements -- School (e.g., bike racks) -- Community (e.g., sidewalks)
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From page 350... ...
2013. The difference between physical education and physical activity.
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From page 351... ...
2013. State policies about physical activity minutes in physical education or during school.
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From page 352... ...
2010. The association between school-based physical activity, including physical education, and academic perfor mance.
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2012. Influence of sports, physical education, and active commuting to school on adolescent weight status.
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2010. Facility provision in elementary schools: Correlates with physical education, recess, and obesity.
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From page 355... ...
American Journal of Preventive Medicine 33(4, e Suppl)
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2012. Are physical education-related state policies and schools' physical educa tion requirement related to children's physical activity and obesity?
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2007. Physical education and physical activity: Results from the school health policies and programs study 2006.
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From page 358... ...
American Journal of Preventive Medicine 41(2)
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From page 359... ...
American Journal of Preventive Medicine 28(3)
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From page 360... ...
American Journal of Preventive Medicine 43(3)
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From page 361... ...
2012. Physical education policy compliance and children's physical fitness.
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From page 362... ...
2012. Physical education, obesity, and academic achievement: A 2-year longitudinal investigation of Australian elementary school children.
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From page 363... ...
2006. Increasing children's physical activity levels during recess periods in elementary schools: The effects of providing game equipment.
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From page 364... ...
American Journal of Preventive Medicine 28(2)
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