Educating the Student Body Taking Physical Activity and Physical Education to School (2013) / Chapter Skim
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8 Recommendations
8 Recommendations
Pages 365-380
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From page 365... ...
The consensus recommendations presented in this chapter are a result of the committee's deliberations on the existing evidence and on the need for additional evidence. In making its recommendations, the committee also recognized that, although schools can play a major role in improving physical activity among the nation's children, schools alone cannot implement the changes across systems that will be required to foster a healthy and educated future generation.
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From page 366... ...
. recommendations The committee formulated recommendations in six areas: taking a whole-of-school approach, considering physical activity in all school- related policy decisions, designating physical education as a core subject, monitoring physical education and opportunities for physical activity in schools, providing preservice training and professional development for teachers, and ensuring equity in access to physical activity and physical education.
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From page 367... ...
Beyond the resources devoted to quality daily physical education for all students, other school resources, such as classroom teachers, staff, administrators, and aspects of the physical environment, are oriented toward physical activity. Intramural and extramural sports programs are available to all who wish to participate, active transport is used by substantial numbers of children to move from home to school and back again, recess and other types of breaks offer additional opportunities for physical activity, and lesson plans integrate physical activity as an experiential approach to instruction.
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From page 368... ...
of the class time engaged in vigorous- or moderate-intensity physical activity while maintain ing an appropriate emphasis on skills development; • adopting and/or strengthening policies on before- and after-school programs so they align with national recommendations for physical activity; • adopting school siting policies that encourage locating schools within residential neighborhoods; and • working with national- and state-level parent-teacher organizations to mobilize and create engagement in this effort. For school districts and schools, potential actions include • continuing to strengthen policies by requiring time for physical edu cation and recess that aligns with national recommendations; • increasing the amount of time youth spend in physical activity by providing brief classroom breaks or incorporating physical activity directly into academic sessions; • offering intramural sports and physical activity clubs before or after school and helping make such programs accessible to all students; • adopting joint- or shared-use agreements allowing school facilities to be used for physical activity programs during nonschool hours; • identifying key champions in schools to lead efforts to increase physical activity; and • working with parent groups and parent-teacher associations to cre ate a demand for and mobilize efforts to increase physical activity.
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From page 369... ...
Quality physical education curricula increase overall physical activity, increase the intensity of physical activity, and potentially influence body mass index (BMI) /weight status in youth.
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From page 370... ...
Further research is needed on the utilization of facilities due to these agreements and their impact on physical activity. Potential Actions For states, school districts, schools, and school wellness committees, potential actions to implement this recommendation include • designating individuals or committees specifically responsible for physical activity–related opportunities and programs (an emphasis on physical activity is important and new enough that these indi viduals should not also be responsible for programs directed at worthy but already well-established health-related behaviors such as nutrition or drug abuse)
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From page 371... ...
Potential Actions For the U.S. Department of Education and federal and state public health agencies, potential actions to implement this recommendation include • finding innovative applications of physical education as a core sub ject in sample states or districts to highlight and measure outcomes.
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From page 372... ...
Aside from a few good one-time surveys of physical activity during physical education classes, remarkably little information is available on the physical activity behaviors of students during school hours or school-related activities. Even the best public health monitoring systems do not obtain this information.
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From page 373... ...
Potential Actions For the U.S. Departments of Education and Health and Human Services, potential actions to implement this recommendation include • collaborating to ensure the availability and publication of informa tion about school physical activity– and physical education–related policies and students' physical activity behaviors and • facilitating collaboration among state and district departments of education and state and local health departments to obtain and publicize such information.
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From page 374... ...
to capture more completely students' school related physical activity behaviors; • developing tools suitable for use by schools and school districts for monitoring students' physical activity behaviors throughout the school day; and • providing training for state and local health departments and state and district school systems as they endeavor to improve the monitoring of school-related physical activity behaviors and student achievement. For local school districts and schools, in coordination with local health departments, state departments of education, and state departments of p ublic health, potential actions include • regularly assessing student achievement of physical education stan dards and the physical activity behaviors of students during all seg ments of the school day; • developing systems to collect and publicize the information collected by local schools; • augmenting existing monitoring systems for students' physical fit ness to include school-related physical activity behaviors and student achievement; • utilizing current systems for collecting educational information w ithin schools and districts to monitor the quality of physical edu cation and the usual dose of physical activity for students during school hours, while going to and from school, and at school-related functions, and involving teachers in developing the most efficient ways to collect and provide the data needed for monitoring; and • involving wellness committee members and parents in the monitor ing of opportunities for students to be physically active during physi cal education, recess, classroom activities, travel to and from school, and at school-related events before and after school.
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From page 375... ...
Data appear to suggest that training programs for physical education teachers are beginning to evolve from a traditionally sport- and skills-centered model to a more comprehensive physical activity– and health-centered model. However, education programs for physical education teachers are facing a dramatic decrease in the number of kinesiology doctoral programs offering training to future teacher educators, in the number of doctoral students receiving this training, and in the number of professors (including part-time)
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From page 376... ...
Ensuring Equity in Access to Physical Activity and Physical Education Recommendation 6: Federal, state, district, and local education administrators should ensure that programs and policies at all levels address existing disparities in physical activity and that all students at all schools have equal access to appropriate facilities and opportunities for physical activity and quality physical education. Rationale All children should engage in physical education and meet the recommendation of at least 60 minutes per day of vigorous- or moderate-intensity physical activity regardless of their region, school attended, grade level, or individual characteristics.
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From page 377... ...
In addition to developing recommendations for action to strengthen and improve programs and policies for physical activity and physical education in the school environment, the committee was asked to identify major gaps in knowledge and recommend key topic areas in need of research. These gaps are acknowledged in the discussion of the evidence in each chapter of this report.
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From page 378... ...
to determine how participation in physical activity changes; -- motor skills and participation in physical activity; and -- he effects of intermittent versus sustained physical activity on t disease risk factors. • In the area of monitoring, future research is needed on -- hysical activity and physical fitness in youth and their effects p on academic performance; -- effective strategies for developing and employing systems to track the quality and frequency of physical education and physi cal activity opportunities across the curriculum;
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From page 379... ...
• In the area of policy and programming, future research is needed to examine systematically the personal, curricular, and policy barri ers to successful physical education in schools. • In the area of equity, future research is needed on -- reexamination of opportunities for physical activity in school a based intramural and extramural sports and active transport to school to address disparities based on race/ethnicity, socio economic status, school location and resources, and students' disabilities or cultural/religious barriers; -- he effectiveness of physical education, recess, classroom physi t cal activity, and strategies for reducing sedentary time in increas ing physical activity across subgroups based on race/ethnicity and immigrant and socioeconomic status, including the differ ential effects of these approaches among those subgroups; -- benefits of tailoring school-based physical education and the physical activity interventions to the wide social and physical variations among schools; and -- isparities in the built environment among schools and whether d they contribute to disparities in physical activity across racial/ ethnic and socioeconomic subgroups.
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