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Pages 1-14

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From page 1...
... Further, daily opportunities for incidental physical activity have declined for children and adolescents, as they have for adults, as a result of such factors as increased reliance on nonactive transportation, automation of activities of daily living, and greater opportunities for sedentary behavior. Finally, substantial disparities in opportunities for physical activity exist across racial, ethnic, and socioeconomic lines.
From page 2...
... In approaching this study, therefore, the committee employed systems thinking to delineate the elements of the overall system of policies and regulations at multiple levels that influence physical activity and physical education in the school environment. the evidence base Extensive scientific evidence demonstrates that regular physical activity promotes growth and development in youth and has multiple benefits for physical, mental, and cognitive health.
From page 3...
... In carrying out its task, the committee will • Review the current status of physical activity and physical education in the school environment. • Review evidence on the relationship between physical activity, physi cal education, or physical fitness and physical, cognitive and brain, and psychosocial health and development.
From page 4...
... Nevertheless, the evidence warrants the expectation that ensuring that children and adolescents achieve at least the recommended amount of vigorous- and moderate-intensity physical activity may improve overall academic performance. THE ROLE OF SCHOOLS The evidence base summarized above supports the need to place greater emphasis on physical activity and physical education for children and adolescents, particularly on the role schools can play in helping youth meet physical activity guidelines.
From page 5...
... Although the health benefits of sporadic physical activity at younger ages are not well established, children require frequent opportunities for practice to develop the skills and confidence that promote ongoing engagement in physical activity. Physical education curricula are structured to provide developmentally appropriate experiences that build the motor skills and self-efficacy that underlie lifelong participation in health-enhancing physical activity, and trained physical education specialists are uniquely qualified to deliver them.
From page 6...
... 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. Taking a Whole-of-School Approach Recommendation 1: District and school administrators, teachers, and parents should advocate for and create a whole-of-school approach to physical activity that fosters and provides access in the school environment to at least 60 minutes per day of vigorous- or moderate-intensity physical activity more than half (>50 percent)
From page 7...
... Physical education typically has been relied on to provide physical activity as well as curricular instruction for youth; as discussed above, however, physical education classes alone will not allow children to meet the guideline of at least 60 minutes per day of vigorous- or moderate-intensity physical activity. Interscholastic and intramural sports are another traditional opportunity for physical activity, but they are unavailable to a sizable proportion of youth.
From page 8...
... Reprinted with permission from Michael Beets. Figure 1-5.eps 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.
From page 9...
... However, the lack of consistent monitoring of physical activity levels during physical education classes in schools (especially elementary and middle schools) impedes monitoring and evaluation of progress toward increasing physical activity during physical education classes in schools across the nation (see Recommendation 4)
From page 10...
... Yet states vary greatly in their mandates with respect to time allocated for and access to physical education. As stated previously, 44 percent of school administrators report having cut significant time from physical education and recess to increase time devoted to reading and mathematics in response to the No Child Left Behind Act.
From page 11...
... This information also is important to support the development of strategies for accountability for strengthening physical activity and physical education in schools. 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 schoolrelated activities.
From page 12...
... Although some comprehensive national guidelines exist, more are needed to define quality standards for policies on school-based physical activity and to create more uniform programs and practices across states, school districts, and ultimately schools. Providing Preservice Training and Professional Development for Teachers Recommendation 5: Colleges and universities and continuing education programs should provide preservice training and ongoing professional development opportunities for K-12 classroom and physical education teachers to enable them to embrace and promote physical activity across the curriculum.
From page 13...
... This professional development should be extended to include physical education instructors as well. 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.
From page 14...
... They include topics such as • the effects of varying doses, frequency, timing, intermittency, and types of physical activity in the school environment; • the relationship between motor skills and participation in physical activity; • baseline estimates of physical activity behaviors in school; • standardized data on participation in physical education, including the degree of vigorous- or moderate-intensity physical activity in these classes; • the extent and impact of sedentary behavior in school; • the influence of school design elements; • the impact of school-community physical activity partnerships; • the impact of physical activity–related policies, laws, and regulations for schools; and • the effectiveness of various physical activity–enhancing strategies in schools to address the needs of students who typically have not had equal access to opportunities for physical activity.


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