School Policies

Faced with the pressing need to discern how to contain and reverse the childhood obesity epidemic, state and local policymakers and public health advocates have set their sights on K-12 school settings and the many opportunities they provide for changing norms about healthful living.  Unfortunately, efforts to institute school-based policies to increase the quality, quantity and scope of physical education and physical activity offerings in grades K-12 have taken a back seat to other must-do school system concerns, such as academic performance. 

Now, though, in response to the rapid pace of the obesity epidemic and growing recognition of its health and cost implications, stakeholders at all levels of government are re-thinking educational priorities and moving toward a more holistic approach to K-12 education – one that is committed to instilling health and wellness as lifelong values by including evidence-based physical education and physical activity policies that offer 21^st century solutions to what is truly a 21st century problem.

It is difficult to imagine a more opportune time to examine policy options to increase physical education among children and youth in school settings.  Many highly collaborative local, regional and state programs are underway to improve existing policies and develop and implement new initiatives. Also, federal organizations such as the Centers for Disease Control and Prevention are promoting evidence-based strategies to encourage physical activity and limit sedentary activity among children – particularly in the school environment. Moreover, in its historic push for health reform, the Obama administration signaled a strong commitment to prevention and wellness as cornerstones of reform, including school-based measures designed to improve the health of students in grades K-12.

Across the country, educators and public health professionals are exploring approaches that show promise in promoting and increasing the physical activity of children before, during, and after the school day.  Some of the more promising trends include:

• Improving physical education curricula, teacher qualifications and accountability;
• Integrating physical activity into the school day and maximizing recess opportunities;
• Expanding outdoor environmental education opportunities;
• Conducting, tracking and reporting BMI or similar health screenings;
• Partnering with communities on Safe Routes to Schools (SRTS) programs; and
• Enhancing physical activity opportunities in school-based after school programs.

Select Resources

• Institute of Medicine and National Research Council, Local Government Actions to Prevent Childhood Obesity (2009).
• Partnership for Prevention, School-Based Physical Education, Working with Schools to Increase Physical Activity Among Children and Adolescents in Physical Education Classes: An Action Guide (2009).
• Robert Wood Johnson Foundation, Action Strategies Toolkit: A Guide for Local and State Leaders Working to Create Healthy Communities and Prevent Childhood Obesity (2009).
• National School Boards Association website (containing a searchable database with abstracts of about 2,000 documents on selected topics, such as Physical Activity).
• National Association for Sports and Physical Education, National Physical Education Guidelines (National and state standards, guidelines and related resources). 
• National Clearinghouse for Educational Facilities (including links to resources on different joint-use agreements between schools and communities, such as opening up school yards and gymnasiums for public use).
• National Policy and Legal Analysis Network to Prevent Childhood Obesity (providing legal tools to help communities advance public health policy objectives).
• National Governors Association, Center for Best Practices, Preventing Obesity in Youth through School-Based Efforts, Issue Brief (2003).
• Robert Wood Johnson Foundation Center to Prevent Childhood Obesity, Resources and Tools.

Select Research

• Steven H. Kelder et al., Implementation of Texas Senate Bill 19 to Increase Physical Activity in Elementary Schools, 30 J. Pub. Health Policy S221 (2009) (studying the effects that Senate Bill 19 has on students’ physical activity in Texas schools).
• Kaboom! National Campaign for Play, Play Matters: A Study of Best Practices to Inform Local Policy and Process in Support of Children’s Play, (2009).
• Centers for Disease Control and Prevention Task Force on Community Preventive Services, Recommendations to Increase Physical Activity in Communities,  22 (4S) Am. J. Preventive Med. 67 (2002).

Select Legislation

Physical Education Requirements

• Florida Physical Education. Requires physical education in grades 6 through 8equivalent to one class period per day for one semester each year.
• Massachusetts Physical Education.  Establishes a progressive physical education curriculum which stresses different goals for students in grades K through 5, 6 through 8, and 9 through 12 respectively.  Physical education classes are mandated but the amount of time is not, leading to cutbacks by particular school districts.
• New York Education Law § 803. Requires physical education classes for any student aged 8 years or older.  The New York Commissioner of Education promulgated regulations requiring at least 120 minutes of physical education time per student for each calendar week.

Joint Use Agreements

• California Education Code §§ 38131, 38133, 18134 . Establishes a civic center at each public school facility for supervised recreation activities.
• Indiana Code §§ 20-26-8-1, 2. Requires the school board of trustees to provide recreation activities upon petition by a sufficient number of voters.
• Maryland Education Code § 7-108-109-110 . Requires county boards to provide school facilities for use for civic or other recreation purposes.

Sample Policies

• Model Joint Use Agreement for Opening Outdoor School Facilities for Use During Non-School Hours.