olicies on minutes of physical activity during the school day/week or minutes or percent of physical education to be spent in physical activity.
- No policies were rated as having strong wording, defined in this study as specifying moderate-to-vigorous physical activity (MVPA) and wording on implementation and monitoring.
- This research study examined state-level policies collected by the RJWF Bridging the Gap (BTG) program in 2011. Policies were rated as weak, moderate, and strong in specifying minutes of physical activity in physical education or during school.
- The researchers also interviewed state-level physical education coordinators about implementation, monitoring, and enforcement of policies.
Carlson JA, Sallis JF, Chriqui JF, Schneider L, McDermid LC, Agron P. (2013). State policies about physical activity minutes in physical education or during school. Journal of School Health 83, 150-156.
- Comprehensive physical activity programs in school settings can affect physical activity, health, and academic performance.
- Students participate in much of their physical activity through physical education classes, but schools can help increase students’ activity levels by strengthening curriculum and increasing opportunities outside these classes.
- State and school district wellness policies should include stronger goals and requirements for daily physical activity.
- Joint use agreements can encourage physical activity after school and on weekends, especially in low-income, inner-city, and rural areas with fewer recreational facilities.
- This research synthesis summarizes evidence about different ways schools can promote physical activity.
Ward, D.S. (2011). School Policies on Physical Education and Physical Activity: A Research Synthesis. Active Living Research.
- Measuring the built environment can help assess needs and set priorities for creating healthy community design.
- The built environment includes buildings, roads, sidewalks, utilities, homes, transit, fixtures, parks and all other man-made entit