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Educating the Student Body
Evidence is emerging that laws and policies at the state and district 
levels have not just potential but actual influence on the physical activity 
behaviors of large numbers of children and adolescents. Also emerging is 
evidence of a gap between the intent and implementation of policies, so 
that their final impact is commonly less, sometimes appreciably so, than 
expected. While the factors that create an effective policy are still being 
elucidated, policies that entail required reporting of outcomes, provision 
of adequate funding, and easing of competing priorities appear to be more 
likely to be implemented and more effective. Further evaluation of physical 
activity and physical education policies is needed to fully understand their 
impact in changing health behavior.
Monitoring of state and district laws and policies has improved over 
the past decade. In general, the number of states and districts with laws 
and policies pertaining to physical education has increased, although many 
such policies remain weak. For example, most states and districts have 
policies regarding physical education, but few require that it be provided 
daily or for a minimum number of minutes per week. Those that do have 
such requirements rarely have an accountability system in place. Although 
some comprehensive national guidelines exist, more are needed to define 
quality standards for policies on school-based physical activity and to cre-
ate more uniform programs and practices across states, school districts, and 
ultimately schools.