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Considering Physical Activity in All 
School-Related Policy Decisions
Recommendation 2: Federal and state governments, school systems at 
all levels (state, district, and local), city governments and city planners, 
and parent-teacher organizations should systematically consider access 
to and provision of physical activity in all policy decisions related to the 
school environment as a contributing factor to improving academic per-
formance, health, and development for all children.
Many examples exist of effective and promising strategies for increas-
ing vigorous- and moderate-intensity physical activity in schools. The most 
thorough yet often most difficult to implement are multicomponent inter-
ventions based on a systems approach that encompasses both school and 
community strategies. For strategies with a singular focus, the evidence is 
most robust for interventions involving physical education. Although physi-
cal education curricula should not focus only on physical activity, those 
curricula that do emphasize fitness activities result in more physical activ-
ity. Quality physical education curricula increase overall physical activity, 
increase the intensity of physical activity, and potentially influence body 
mass index (BMI) and weight status in youth. However, the lack of consis-
tent 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 physi-
cal education classes in schools across the nation (see Recommendation 4).
Beyond physical education, opportunities for increasing physical 
activity are present both in the classroom and, for elementary and middle 
schools, during recess. Classroom physical activity and strategies to reduce 
sedentary time in the school setting hold promise for increasing overall 
physical activity among children and adolescents, yet isolating the impact 
of these strategies is complex, and they are often met with resistance from 
key stakeholders. With respect to recess, its use to increase physical activity 
is a nationally recommended strategy, and there is evidence that participat-
ing in recess can increase physical activity and improve classroom behavior. 
However, implementation of recess across school districts and states is not 
currently at a sufficient level to increase physical activity. 
Effective and promising strategies beyond the school day include after-
school programming and sports, as well as active transport to and from 
school. After-school programming and participation in sports are important 
physical activity opportunities in the school setting, but implementation of 
and access to these opportunities vary greatly. Moreover, formal policies 
adopting physical activity standards for after-school programs are needed. 
Finally, evidence shows that children who walk or bike to school are more 

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Educating the Student Body: Taking Physical Activity and Physical Education to School
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