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Educating the Student Body
SUMMARY
Many examples exist of effective and promising strategies for increas-
ing vigorous- or moderate-intensity physical activity in schools (see 
Table 7-3). The most thorough yet often most difficult to implement are 
multi component interventions designed to increase physical activity using 
a systems approach that entails both school and community strategies. For 
strategies with a singular focus, the evidence is most robust for interven-
tions involving physical education. Physical education can increase overall 
physical activity, increase the intensity of physical activity, and potentially 
influence BMI/weight status in children and adolescents. However, the lack 
of consistent surveillance of physical activity levels during physical educa-
tion classes (especially in elementary and middle schools) impedes monitor-
ing and evaluation of progress toward increasing physical activity through 
physical education in schools across the nation.
Beyond physical education, opportunities for increasing physical activ-
ity are present both in the classroom and, for elementary schools, during 
recess. Classroom physical activity and other strategies designed to reduce 
sedentary time in the school setting hold promise for increasing overall 
physical activity among children and adolescents, yet isolating their impact 
is complex, and they often are met with resistance from key stakeholders. 
Recess is a nationally recommended strategy for increasing physical activity, 
and evidence indicates that participating in recess can increase vigorous- or 
moderate-intensity as well as light-intensity physical activity and improve 
classroom behavior. However, this strategy currently is not being imple-
mented in sufficiently high doses to make a major impact.
Effective and promising strategies beyond the school day also exist, 
including after-school programming and sports teams, as well as active 
transport to and from school. School sports and after-school programming 
offer important physical activity opportunities in the school setting, but 
access and implementation vary greatly. Formal policies also are needed 
to specify physical activity standards for after-school programs. Evidence 
shows that children who walk or bike to school are more physically active 
than those who do not. Successful active transport interventions address 
policy and infrastructure barriers. 
Also associated with the school environment are agreements between 
schools and communities to share facilities as places to be physically active. 
Although this is a relatively new research topic, these joint-use agreements 
can provide youth with additional opportunities for out-of-school physical 
activity. Further research is needed on the utilization of facilities resulting 
from these agreements and their impact on physical activity.
For both single- and multicomponent strategies, evidence on effective 
programs and policies is limited by the lack of quality surveillance and a 

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Educating the Student Body: Taking Physical Activity and Physical Education to School
The Effectiveness of Physical Activity and Physical Education Policies and Programs
 
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