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FIGURE 1-4
 
Conceptual framework for physical activity and physical education in the school environment.
NO
TE:
T
he framework applies to all opportunities for physical activity and physical education on K-12 school campuses before
, during,
and after 
school,
including before- and after
-school programming.
a
For example
, professional development/credentials
, staffing,
class size
, class/
program length and frequency
, curricula/instructional materials
, equip
-
ment,
supervision,
use of class time (vigorous- and moderate-intensity physical activity),
use of technology
.
b
Each approach can occur before
, during,
or after school.
Figure 1-4.eps
landscape
Competency/Motiv
ation
Ph
ysical Activity
Social Engagemen
t
Health and De
velopment
Academic P
erf
ormance
Pa
rt
nerships
/
Joint Use
Progra
m
Elements/ Resources
a
Built
En
vironment
/
Infrastr
ucture
P
olicies
,
Regulations
,
Requirements
Activ
e 
Tr
anspor
t
to/from School
Intramural
/
Extramural Spor
ts
Ph
ysical Activity
Dur
ing Recess/ Break
s
Classroom
Activit
y
Ph
ysical
Education (PE)
Qualit
y
Scalability
Sustainability
Stak
eholder/
Community
Suppor
t
Monito
ring
and
Accountability
Programmatic/
Policy
Approaches
b
Impact
Factors
Intermediate
Outcomes
Ultimate
Outcomes
Support 
for
Implementation
and Sustainability
Reach
Ph
ysical

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Copyright © National Academy of Sciences. All rights reserved.
Educating the Student Body: Taking Physical Activity and Physical Education to School
Introduction
 
29
extramural sports, active transport to and from school, classroom physi-
cal activity, before- and after-school programs, recess, and other types of 
breaks. (Although the framework applies to all opportunities for physical 
activity and physical education on K-12 school campuses before, during, 
and after school, including onsite preschool and after-school programming, 
summer was not considered independently.) 
Factors affecting a program’s impact toward achievement of the ulti-
mate outcomes include the quality (fidelity) of implementation, the scal-
ability of the program (its ability to move beyond an individual school or 
class to affect a broader population of schools and youth), and the reach 
of the program—whether it is available to all students and is unaffected by 
potential disparities. Finally, the committee believed that sustainability was 
a critical factor to consider, an issue that is central to the systems thinking 
that guided its deliberations.