Position Statement
Comprehensive School Physical Activity Programs: Opportunities and Access for All
Position
SHAPE America – Society of Health and Physical Educators recommends that all schools implement a Comprehensive School Physical Activity Program (CSPAP).
Purpose
This position statement addresses how schools can rise to the challenge of creating a positive school culture through a relationship-oriented school climate with physical education and physical activity as cornerstones.
Core Issue
Schools face an incredible challenge in providing students with equitable and inclusive academic, social-emotional, and physical development. Students, staff, faculty, parents, and the community need to work together to foster a culture of collaboration and shared responsibility to improve academic, social-emotional, and physical outcomes among children and adolescents
Intended Audience
This position statement was prepared for all school administrators, educators and support staff, coaches, parents, other professionals that work with children and young adults in school settings, and the entire school community.
The Need for Physical Activity
Physical activity is important to the overall health and well-being of all age groups of people, including school-age children and adolescents. The benefits of physical activity are welldocumented and include the mitigation of many health risks, such as those for developing Type 2 diabetes, high blood pressure, and high blood cholesterol (Centers for Disease Control and Prevention [CDC], 2022a).
Physical activity also contributes to the building and maintenance of healthy bones and muscles, improved health-related fitness, and positive social and mental health. While childhood obesity continues to be a top public health concern throughout the United States, physical activity is a well-established critical tool for preventing and treating obesity and its related risk factors (CDC, 2022b; U.S. Department of Health and Human Services, 2018).
The Role of Physical Activity in Improving School Outcomes
Physical activity is an educational tool often overlooked in the quest to nurture resilient, lifelong learners. Schools do not always think of the multiple benefits of physical activity to increase academic achievement, address positive mental and physical health, create a culture of collaboration to reduce violence and bullying, improve morale, reduce burnout, and foster positive relationships among students, teachers, staff, and the community.
Among the many educational models designed to improve school outcomes, the socialecological model has been implemented for violence prevention, bullying, and improved levels of physical activity. Through this lens, social determinants of health are identified and, when possible, are tailored in ways to surround students with healthy and active options.
Schools are in an ideal position to influence children’s well-being through improved physical activity participation because of the number of agents (e.g., teachers, administration and support staff) and the amount of time children spend in schools. Evidence-based models provide school boards, administrators, teachers, parents, and the community with helpful ideas to provide each child with opportunities to reach at least 30 minutes of physical activity during the school day toward their daily 60 minutes of physical activity as recommended by the CDC (2022b) and the U.S. Department of Health and Human Services (2018).
While evidence supports the comprehensive implementation of physical activity before school, during the school day, and during the critical after-school hours of 3-7 p.m., it is clear that schools can begin to improve student outcomes with the addition of one new physical activity initiative at a time. Success breeds success, so building physical activity into the fabric of the school will likely have a huge return on investment for years to come.
Schools should strive to provide students with opportunities to learn the skills that are needed to become competent movers, view physical activity as important and enjoyable, become confident in participating in physical activity, and discover physical activities that cultivate the habits that lead to being active for a lifetime (U.S. Department of Health and Human Services, 2018).
The evidence for providing opportunities for students to be physically active in the school context is overwhelming, as seen in Table 1 below.
Table 1. Benefits of School-Based Physical Activity
Benefits of School-Based Physical Activity
Improve academic performance
Increase cognitive function
Boost mental health
Improve classroom behavior
Improve social and emotional well-being
Recognize the value and enjoyment of physical activity
Develop motor competence
Enhance physical fitness
Improve bone health
Sources (e.g., systematic reviews, guidance documents, large-scale research)
CDC, 2022; Donnelly et al., 2016; Marques et al., 2017; Rasberry et al., 2011
CDC, 2022; Donnelly et al., 2016; Singh et al., 2019; Trudeau & Shephard, 2008
CDC, 2022; ODPHP, 2022
CDC, 2022; Biddle & Asare, 2011; Rasberry et al., 2011
CDC, 2022; ODPHP, 2022; Pozo et al., 2018
Burns et al., 2017; Coulter & Woods, 2011; Naylor et al., 2015
Holfelder et al., 2014; Jones et al., 2020; Lander et al., 2017
CDC, 2022; Donnelly et al., 2016; ODPHP, 2022
CDC, 2022; ODPHP, 2022
What Is a Comprehensive School Physical Activity Program?
A CSPAP is a multi-component approach by which school districts and schools use all opportunities for students to be physically active, help meet the nationally recommended 60 minutes of physical activity each day, and develop the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity.
The five components of a CSPAP are:
1. Physical education;
2. Physical activity during school;
3. Physical activity before and after school;
4. Staff involvement; and
5. Family and community engagement.
1. Physical Education
Physical education is an academic subject and serves as the foundation of a CSPAP. Physical education provides K-12 students with a planned, sequential, standards-based program of curricula and instruction designed to develop motor skills, knowledge, and behaviors for healthy active living, physical fitness, sporting behavior, self-efficacy, and emotional intelligence.
The essential components of a quality physical education program include policies and environment, curriculum, appropriate instruction, and student assessment (SHAPE America, 2015). Schools can include one or more of the following ideas found in Table 2:
Table 2. Examples of Comprehensive Physical Education for Promoting Physical Activity
Elementary School Secondary School
Implement a planned, sequential K-12 curriculum (course of study) that is based on the National Physical Education Standards
Develop skills, knowledge, and attitudes for lifelong physical activity
Teach recreational games as part of the physical education curriculum with the intent for students to participate at recess.
Maximize physical activity time and practice opportunities during physical education class.
Verbally and nonverbally encourage students to engage in physical activities beyond the physical education classroom.
Implement a planned, sequential K-12 curriculum (course of study) that is based on the National Physical Education Standards
Scaffold developmentally appropriate motor skills, strategic knowledge, and behaviors for lifelong physical activity.
Teach recreational activities as part of the physical education curriculum with the intent for students to participate beyond physical education.
Maximize physical activity time and practice opportunities during physical education class.
Verbally and nonverbally encourage students to engage in physical activities beyond the physical education classroom.
2. Physical Activity During the School Day
Along with physical education classes, students need additional opportunities for physical activity throughout the school day to help meet the recommended 60 minutes or more of daily physical activity. The main ways students can participate in physical activity during the school day are recess, physical activity integrated into classroom lessons, physical activity breaks in and outside the classroom, and lunchtime clubs or intramural programs.
These opportunities should be offered to all grade levels K-12 and not exclude middle and high school youth, who also can benefit from engaging in physical activity throughout the school day.
Schools can include one or more of the following ideas found in Table 3:
Table 3. Examples of Physical Activity for Students During the Day
Elementary School Secondary School
Start the day with a school-wide morning activity via classroom media
Provide opportunities for daily walks, brain energizers, fitness breaks, and sports
Participate in low-organized, teacher-led games or rhythmic experiences
Engage in brief (3-5 minutes) active transitional activities between classroom tasks
Integrate movement into academic content.
Provide daily recess for at least 20 minutes
Host school-wide special events (e.g., walking programs, physical activity-oriented fundraisers, field days)
Start the day with a school-wide morning activity via classroom media
Provide opportunities for daily walks, brain energizers, fitness breaks, and sports
Extend lunchtime to allow for “drop-in” physical activity sessions organized in the gymnasium and/or outdoors
Form physical activity clubs that meet during scheduled “club meeting days.”
Provide the option to be active during lunch and study hall time
Integrate movement into academic content
Host school-wide special events (e.g., walking programs, physical activity-oriented fundraisers, field days).
3. Physical Activity Before and After School
Offering students opportunities for physical activity before and after school is an effective way for students to increase their overall physical activity levels. Before- and after-school physical activity programs offer students an opportunity to be physically active instead of waiting in a sedentary setting for the school day to begin or end, and might include a walking/biking to school program, physical activity clubs, and intramural programs (e.g., programs that are voluntary, student-centered, and give equal opportunity for all students to participate), informal recreation or play on school grounds, physical activity in school-based child care programs, integrating physical activity in homework during out-of-school hours, and interscholastic sports. Finally, before- and after-school physical activity programs can be coordinated with communitybased organizations (e.g., YMCAs, community parks and recreation) and delivered in school settings, providing benefits to the students, families, and community members.
Schools can include one or more of the following ideas found in Table 4:
Table 4. Examples of Physical Activity for Students Before and After School Elementary School Secondary School
Encourage students and staff to walk and/or bike to school.
Provide intramural sports (upper elementary)
Establish physical activity clubs.
Encourage youth to participate in sports and activity opportunities in the community.
Encourage directors and employees of traditional daycare/after-school programs to incorporate physical activity opportunities.
Provide opportunities for informal recreation or play on school grounds.
4. Staff Involvement
Encourage students and staff to walk and/or bike to school.
Provide intramural sports
Provide interscholastic sports.
Establish student- or adult-led physical activity clubs.
Provide opportunities for informal recreation or play on school grounds
Staff Involvement in the CSPAP and support for school employee wellness and leadership training contribute to the overall culture of physical activity at a school. School employee wellness programs improve staff health, increase physical activity levels, and are cost-effective.
School staff that are committed to good health practices are positive role models for students and may show increased support for student participation in physical activity. Teachers and other school staff members can integrate physical activity into classroom academic instruction and breaks, and support recess, intramurals, and other physical activity offerings.
Schools can include one or more of the following ideas found in Table 5:
5. Examples of Staff Involvement Opportunities Staff Involvement Opportunities
Offer school and community-wide wellness programs
Serve as a physical activity role model
Sponsor physical activity clubs, intramural sports, and other physical activity opportunities.
5. Family and Community Engagement
Family and community engagement in school-based physical activity programs provide numerous benefits. A successful CSPAP works with students, faculty, staff, parents, and others to engage in physical activity offerings in settings both within the school and in the community and, thereby, fosters the development of a lifetime of physical activity.
When families are active together, they spend additional time together and experience health benefits. Parents, guardians, or other family members can support a CSPAP by participating in evening or weekend special events or by serving as physical education or physical activity volunteers.
Community involvement allows maximum use of school and community resources and creates a connection between school and community-based physical activity opportunities. Community organizations might provide programs before or after school or establish joint-use or shared-use agreements with schools.
Schools can include one or more of the following ideas found in Table 6:
Table 6. Examples of Family and Community Engagement Opportunities
Family Engagement Opportunities Community Engagement Opportunities
Establish school and community-wide wellness programs
Encourage parent/guardian role modeling
Support physical activity clubs, intramural sports, and other physical activity opportunities.
Invite local organizations/businesses/clubs to be guest presenters to promote physical activity during school (e.g., martial arts instructor provides martial arts class after school)
Establish school and community-wide wellness programs
Encourage a community culture of physical activity
Support physical activity clubs, intramural sports, and other physical activity opportunities
Invite local organizations/businesses/clubs to be guest presenters to promote physical activity during school (e.g., martial arts instructor provides martial arts class after school)
Strategies for Implementing a Comprehensive School Physical Activity Program
While no “one size fits all” strategy exists, successful schools have identified the following list of key factors that contributed to their success:
• Take ownership. Develop a sense of belonging because what we do is valuable. Get organized to ensure positive results.
• Conduct a needs assessment. Develop goals for students, faculty/staff, and the community.
• Use a calendar. Give notice of events early, highlighting certain events/weeks.
• Make use of available programs and resources. Consider all options, including indoor/outdoor space, pre-existing programs, and community resources.
• Show enthusiasm. Be energetic and flexible and avoid simple frustrations stemming from lack of progress.
• Provide professional development. Make plans for growth and improvement, share ideas, and communicate with others.
• Evaluate the program annually. Identify areas in which the school is doing well. Target areas in which the school needs improvement.
Conclusion
A CSPAP provides educators, administrators, and schools with the guidance they need to promote equitable and inclusive academic, social-emotional, and physical development for all students.
Whether a school can provide one new program or can embrace comprehensive integration of all five components of CSPAP, the program(s) should help all involved in the success of schoolaged children and adolescents regardless of ability or developmental level meet national recommendations for physical activity (U.S. Department of Health and Human Services, 2018) When possible, schools must make accommodations to ensure the safety of and appropriate environment for all involved.
References
Centers for Disease Control and Prevention. (2022a). Benefits of physical activity.
https://www.cdc.gov/physicalactivity/basics/pa-health/index.htm
Centers for Disease Control and Prevention. (2022b). How much physical activity do children need?
https://www.cdc.gov/physicalactivity/basics/children/index.htm
SHAPE America – Society of Health and Physical Educators. (2015). The essential components of physical education.
https://www.shapeamerica.org/upload/TheEssentialComponentsOfPhysicalEducation.pdf
U.S. Department of Health and Human Services. (2018). Physical activity guidelines for Americans, 2nd edition. Washington, DC: U.S. Department of Health and Human Services.
Suggested Citation
SHAPE America – Society of Health and Physical Educators. (2023). Comprehensive school physical activity programs: Opportunities and access for all. [Position statement]. Reston, VA: Author.
Acknowledgement
Contributing Authors
Timothy A. Brusseau Jr., University of Utah
Heather Erwin, University of Kentucky
Taemin Ha, City University of New York – Queens College
Rick Howard, West Chester University
Robert Knipe, Southern Connecticut State University
Lisa Paulson, University of Northern Colorado
