17.6.1: The Role of Schools
- Page ID
- 243582
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- Analyze barriers and facilitators to implementing effective physical activity programs in school settings.
- Summarize the components of whole-school models like CSPAP and discuss their impact on student health and wellness.
Physical Education
Historically, physical education was viewed primarily as a means of improving athletic ability and physical fitness. Over time, particularly in response to growing concerns about childhood obesity and sedentary lifestyles, physical education (PE) has increasingly been recognized as an essential component of public health promotion. Modern physical education curricula aim not only to improve fitness but to cultivate skills and confidence in a variety of physical activities, encourage lifelong physical activity, and address health disparities (Pate et al., 2006).
Attitudes toward physical education (PE) among students can significantly impact their engagement and participation. Research indicates that students are more likely to enjoy and participate in physical education (PE) when it is inclusive, non-competitive, and focuses on personal improvement rather than performance comparison (Subramaniam & Silverman, 2007). A positive physical education (PE) environment that emphasizes effort, skill development, and enjoyment can foster long-term motivation to remain physically active. However, negative experiences, such as embarrassment, body shaming, or fear of failure, can contribute to student disengagement, especially among girls and students with lower physical ability or self-esteem.
To combat these issues, contemporary PE programs emphasize developmentally appropriate, inclusive instruction and the integration of health education. There has also been a shift toward evidence-based approaches, where physical education is strategically used to support not only physical health but also academic achievement and social-emotional competence.
Additionally, PE teachers are increasingly recognized as key players in whole-school health initiatives. As advocates for school-wide physical activity initiatives, they can influence policies, lead staff wellness programs, and support classroom teachers in integrating movement into lessons. The recognition of physical education as a public health intervention highlights its importance not only for individual student development but also for population-level health improvements.
Recess
Recess provides an opportunity for unstructured time for physical activity and social interaction. The CDC and SHAPE America recommend that elementary schools offer at least 20 minutes of recess per day, separate from physical education classes (CDC, 2019). Recess supports not only physical health but also cognitive functioning, as movement breaks help children focus and regulate behavior in the classroom. Opportunities for play and peer interaction during recess also promote social skills and emotional development. Unfortunately, in some schools, recess time is reduced or withheld as a form of punishment, a practice discouraged by professional organizations, such as the AAP Council on School Health (2013).
Intramural Activities
Figure \(\PageIndex{2}\). Intramural soccer. Image by the University of Hawaii-West O'ahu is licensed CC BY-ND 2.0.
Intramural sports and extracurricular physical activities provide additional opportunities for students to stay active before, during, or after school. Unlike competitive sports, intramural programs are generally non-competitive and inclusive, encouraging broad participation. These programs can help children discover new interests, build confidence, and develop a lifelong appreciation for movement. Participation in organized extracurricular activities is also associated with positive academic and behavioral outcomes (Fox et al., 2010). However, access to these programs can be unequal, with disparities based on factors such as school funding, location, and socioeconomic status.
Whole-School Models
Whole-school models, such as the Comprehensive School Physical Activity Program (CSPAP) framework, aim to embed physical activity throughout the school day and culture. CSPAP includes five components:
- quality physical education,
- physical activity during school (including recess and classroom movement),
- physical activity before and after school,
- staff involvement, and family and
- community engagement (CDC, 2019).
These models emphasize collaboration across school roles to create an environment that encourages and supports physical activity holistically. Research shows that whole-school approaches can significantly increase physical activity levels and improve students' physical and mental health outcomes (Brusseau & Burns, 2016).
References, Contributors and Attributions
American Academy of Pediatrics Council on School Health. (2013). The crucial role of recess in school. Pediatrics, 131(1), 183–188. https://doi.org/10.1542/peds.2012-2993
Brusseau, T. A., & Burns, R. D. (2016). Comprehensive school physical activity programs: Helping all students achieve 60 minutes of physical activity each day. Journal of Physical Education, Recreation & Dance, 87(4), 5–9. https://doi.org/10.1080/07303084.2016.1142196
Centers for Disease Control and Prevention. (2019). Strategies for recess in schools. U.S. Department of Health and Human Services. https://www.cdc.gov/healthyschools/physicalactivity/recess.htm
Fox, C. K., Barr-Anderson, D., Neumark-Sztainer, D., & Wall, M. (2010). Physical activity and sports team participation: Associations with academic outcomes in middle school and high school students. Journal of School Health, 80(1), 31–37. https://doi.org/10.1111/j.1746-1561.2009.00454.x
Pate, R. R., O’Neill, J. R., & McIver, K. L. (2006). Physical activity and health: Does physical education matter? Quest, 58(1), 60–70. https://doi.org/10.1080/00336297.2006.10491879
SHAPE America. (2016). Shape of the Nation: Status of physical education in the USA. https://www.shapeamerica.org/advocacy/son/
Subramaniam, P. R., & Silverman, S. (2007). Middle school students’ attitudes toward physical education. Teaching and Teacher Education, 23(5), 602–611. https://doi.org/10.1016/j.tate.2007.02.003