8.10.2: Physical Education and Physical Activity

Just as food environments are key to nutrition, the policies and physical structures of our environment influence choices around physical activity. Is a neighborhood walkable? Is it safe and well-lit? How about policies in the workplace or school that support physical activity and play? Schools are especially important in setting lifelong patterns of activity, and for that reason physical education (gym class) is discussed here.

According to evidence-based guidelines from the U.S. Department of Health and Human Services (HHS) and the CDC, children between the ages of 6-17 should be getting at least 60 minutes of moderate to vigorous physical activity each day. This can include age-appropriate activities such as sports, dance, exercise, and unstructured play. Any type of physical activity that is aerobic in nature, or promotes muscle or bone strengthening can be beneficial for both physical health and for cognitive skills like memory and focus (HHS, 2018). Childhood is also the best time to learn and develop motor skills such as running, skipping, jumping, throwing, catching, and balancing - foundational skills that increase the likelihood of participation in organized sports, dance, and exercise later in life. Although young children do tend to participate in physically active unstructured play “naturally”, the development of motor skills also requires instruction and practice, emphasizing the additional need for structured physical education during childhood. In fact, the combination of both structured physical education and opportunities for unstructured play allows for children to practice skills and improve their health and fitness (Moon et al., 2024). See Fig. \(\PageIndex{1}\) for more benefits of physical activity during childhood.

Figure \(\PageIndex{1}\): Benefits of School-Based Physical Activity. (Copyright; CC0 CDC.gov https://www.cdc.gov/healthyschools/physicalactivity/school_pa_benefits.htme)

Physical activity also does not take away from academic time - in fact, it can play a supportive role. There is ample evidence at this point in time that physical activity can acutely improve the learning experience. Integrating physical activity into classroom lessons or creating activity breaks throughout the school day has been shown to improve students’ focus and educational outcomes (Lansky, 2022). Although there isn’t enough data to suggest that physical activity levels directly improve grades in high school, there is definitely a correlation between physical activity, less sedentary time, and higher grades earned (Youth Risk Behavior Surveillance System (YRBSS), 2023). The research on whether physical activity interventions improve academic performance is mixed, but mostly indicates a positive or neutral effect (Rasberry et al., 2011).

Current data suggest that less than a quarter (24%) of U.S. children and youth achieve the recommended minimum amount of daily physical activity. Just over 50% of U.S. high school students get daily physical activity and about the same percentage report attending physical education classes in an average week (CDC, 2022a). Total physical activity tends to decrease as children get older, with the sharpest declines happening in middle school. Girls tend to be less active than boys and experience a sharper decline as they enter higher grades (Pate et al., 2022). Perhaps this is due to increasing academic demands, whether or not students participate in organized sports, or even social and cultural pressures that cause a decrease in unstructured play. In the most recent Youth Risk Behavior Survey (YRBS) data from 2021, the percentage of high school students playing on at least one sports team dropped below 50% for the first time since 1999 - likely influenced by precautionary measures taken during the COVID-19 pandemic (Youth Risk Behavior Surveillance System (YRBSS), 2023).

Schools can provide opportunities for students to learn and practice physical skills, and engage in physical activity during the school day, and also before and after school hours. A comprehensive school physical activity program (CSAP) includes the community, staff, and families in promoting physical activity throughout the day. Installing safe playground equipment and maintaining school grounds and gymnasiums can encourage physical activity during recess. Physical education curriculum should teach students skills for lifelong physical activity, as well as supporting age-appropriate motor development, emotional intelligence, ethical behaviors in competition (aka “sportsmanship”), and self-efficacy. This requires a trained, certified physical education teacher. Partnerships with community resources (afterschool programs, sports clubs etc.) and keeping school yards and playgrounds open for the community can provide opportunities for physical activity outside of school hours. Safe sidewalks, paths, and street crossings can support active transport to and from school. Finally, emphasizing the importance of physical activity for children can also spill over into the rest of the community - whether via employee wellness programs or family activity events (CDC Healthy Schools, 2021, Seabert et al. 2021).