Hans van der Mars

Background: Youth physical activity in the United States remains low, with disparities by socioeconomic status (SES). Physical education (PE) is an effective structural intervention, yet implementation is below recommendations. This study examines whether elementary school SES is associated with the implementation of recommended PE practices. Methods: Elementary school data from School Health Map were merged with National Center for Education Statistics data to fit four mixed‐effects logistic models with SES and locale as fixed effects and state as a random intercept. Outcomes were four recommended PE practices. Results: Schools with lower SES had higher odds of meeting recommended weekly instructional minutes compared to high‐SES schools. However, low‐SES schools also had higher odds of allowing students to be withheld from PE for disciplinary or academic reasons and lower odds of employing qualified PE teachers. State‐level factors appeared to influence physical education minutes, class size, and teacher qualifications. Implications for School Health Policy, Practice, and Equity: Addressing disparities in PE practices will require coordinated state, district, and school‐level efforts that go beyond weekly instructional time to prevent withholding PE, ensure manageable class sizes, and support qualified teachers. Conclusions: Low‐SES schools met PE minutes more often, but other equity gaps remained.

Background: Students with disabilities (SWD) face higher risks of obesity and lower physical activity (PA) levels compared to students without disabilities (SWOD). Comprehensive School Physical Activity Programs (CSPAP) aim to provide equal PA opportunities for all students, yet activity differences in moderate‐to‐vigorous physical activity (MVPA) among SWD in secondary schools remain understudied. Methods: This study measured MVPA levels and environmental factors throughout the school day and during three CSPAP components—Physical Education, before‐school PA, and lunchtime recess—using activity monitors and observation tools. Participants included 124 students in grades 6–8 (33 SWD). Results: SWD were significantly less active than SWOD during the school day, Physical Education, and recess, but not during before‐school PA. Statistical analyses identified disability status, Physical Education enrollment, and environmental factors, such as organized activities and equipment availability, as important predictors of MVPA across different settings. Implications for School Health Policy, Practice, and Equity: Creating organized, inclusive, and well‐equipped PA environments is essential for reducing MVPA differences between student groups. Results emphasize the need for school health policies ensuring equal access to quality PA opportunities for all students. Conclusion: SWD are less physically active than SWOD during Physical Education and other school‐based PA opportunities.

Purpose : This study evaluated student access to physical education in 26 U.S. states, examining weekly minutes, class sizes, and policy implementation practices. Methods : The U.S. Physical Education and Physical Activity Policy questionnaire was distributed to 40,970 physical education teachers across 26 states. Data were collected on weekly minutes, days/week, class sizes, and policy-related practices. Responses were analyzed to assess physical education access and its correlation with class sizes. Results : Findings revealed that student physical education access is below recommendations, with significant between-state variability. Average weekly minutes were 92.8 in elementary, 151.8 in middle school, 185.9 in high school, and 157.8 for students with disabilities. Positive correlations between minutes/week and class sizes suggest that some schools increase class sizes to maintain instructional time. Conclusion : To address declining physical education access, future efforts should focus on engaging educators and policymakers through advocacy, professional development, and best practices in state policies.

Background: Most US children and adolescents do not meet recommended daily physical activity (PA) guidelines. Determinants of PA are complex; however, access to opportunities precedes actual PA engagement. Schools are well positioned to support student PA through the provision of physical education (PE) and before, during, and after school PA opportunities through comprehensive (ie, expanded) school PA programming. Monitoring access to school PE and PA opportunities is an essential function of public health. However, there are limited comprehensive data across K–12 settings. Therefore, the purpose of this study was to evaluate students’ access to PE and expanded recreation time before, during, and after school PA opportunities in K–12 schools across 25 US states. Methods: The US Physical Education and Physical Activity Policy questionnaire was completed by 4845 K–12 PE teachers across 25 states, representing diverse geographical regions, with responses standardized across varying academic calendars. Descriptive statistics were used to illustrate access to PE and PA opportunities. Results: Access to PE and PA varied, with elementary schools generally providing more opportunities than middle and high schools. There was an overall misalignment with national PE and recess recommendations. Limited before and after school PA opportunities were also reported. Discussion: The relative dearth of access to PE and expanded PA opportunities currently available to students in relation to national guidelines shows a need for states to prioritize expanding access to PE and recreational PA to reduce disparities. To ensure more equitable student access, collaborative efforts among educators, policymakers, and stakeholders are essential.