Monica A.F. Lounsbery

This paper reviews the authors’ evolution as kinesiology scholars to a public health focus via their research on school physical activity (PA) and policy. The authors present key findings from their work, including their recent focus group discussion with 20 school leaders, to substantiate their perspectives about the role that the American Kinesiology Association could play in supporting public health goals and promoting school PA policy. The authors conclude the paper by appealing to American Kinesiology Association to clearly identify PA and its promotion as a central area of study in kinesiology, strengthen its ties to public health, and advocate for putting the “physical” back in the National Physical Education Standards.

Purpose: The purpose of this study was to assess the perspectives of diverse school leaders relative to feasible physical activity (PA) policies and practices. Objectives: Our main objective was to identify barriers to school PA and find creative solutions for overcoming them. A secondary objective was to assess school leaders’ perspectives on the integration of health and education as a function of ASCD’s (the largest professional organization for education leaders in the United States) and the Centers for Disease Control and Prevention’s Whole School, Whole Community, Whole Child model. Methods: We held three focus groups from a convenience sample of ASCD school leaders (n = 20) from Washington, Oregon, and California. They were stratified by their experiential backgrounds (i.e., school, district, and varied-context levels), and we used a standardized protocol and script. Audio records were transcribed, and data were analyzed using the constant comparative method. Results: Time requirements for other subject areas were identified as the primary barrier to school PA, and the absence of clear physical education (PE) outcomes was cited as cause for the marginalization of PE. Developing clear PE outcomes, especially focusing on physical fitness and PA, was posited as a solution. Participants agreed that numerous school opportunities for PA were needed, but legal liability was a concern. Although they supported subject matter content integration, leaders at all levels lacked familiarity with the Whole School, Whole Community, Whole Child model. Conclusions: Limited time during the day is the greatest barrier to PA in schools, and programs without specific outcomes are allocated less time. Leaders recognize the importance of having multiple PA program opportunities and PE having clear outcomes. Implications for Policy: School leaders from diverse levels should be enlisted when designing PA policy and practice. Policies that include measurable outcomes for PE may serve as a catalyst for improving programs.

This article provides a general summary of school physical activity policies, addresses the appeal of policy as means to increase school physical activity, identifies general policy research approaches and findings, and outlines perspectives on future policy research in schools. It begins with an overview of the elementary school physical activity environment, distinguishes policies from practices, and outlines why school physical activity policy can be considered as a viable solution for improving population-level physical activity and health. Next, it describes relevant aspects of policy and provides an overview of policy-related research aims and findings. Lastly, it provides perspectives on policy research efforts that are needed to support evidence-based advocacy efforts.