Public Health - Physical Education (Year End Report -- 2004)

Subject: Public Health
Title: Physical Education (Year End Report -- 2004)

Date: 12/31/2004

By: Catherine Henze with contributions by Carla I. Plaza

In the past 30 years, the prevalence of overweight and obesity among children and adolescents has increased alarmingly. Because overweight and obesity increase the risk for chronic illnesses and associated health care costs, reducing and preventing obesity has become a top health priority among lawmakers. During the past three years, the media, the food and beverage industry, public health advocates and both federal and state policymakers have devoted significant attention to this escalating health problem and its associated risk factors. This issue brief outlines the role of state physical education policy to address childhood obesity. This report will provide information on the issues surrounding childhood obesity and physical education, physical education guidelines, related legislative history, 2004 physical education legislative actions and state physical education statutes.

Childhood Overweight and Obesity

According to the Centers for Disease Control and Prevention's (CDC) National Health and Nutrition Examination Surveys (NHANES) 1976-80 and 1999-2002, the percentage of overweight children ages 6 to 11 more than doubled to 16 percent, and the percentage of overweight adolescents ages 12 to 19 more than tripled to 16 percent.¹ The prevalence increases in adulthood.² Overweight children and adolescents are at 70 percent to 80 percent higher risk of becoming overweight or obese adults, which increases the risk for chronic diseases, such as high blood pressure, high cholesterol, type II diabetes and heart disease.^1,3 Type II diabetes, once considered adult-onset diabetes, has dramatically increased among children in recent years.^3,4 Other health consequences include a greater risk of low self-esteem, depression and asthma.^3,4 An estimated 300,000 deaths per year are attributed to overweight and obesity.⁴

Some worry that the childhood obesity epidemic could not only spawn serious future health problems but also further contribute to rising health care costs. The annual direct and indirect health care costs associated with overweight and obesity have put additional strain on state and federal government budgets.⁵ The annual hospital costs related to childhood obesity from 1979 to 1981 were $35 million, calculated in 2001 dollars.⁶ That number increased to $127 million during 1997 to 1999.⁶ In comparison, the total cost of obesity in the U.S. for 2000 was estimated at $117 billion.^6,7 This includes $61 billion for direct medical costs and $56 billion for indirect costs such as loss of productivity, absenteeism and income lost due to related morbidity or premature mortality.^5,6 Specifically, more than $76 billion of direct health care costs in 2000 were associated with physical inactivity.^6,8

The Role of Physical Activity

The CDC reports that the main causes of childhood obesity are lack of physical activity and unhealthy eating behaviors with genetics and other lifestyle factors also playing a role.³ This is not surprising, as society has become increasingly sedentary.^3,9 Sedentary forms of entertainment -- video games, television and surfing the internet -- are replacing more active forms of leisure activity.^3,9 The changing availability and requirements of physical education also have contributed to the general decrease in children's physical activity levels.⁹ A study conducted by the CDC indicates that 61.5 percent of children ages 9 to 13 years do not participate in any organized physical activity during their non-school hours and that 22.6 percent do not engage in any free-time physical activity.¹⁰ Similarly, more than one-third of youth in grades 9 through 12 do not regularly engage in vigorous physical activity.⁶ Between 1991 and 2001, daily participation in high school physical education classes dropped from 42 to 32 percent.⁷ This trend continues into adulthood, as physical activity tends to decrease with age.⁷ More than 50 percent of adults do not get enough physical activity to produce health benefits.⁷

Physical inactivity is a risk factor for overweight and chronic diseases and is associated with needing more health care.^6,7,8,10 Regular physical activity, on the other hand, is associated with many short- and long-term health benefits, including weight control, lower blood pressure, improved cardiorespiratory function, a stronger musculoskeletal system and enhanced psychological well-being.^6,8,10

Studies also have shown that physical activity results in improved academic achievement.¹¹ One study found that a reduction of 240 minutes in class time to participate in physical activity resulted in consistently higher math scores.¹¹ Physical activity also appears to reduce disruptive behavior in class and have positive effects on concentration, memory and test scores.¹¹

Physical Education Curriculum Recommended Guidelines

Because there is no federal mandate, state and local boards of education are free to choose the extent and intensity of the physical education curriculum in schools. As a result, there is significant variation among schools' physical education requirements. However, several organizations offer sample policies and recommended guidelines for physical activity and education.

The National Association of State Boards of Education (NASBE) provide sample policies to encourage physical activity and recommend that school administrators develop and implement a similar comprehensive plan that encourages physical activity by including the following:

A sequential program of physical education that involves moderate to vigorous physical activity on a daily basis; teaches knowledge, motor skills, self-management skills and positive attitudes; promotes activities and sports that students enjoy and can pursue throughout their lives; is taught by well prepared and well supported staff; and is coordinated with the health education curriculum
Time in the elementary school day for supervised recess
Opportunities and encouragement for students to voluntarily participate in before- and after-school physical activity programs, such as intramurals, clubs and interscholastic athletics
Joint school and community recreation activities
Opportunities and encouragement for staff to be physically active
Strategies to involve family members in program development and implementation

NASBE also recommends that the program makes effective use of school and community resources and equitably serves the needs and interests of all students and staff, while taking into consideration differences of gender, cultural norms, physical and cognitive abilities and fitness levels.

The National Association for Sport and Physical Education (NASPE) provides four physical activity guidelines for children ages 5 to 12:

NASPE has not published guidelines for adolescents ages 13 to 18.¹³

Federal Activity

The federal government has played a lead role in developing, implementing and advocating strategies, including physical education initiatives, to reduce and prevent overweight and obesity. Many of the strategies directly aim to achieve goals and objectives within Healthy People 2010, a framework designed by the U.S. Department of Health and Human Services.

Since 2000, several reports have been released to address physical activity and obesity and to identify strategies to correct the problem:

The secretary of Health and Human Services and the secretary of Education issued a report in 2000 to former President Bill Clinton titled, Promoting Better Health for Young People Through Physical Activity and Sports. The report identified the problems of physical inactivity and recommended strategies to promote lifelong participation in physical activity and sports.
In 2001, the office of the U.S. Surgeon General issued a report titled, The Surgeon General's Call to Action to Prevent and Decrease Overweight and Obesity. The report stressed the increasing rate of overweight and obesity, highlighted poor nutrition and physical inactivity as major contributors, and recommended strategies to reverse this trend.

In addition, the federal government has appropriated funds to expand on physical education programs.

In 2000, the Physical Education for Progress (PEP) Act authorized a new program under the Elementary and Secondary Education Act, Title X, to provide federal funding for physical education. Under the PEP program, the U.S. Secretary of Education is authorized to award grants to help initiate, expand, and improve physical education programs for grades K through 12 students. In fiscal year 2004, the U.S. Congress appropriated $70 million for PEP activities.
In December 2003, the U.S. Senate passed S.1172, the Improved Nutritional and Physical Activity Act (IMPACT). This legislation aims to amend the Public Health Service Act to authorize a $60 million pilot project to fund community-based programs that address obesity by promoting increased physical activity and good nutrition. However, the bill remains in the House Subcommittee on Health and funding is still subject to appropriations.

The federal government also initiated campaigns promoting healthy lifestyles.

In 2001, Congress directed the CDC to create a media campaign to encourage healthy activity among youth. The five-year, $190 million "VERB: It's What You Do," campaign began in June 2002 and is aimed at children ages 9 to 13. The campaign encourages kids to pick a favorite action verb and do it. The media campaign has appeared on billboards, radio, and television, in print and on tour with Nickelodeon. The CDC also started promoting its "Kids Walk-to-School" campaign to encourage kids to walk to school, if they live within a mile. The CDC published a guide that helps people organize a walking program in their neighborhood and provides safety tips for children and families.
In 2004, U.S. Department of Health and Human Services Secretary Tommy G. Thompson announced a national health education campaign, The Healthy Lifestyles and Disease Prevention Initiative. This media campaign will encourage Americans to make small activity and dietary changes to improve their health.

By the end of 2004, the U.S. Department of Agriculture was completing its five-year review of the U.S. Dietary Guidelines. The USDA expects to release Dietary Guidelines for Americans 2005 in January 2005. The guidelines will include physical activity recommendations.

2004 State Activity

Because childhood serves as the most critical and influential period to instill long-term healthy behaviors, state lawmakers have focused on addressing nutrition and physical education in the state public school systems. Governors and state legislators considered hundreds of legislative bills to further prevent obesity by encouraging healthy eating habits and promoting physical activity. In 2004, the Health Policy Tracking Service noted a considerable increase in the amount of legislation introduced and attention the issue received in state houses across the country.

Strengthening Physical and Health Education Curriculums
Legislators in 31 states (highlighted in the map) sought to set standards or increase requirements for health and physical education. Although several measures establishing specific standards were introduced this year, many stalled in the legislative pipeline. The additional costs associated with implementing these standards and the greater emphasis being placed on academic standards, made passage of such measures difficult for legislative sponsors. Of the 76 bills monitored by HPTS that received consideration by the legislatures, only the measure enacted in Louisiana went as far as setting specific requirements for physical education classes. The new law calls for at least 30 minutes of moderate to vigorous daily physical activity for public school students attending grades K through 6. It also calls for a pilot program in schools with grades 7 to 10 to measure aspects of health-related fitness and measure the improvement of each student. Connecticut enacted a law mandating that school boards offer each student in grades K through 5 a period of physical exercise every day.

The Washington State School Directors' Association recently released its model policy to the governor and legislature as mandated by S.B. 5436. The model policy suggests, in addition to existing state physical education requirements, that middle school students receive 30 minutes of aerobic activity every day and that elementary students have daily recess periods for active play. Vermont is in the process of developing a model physical education policy.

Establishing Committees and Councils
Several states established task forces, committees or advisory councils to study or address nutrition and physical education. Before setting policies, legislators in these states required members of these advisory committees to gather more information, learn what approaches work best, and build a consensus among public and private policymakers and leaders. Legislation enacted in New Hampshire requires the Department of Education to develop a policy on physical education recommendations for schools. The New Mexico House of Representatives passed a resolution creating a committee to study the effects of the lack of physical and nutrition education and of sales of low-nutrition foods and beverages in schools. New Jersey established the New Jersey Obesity Prevention Task Force to expand obesity prevention throughout the state, and Oklahoma mandated the formation of a committee in each school to address physical education, nutrition and health.

In other states, related task forces and commissions released their final reports this year. The Governor's Task Force on the Obesity Epidemic in Florida issued a final report focused on improving nutrition and physical activity. The task force recommended statewide physical education classes for schools. Maine's Commission to Study Public Health finalized its policy recommendations to the state legislature, most of which addressed health, nutrition and physical activity for the residents of Maine. The Department of Education's Task Force on Student Nutrition and Physical Activity in South Carolina released recommendations to assist schools in strengthening their nutritional and physical activity policies.

State Physical Education Standards

Based on recent analysis by HPTS, 44 states have statutes or codes that mandate physical education to be provided as part of public school curriculum. Although states may mandate physical education to be provided, student enrollment or participation in physical education may not be required. Most states with physical education programs provide exemptions for special needs, physical limitations, illness or injury, or religious reasons. Thirty-seven states and the District of Columbia specifically require high school students to complete physical education credit to graduate. Most other states give the local school boards responsibility to establish graduation requirements. Although most states require physical education to be taught and for graduation, accountability and enforcement of physical education requirements remain at a local level. Not all schools and school districts have the resources to provide and enforce physical education instruction. The map below highlights the state physical education requirements. The following details the states' varying requirements for physical education:

Alabama:

Mandates every public and private school, except church schools, provide a system of physical education to follow Department of Education standards
Requires daily physical education in grades K through 8; a minimum of 30 minutes daily of physical education at the elementary level
Recommends students in grades 7 through 8 receive a minimum of 50 minutes daily but may have a minimum of 30 minutes daily when housed with elementary grade levels
Daily physical education classes for grades K through 8 must be taught or supervised by physical education certified teachers
Requires one credit of physical education to graduate high school
Curriculum must follow standards within Alabama Course of Study: Physical Education
Passed SJR 97 urging the Department of Education and Alabama Board of Education to end the practice of exempting students from physical education requirements and recommends that the current policy for waivers be reviewed

Alaska:

Physical education is encouraged, but not required by any statute or administrative code
Requires one credit (2 semesters) in health or physical education to graduate high school

Arizona:

Requires health/physical education to be taught in grades K through 8
Requires students to demonstrate competency in health/physical education to be promoted from the eighth grade

Arkansas:

Requires a minimum of one hour per week of physical education for every able student in grades K through 8
Requires a half-credit of physical education to graduate high school
Students may be excused for medical or religious reasons
Curriculum follows Physical and Health Education Curriculum Framework
Authorizes schools to send home a health report card detailing the student's health status and body mass index (BMI) and to be accompanied by an explanation of the health effects of BMI, nutrition and physical activity

California:

Requires a minimum of 200 minutes of physical education every 10 days for grades K through 6 and for elementary schools with grades 1 through 8, exclusive of lunch and recess periods
Requires a minimum of 400 minutes of physical education every 10 school days for grades 7 through 12, exclusive of lunch and recess periods
High school students must complete two courses in physical education to graduate unless exempted
Certain exemptions include illness or injury, part-time enrollment, passing the physical performance test administered in ninth grade, post-graduate enrollment, enrollment in a juvenile home or camp, participation in an extracurricular athletic program as a fourth-year senior

Colorado:

Department of Education adopted the Model Content Standards for Physical Education
Standards require students to demonstrate competent skills in a variety of physical activities and sports, competency in physical fitness and knowledge of factors important to participation in physical activity

Connecticut:

Requires all public schools to offer physical education by a qualified instructor
Requires each local and regional school board to offer each student in grades K through 5 a period of physical exercise each full school day; a different schedule may be planned for students with special education needs
Requires one credit of physical education to graduate high school
Students may be exempt for medical reasons or physical limitations
Physical Education Curriculum Framework provides recommended guidelines

Delaware:

Requires each school district to provide a Comprehensive Health Education Program, including physical education for grades K through 12
Requires all students in grades 1 through 8 to be enrolled in physical education
Requires one credit (135 hours) of high school physical education to graduate high school
Students may be exempt for medical or religious reasons
Physical Education Curriculum Framework provides recommended guidelines

District of Columbia:

Requires one and one-half credits of physical education to graduate high school
Students in the evening high school diploma program may be exempt

Florida:

Requires one credit of physical education, including personal fitness assessment, improvement and maintenance, to graduate high school
- Graduation requirement may be waived for students participating in two full seasons of an interscholastic sport at the junior varsity or varsity level, if the student passes a fitness competency test with a score of "C" or better
- One-half credit may be satisfied if the student completes one semester with a grade of "C" or better in a marching band class, physical activity class that requires participation in marching band activities, or a Reserve Officer Training Corps class
Requires each school district board to adopt a physical education policy
Districts without an adopted policy by December 1, 2005, must provide 30 minutes of physical education three days per week for grades K through 5
Physical education courses must be designed for students to meet the Sunshine State Standards for Health and Physical Fitness

Georgia:

Requires elementary students to be provided with a minimum of 90 hours of health and physical education per academic year
Requires middle schools to offer health and physical education
Requires one credit of health and physical education to graduate high school
State developed Comprehensive Health and Physical Education Program Plan
Joint Committee on Physical Activity recommends mandated daily physical education curriculum for all grades, integration of physical activity benefits in health education curricula, access to school physical activity space outside of school hours, parental involvement in school-based physical activity and a state physical education coordinator with local school health advisory committees

Hawaii:

Requires and provides physical education as a component of elementary, intermediate and high school curricula
Requires one credit of physical education to graduate high school
Provides modified physical education for special needs students
State developed Physical Education Content and Performance Standards

Idaho:

Requires physical education instruction at the elementary and middle school levels
Requires all school districts to instruct students about physical fitness and health

Illinois:

Mandates the school boards to provide health and physical education for all grades K through 12; frequency and duration to be determined by the district
Requires daily participation in physical education classes to be as long as other content areas
Students in grades 11 and 12 may be excused for three reasons: 1) for ongoing participation in an interscholastic athletic program 2) to enroll in an academic class required for high school graduation or 3) to enroll in an academic class required for college admission
Students in grades 9 through 12 may be exempt if enrolled in marching band or Reserve Officer Training Corps programs
Requires school boards to establish a policy to excuse students on an individual basis
State developed Learning Standards for Physical Development and Health

Indiana:

Requires physical education at the elementary, middle and high school levels
Requires each school corporation to include physical fitness in its curriculum
Recommends 105 minutes of motor skills development each week for grades 1 through 3 and 75 minutes each week for grades 4 through 6
Recommends 100 minutes of weekly physical education for middle school students
Recommends two semesters of physical education for high school students
Requires one credit of physical education to graduate high school
State developed Indiana Academic Standards for physical education

Iowa:

Requires all high school students who are physically able to complete one-eighth credit per semester (50 minutes per week) of physical education
12th grade students may be excused from the physical education requirement by the principal of the school if: 1) the student is enrolled in work-study or another educational program that requires the student to be off school premises during the day; 2) the student is enrolled in an academic class not otherwise available; 3) the student participates in an athletic program that requires at least as much time as the physical education requirement.
Students in grades 9 through12 may be excused if requested by a parent or guardian, but must then participate in an athletic program of 50 minutes per week

Kansas:

Requires physical education at the elementary, middle and high school levels
Requires one unit of physical education, of which one-half unit may include health education, to graduate high school
High school graduation requirement may be waived for medical or religious reasons

Kentucky:

Requires physical education at the elementary, middle and high school levels
Requires one-half credit (60 hours) of physical education to graduate high school
State developed content goals for physical education

Louisiana:

Requires 30 minutes of moderate to vigorous physical activity each day for all students in grades K through 6
Established a pilot program in 2004 for schools with grades 7 through 10 that requires participating schools to measure aspects of health-related fitness other than skill or agility and to measure the improvement of each student
Requires 150 minutes weekly of physical education for students in grades 7 through 8
Requires one and one-half credits of physical education to graduate high school
Allows for JROTC to be substituted for physical education
New law recommends high schools students not enrolled in a physical education class to participate in 30 minutes of moderate to vigorous physical activity every day

Maine:

Requires health and physical education at the elementary, middle and high school levels
Requires one unit of physical education to graduate high school
Developed Health and Physical Education Content Standards and Performance Indicators

Maryland:

Requires all public schools to provide a physical education program
Requires one-half credit of physical education to graduate high school

Massachusetts:

Requires physical education to be taught as a required subject for all students in public schools
Exemptions include medical or religious reasons
Developed Massachusetts Comprehensive Health Curriculum Framework

Michigan:

Requires a minimum of 150 minutes per week of physical education for physically able elementary students and a minimum of 225 minutes per week for physically able middle and high school students
Extracurricular activities involving physical activity may be substituted for physical education classes
Developed Physical Education Content Standards and Benchmarks

Minnesota:

Requires physical education to be included in the curriculum at the elementary, middle and high school levels
Students may be exempt for medical or religious reasons; local school districts have the authority to exempt students for athletic purposes

Mississippi:

Recommends guidelines for local school districts to offer 30 minutes per day of physical education or fitness classes for students in grades K through 6
Recommends guidelines for local school districts to offer two hours per week of physical education or fitness classes for students in grades 7 through 9
Requires the State Department of Education to employ a K through 12 physical activity coordinator to provide a comprehensive health education curriculum
Requires State Department of Education to conduct a study and submit a report to the Education Committees on the correlation between physical activity and classroom performance
Developed Framework for Physical Education

Missouri:

Requires the State Department of Education to adopt rules concerning physical education and to provide a manual to the schools for the implementation of the program
Requires 50 minutes per week of physical education for elementary school students (25 minutes for half-day kindergartners)
Requires 3,000 minutes per year of physical education for middle school students
Requires one unit of high school physical education to graduate high school
Students may be exempt for medical or religious reasons
Developed the Framework for Curriculum Development in Health Education and Physical Education

Montana:

Requires physical education at the elementary, middle and high school levels
Middle school students must complete one-half unit of physical education per year
Requires one unit (135 hours) of physical education to graduate high school, with one-half unit taken each year for two years
Developed Health Enhancement Content and Performance Standards

Nebraska:

Requires physical education at the elementary, middle and high school levels
Requires daily physical education for two years for high school students

Nevada:

Requires physical education to be provided by all public schools to the extent that it is practical
Requires two credits of physical education to graduate high school
Recommends performance benchmarks for grades 2, 3, 5, 8 and 12 to help districts develop their own curriculum

New Hampshire:

Requires local school districts to offer physical education to all students K through 12
Requires one unit of physical education to graduate high school
Requires district school boards to develop and adopt a policy recommending that all pupils participate in developmentally appropriate daily physical activity, exercise, or physical education; and requires the state Board of Education to adopt and distribute to all public schools a model physical activity policy

New Jersey:

Requires 150 minutes of health, safety and physical education each week for elementary, middle and high school students
Requires three and three-quarter credits (150 minutes per week) during each year of high school enrollment to graduate
Exemptions are determined by local school boards, but schools are required to provide alternatives for exempt students to meet the physical education core standards
Developed New Jersey Core Curriculum Content Standards for Comprehensive Health and Physical Education

New Mexico:

Requires physical education at the elementary, middle and high school levels
Requires one unit of physical education to graduate high school
Participation on an athletic team may substitute for the physical education requirement with the school board's approval
High school graduation requirement may be waived for a medical condition
Developed Content Standards and Benchmarks for Physical Education
Created a committee in 2004 to study how a lack of physical education and nutrition programs are contributing to childhood obesity and the feasibility of increasing funding for nutrition and physical education programs

New York:

Requires all pupils above age 8 in all elementary and secondary schools to receive and attend physical education classes
Requires 120 minutes of physical education per calendar week for elementary, middle and high school students
Requires physical education to be daily for grades K through 3 and three times per week for grades 4 through 6. Middle and high school students are required to have physical education three times per week for one semester and two times per week in the other semester
Requires two credits (one-quarter credit per semester) of physical education to graduate high school
Developed Learning Standards for Health, Physical Education, and Family and Consumer Sciences

North Carolina:

Requires physical education curriculum for students in grades K through 8
The Basic Education Program mandates all public schools to offer instruction in physical education to every child
Requires one credit of high school physical education to graduate high school
By the 2006-2007 school year, elementary schools are encouraged to consider the benefits of having 150 minutes of physical activity per week and middle schools should consider having 225 minutes per week, with a minimum of every other day of physical education throughout the 180-day school year

North Dakota:

Requires that schools offer and students receive instruction in physical education
Requires each public and non-public high school to make available at least one unit of health and physical education to each student
Developed North Dakota Standard and Benchmarks, Content Standards: Physical Education as recommendations for local school districts

Ohio:

Requires one-half credit (60 hours) of high school physical education to graduate
Requires the board of education of each city and exempted village school district, the governing board of each educational service center, and the board of each cooperative education school district to prescribe a curriculum including physical education for all schools under their control
Requires the state board to receive the General Assembly's approval on any health or physical education standards or curriculum

Oklahoma:

No mandate
All students in grades 9 through 12 shall enroll in at least six periods which may include physical education classes
Established the Healthy and Fit Kids Act of 2004, requiring the formation of a six-member committee in each school to address health education, physical activity and education, and nutrition and health services

Oregon:

Requires physical education instruction to be provided for grades K through 12
Requires one credit of physical education to graduate high school
Developed Oregon Physical Education Standards

Pennsylvania:

Requires health and physical education to be provided to every student at the elementary, intermediate and high school level
Requires physical education to be taught to every student in grades 9 through 12
Requires one unit (120 hours) of health and physical education to graduate high school
Developed Academic Standards for Health, Safety and Physical Education as benchmarks for grades 3, 6, 9 and 12

Rhode Island:

Requires that all public schoolchildren in grades 1 through 12 receive on average at least 20 minutes of daily health and physical education

South Carolina:

Requires all public schools to establish and provide physical education, training and instruction for every student
Requires one credit of physical education to graduate high school
Students may substitute one JROTC credit for physical education
Students who are physically or mentally unable to take a physical education course must take a suitable modified course
Developed South Carolina Physical Education Curriculum Standards

South Dakota:

No mandate for physical education
Developed South Dakota Physical Education Standards to serve as a framework for local school districts

Tennessee:

Requires physical education at the elementary, middle and high school levels
Requires one unit of physical education to graduate high school; may substitute two years of JROTC
Developed Tennessee's Physical Education and Lifetime Wellness Standards

Texas:

Requires all school districts to provide physical education instruction
Requires 135 minutes of physical activity per week for elementary students
Requires one and one-half units of physical education to graduate high school
School districts may grant students physical education credit for a physical education equivalent activity (i.e. athletics, drill team) or a waiver for other activities (i.e. marching band, ROTC, dance) reducing the requirement by one-half credit for each semester of participation
Developed Texas Essential Knowledge and Skills for Health and Physical Education as guidelines for instruction

Utah:

Requires physical education for students in K through grade 6
Requires one credit of physical education for students in grades 7 through 8 to be promoted to high school
Requires one and one-half units of physical education to graduate high school
Physical education recommendations are being drafted
Recommends that all students receive a minimum of 90 minutes of structured physical education per week
Recess, or other free time, does not fulfill the educational requirements

Vermont

Requires physical education at the elementary, middle and high school levels
Requires one and one-half years of physical education to graduate high school
Requires public schools, recognized independent schools, and in-home study programs to teach physical education
Requires the Commissioner of Education to write a model school fitness and nutrition policy to provide to school districts by January 2005
Developed Vermont's Framework of Standards and Learning Opportunities

Virginia:

Requires health and physical education and training to be provided as part of the curriculum at the elementary, middle and high school levels
Requires two credits of health and physical education to graduate high school
Requires health and physical education to be emphasized throughout public school curriculum by lessons, drills and physical exercises
Developed Physical Education Standards of Learning for Virginia Public Schools

Washington:

Requires every student in grades 1 through 8 to receive physical education instruction as prescribed by the state board of education
Requires two credits (300 hours) of health and fitness education to graduate high school
Students may be exempt for physical disability, employment, religious beliefs, participation in directed athletics or military science and tactics, or other good cause
Established an advisory committee to develop a model policy regarding access to nutritious foods and opportunities for developmentally appropriate exercise; recommendations were submitted to state lawmakers in December 2004
Developed The Essential Academic Requirements that mandates physical education standards; local school districts may determine requirements beyond state standards

West Virginia:

Requires physical education at the elementary, middle and high school levels
Requires one credit of physical education to graduate high school
Requires the state Board of Education to prescribe a program within the existing health and physical education program that incorporates the testing, awards recognition, fitness events and incentive programs designed under the auspices of the President's Council on Physical Fitness and Sports
Requires each school in the state to participate in the National Physical Fitness and Sports Month every year and to involve the community in the events

Wisconsin:

Requires physical education at the elementary, middle and high school levels
Requires physical education three times per week for elementary school students
Requires one and one-half credits of physical education to graduate high school
Developed Wisconsin's Model Academic Standards for Physical Education as voluntary guidelines for school districts

Wyoming:

Requires each school district to provide all schools with physical education programs sufficient to meet uniform student performance standards established by the state Board of Education
Developed Wyoming Physical Education Content and Performance Standards to be met at grades 4, 8 and 11

What to Watch in 2005
The Health Policy Tracking Services' survey of State Health Care Priorities for 2005 has identified the cost of state Medicaid, long-term care and prescription drug programs as three of the top four priority issues state legislatures will address in the upcoming sessions. The fourth is access to health insurance.

Analysis of these three issues reveal that chronic illnesses, diseases and conditions, such as diabetes, heart disease, are significant factors in the escalating cost of health care in the states. Physical inactivity plays a role in the onset, severity and exacerbation of these illnesses and conditions. It comes as no surprise that 27 legislatures identified enhancing physical education requirements as a priority issue that they expect to address in 2005.

HPTS will continue to research, monitor, analyze and report on these state-based efforts to address this growing public health concern.

REFERENCES

Health E Stats

http://www.cdc.gov/nchs/products/pubs/pubd/hestats/overwght99.htm

Health E Stats

http://www.cdc.gov/nchs/products/pubs/pubd/hestats/obese/obse99.htm

The Surgeon General's Call to Action to Prevent and Decrease Overweight and Obesity.

http://www.surgeongeneral.gov/topics/obesity/calltoaction/fact_adolescents.htm

http://www.surgeongeneral.gov/news/pressreleases/pr_obesity.htm

http://www.cdc.gov/nccdphp/dnpa/obesity/economic_consequences.htm

http://www.cdc.gov/nccdphp/pe_factsheets/pe_pa.htm

http://www.cdc.gov/nccdphp/aag/aag_dnpa.htm

http://www.cdc.gov/nccdphp/bb_nutrition/index.htm

Pediatrics

Morbidity and Mortality Weekly Report

http://www.actionforhealthykids.org/docs/fs_npaa.pdf

http://www.nasbe.org/HealthySchools/Sample_Policie/physical_activity.html

Physical activity for children: a statement of guidelines for children, ages 5- 12, 2nd edition.

http://www.aahperd.org/naspe/template.cfm?template=ns_children.html

Home

� 2005 NETSCAN's Health Policy Tracking Service
No parts of this publication may be reproduced, reprinted or republished without the NETSCAN's Health Policy Tracking Services' written permission and appropriate attribution.