Background/Purpose: Public elementary schools provide an ideal venue with respect to increasing physical activity (PA). However, little is known about specific strategies employed by elementary schools to promote PA. Such information could lead to efficiencies and encourage best practices. Also of concern are equal opportunities for all children. Beaulieu, Butterfield, and Pratt (2009) found substantial inequities in physical activity opportunities (PAO) among U.S. public elementary schools. The purpose of this study was to examine strategies employed by U.S. public elementary schools to increase PA. Of particular interest was how such strategies were associated with race, geographical location, SES, minority status and school size.
Method: National Center for Education Statistics survey data (N of schools=1050; survey return rate=91 percent) were examined regarding the use of: a) nontraditional PE activities to make PE more enjoyable, b) PA during the school day excluding PE, c) before and after school PA, and d) the President's Challenge Physical Activity and Fitness Award Program (PCPAFAP).
Analysis/Results: Chi-squares were used to analyze categorical data generated by the survey. Among the key findings were: a) schools in the Northeast were more likely to employ nontraditional activities to make PE more enjoyable (Χ2(3)=17.62, p=.001); b) schools with the highest rate of minority enrollment (>50%) were less likely to employ nontraditional activities (Χ2(3)=27.04, p<.001); c) schools with the lowest rates of children receiving free or reduced price lunch (<35%) were more likely to use nontraditional activities in PE (Χ2(3)=23.26, p<.001); d) schools in cities were generally more likely to offer school sponsored before/after PA then were schools located in towns, urban fringes, or rural areas (Χ2(3)=12.64, p=.005); e) participation in the PCPAFAP decreased as minority enrollment in schools increased (Χ2(3)=13.27, p=.004); and g) PCPAFAP participation decreased with enrollment in free/reduced price lunch (Χ2(3)=11.73, p=.008).
Conclusions: Public elementary schools use varied strategies to encourage PA. These strategies were found to vary by race, geographical location, and SES. Previous findings on PAO (recess and PE) revealed similar associations. Further work is needed to examine underlying causes of socio-cultural and geographical inequities with respect to PA. Additional data is also needed to better inform public policy regarding PA in public elementary schools.