sample research proposal in physical education

Physical Education Research Paper Topics

In this guide on physical education research paper topics , we explore a wide range of subjects that delve into the field of physical education. Whether you’re a student studying education or a researcher in the field, this comprehensive list of topics is designed to inspire and guide you in your research endeavors. From examining the impact of physical activity on academic performance to analyzing the effectiveness of different teaching methods in physical education, these research paper topics offer a diverse range of areas to explore.

100 Physical Education Research Paper Topics

Exploring the diverse facets of physical education through research papers offers a unique opportunity to delve deeper into the field and contribute to the growing body of knowledge. To assist you in this endeavor, we have compiled a comprehensive list of physical education research paper topics. These topics span various areas of interest, from the impact of physical education on mental health to the integration of technology in physical education curricula. Each category contains 10 stimulating and thought-provoking physical education research paper topics, providing you with a wide range of options to explore and develop your research.

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Physical Education Curriculum and Instruction

• The integration of technology in physical education curricula.
• The impact of standardized testing on physical education programs.
• Strategies for promoting inclusivity and diversity in physical education classes.
• The role of assessment and feedback in enhancing student learning in physical education.
• The effectiveness of different teaching methods in physical education.
• Examining the relationship between physical education and academic performance.
• Addressing gender disparities in physical education participation and achievement.
• Incorporating cultural competency in physical education curricula.
• The influence of teacher-student relationships on student engagement in physical education.
• Exploring the role of outdoor education in physical education programs.

Physical Activity and Health

• Investigating the effects of physical activity on mental health and well-being.
• The relationship between physical activity and obesity rates among children and adolescents.
• Analyzing the impact of physical activity on cardiovascular health.
• Exploring the role of physical activity in reducing the risk of chronic diseases.
• Investigating the psychological benefits of regular physical activity.
• The impact of physical activity interventions on sedentary behavior.
• Examining the relationship between physical activity and cognitive function.
• Analyzing the influence of physical activity on sleep patterns.
• Exploring the role of physical activity in promoting healthy aging.
• Investigating the socio-economic factors influencing physical activity participation.

Sports Psychology and Performance

• Understanding the psychological factors influencing sports performance.
• Examining the role of motivation in sports participation and performance.
• Analyzing the impact of imagery and visualization techniques on athletic performance.
• Investigating the effects of stress and anxiety on sports performance.
• Exploring the psychological benefits of team sports participation.
• The influence of leadership styles on team cohesion and performance.
• Analyzing the role of self-confidence in sports performance.
• Understanding the psychological challenges faced by athletes with disabilities.
• Investigating the relationship between personality traits and sports performance.
• Exploring the effects of psychological interventions on sports performance enhancement.

Exercise Physiology and Biomechanics

• Investigating the physiological adaptations to different types of exercise.
• Analyzing the biomechanics of specific movements in sports and exercise.
• Exploring the effects of different training modalities on muscle strength and endurance.
• The role of nutrition in exercise performance and recovery.
• Investigating the effects of high-intensity interval training on cardiovascular fitness.
• Analyzing the biomechanical factors influencing running gait and performance.
• Exploring the physiological responses to altitude training.
• Investigating the effects of aging on exercise capacity and performance.
• Analyzing the impact of environmental factors on exercise performance.
• Understanding the role of genetics in exercise physiology and performance.

Adapted Physical Education

• Examining the benefits and challenges of inclusive physical education programs.
• The role of assistive technology in facilitating physical education for individuals with disabilities.
• Investigating the effectiveness of adapted physical education interventions.
• Exploring strategies for promoting social inclusion in adapted physical education.
• Analyzing the impact of inclusive physical education on self-esteem and self-efficacy.
• Understanding the experiences and perceptions of individuals with disabilities in physical education.
• Investigating the role of community partnerships in supporting adapted physical education.
• Examining the professional development needs of physical education teachers in inclusive settings.
• Analyzing the influence of policy and legislation on the provision of adapted physical education.
• Exploring the role of peer support in enhancing the participation of individuals with disabilities in physical education.

Physical Education Pedagogy and Teacher Training

• Investigating the impact of professional development programs on physical education teacher effectiveness.
• Exploring the use of technology in enhancing physical education pedagogy.
• Analyzing the role of reflection and self-assessment in physical education teacher development.
• Investigating the factors influencing physical education teacher job satisfaction.
• Understanding the challenges faced by physical education teachers in multicultural classrooms.
• Examining the relationship between teacher-student interaction and student engagement in physical education.
• Exploring effective strategies for managing behavior in physical education classes.
• Analyzing the impact of mentoring and coaching on physical education teacher development.
• Investigating the influence of school climate on physical education teacher motivation and performance.
• Exploring the integration of social-emotional learning in physical education curricula.

Physical Education Policy and Advocacy

• Analyzing the impact of policy on the provision of physical education in schools.
• Investigating the role of advocacy organizations in promoting quality physical education programs.
• Understanding the factors influencing physical education policy adoption and implementation.
• Examining the relationship between physical education policies and student health outcomes.
• Analyzing the impact of budgetary constraints on the quality of physical education programs.
• Investigating the role of community partnerships in supporting physical education initiatives.
• Exploring strategies for promoting physical education policy reform.
• Understanding the influence of parental involvement on physical education policy and practice.
• Analyzing the effects of policy changes on physical education teacher preparation programs.
• Investigating the perceptions and attitudes of stakeholders towards physical education policies.

Assessment and Evaluation in Physical Education

• Analyzing the effectiveness of different assessment methods in physical education.
• Investigating the use of technology in assessing physical education outcomes.
• Exploring the role of self-assessment and peer assessment in physical education.
• Understanding the challenges and opportunities of authentic assessment in physical education.
• Analyzing the impact of assessment practices on student motivation and engagement in physical education.
• Investigating the alignment between physical education curriculum, instruction, and assessment.
• Exploring the role of formative assessment in enhancing student learning in physical education.
• Understanding the influence of standardized testing on physical education assessment practices.
• Investigating the relationship between assessment practices and equity in physical education.
• Analyzing the use of data-driven decision-making in improving physical education programs.

Physical Education and Technology

• Investigating the use of wearable devices in monitoring physical activity and fitness levels.
• Exploring the impact of virtual reality and augmented reality in physical education.
• Analyzing the role of mobile applications in promoting physical activity and health.
• Understanding the benefits and challenges of online physical education courses.
• Investigating the use of gamification in enhancing student engagement in physical education.
• Exploring the influence of exergaming on physical activity participation.
• Analyzing the effectiveness of technology-mediated feedback in physical education.
• Investigating the role of social media in promoting physical activity and healthy lifestyles.
• Understanding the integration of technology in physical education teacher preparation programs.
• Exploring the ethical considerations of using technology in physical education.

Physical Education and Social Justice

• Analyzing the relationship between physical education and social inequality.
• Investigating the experiences and perceptions of marginalized groups in physical education.
• Exploring strategies for promoting social justice in physical education curricula.
• Understanding the role of physical education in fostering cultural competence and inclusion.
• Investigating the impact of gender norms on physical education experiences.
• Analyzing the influence of socioeconomic status on access to quality physical education.
• Exploring the intersectionality of race, gender, and physical education experiences.
• Investigating the role of physical education in promoting social-emotional well-being and resilience.
• Analyzing the impact of inclusive policies and practices on social justice in physical education.
• Understanding the challenges and opportunities of integrating social justice in physical education pedagogy.

The comprehensive list of physical education research paper topics presented here is just the beginning of your research journey. Delve into the categories, choose a topic that resonates with your interests, and embark on a fascinating exploration of the subject matter. Remember to consider the relevance, significance, and feasibility of your chosen topic, and conduct thorough research to develop a well-informed and insightful research paper. Whether you seek to uncover the benefits of physical activity or analyze the effectiveness of different teaching methods, these topics will inspire you to expand your understanding of physical education and contribute to the advancement of knowledge in the field.

Physical Education Research Guide

Welcome to the world of physical education research! This page serves as a valuable resource for students and researchers in the field of education who are eager to explore the realm of physical education through the lens of research papers. Physical education plays a vital role in promoting health, wellness, and overall development among individuals of all ages. It encompasses a wide range of physical education research paper topics, from the impact of physical activity on academic performance to the effectiveness of various teaching approaches in physical education.

The primary objective of this page is to provide you with a comprehensive overview of physical education research paper topics. By delving into these topics, you will gain a deeper understanding of the key issues, theories, and practices within the field. The list of topics is categorized into 10 distinct categories, each offering 10 diverse and thought-provoking research paper ideas. Whether you’re interested in exploring the role of technology in physical education or investigating the social and cultural aspects of sports, you’ll find a wealth of ideas to spark your curiosity and fuel your research journey.

In addition to the extensive list of research paper topics, this page also offers expert advice on how to choose the most appropriate topic for your research project. Selecting a compelling and relevant research topic is essential to ensure the success of your study. Our expert guidance will provide you with valuable insights and practical tips to help you navigate through the multitude of options and select a topic that aligns with your interests, research goals, and academic requirements.

Furthermore, we understand that crafting a research paper can be a challenging task. To support your academic journey, we offer custom writing services that allow you to order a personalized research paper on any physical education topic of your choice. Our team of expert degree-holding writers possesses the knowledge and expertise to deliver high-quality, well-researched papers that meet your specific needs. With our commitment to in-depth research, customized solutions, and adherence to formatting styles such as APA, MLA, Chicago/Turabian, and Harvard, we strive to provide you with a seamless and professional writing experience.

So, whether you’re a student embarking on a research project or a researcher seeking new avenues of exploration, this page is designed to inspire, inform, and empower you in your quest for knowledge in the field of physical education. Let us embark on this exciting journey together as we delve into the fascinating world of physical education research paper topics.

Choosing a Physical Education Topic

When it comes to choosing a research paper topic in the field of physical education, it is crucial to select a subject that aligns with your interests, addresses a relevant issue, and allows for meaningful exploration. To help you make an informed decision, here are ten expert tips on selecting the right physical education research paper topic:

• Identify your passion : Consider the aspects of physical education that you find most fascinating and meaningful. Are you interested in exploring the impact of technology on physical education, the role of physical education in promoting mental health, or the relationship between physical activity and academic performance? By selecting a topic that aligns with your passion, you will be more motivated to dive deep into the research and produce an exceptional paper.
• Stay updated with current literature : Regularly review the latest research articles, books, and journals in the field of physical education. This will help you identify emerging trends, controversial topics, and gaps in existing knowledge, enabling you to choose a research topic that is current and relevant.
• Consider the target population : Physical education encompasses various age groups and populations, including children, adolescents, adults, and individuals with special needs. Reflect on which population interests you the most and tailor your research topic accordingly. For example, you may explore the effectiveness of physical education programs for children with disabilities or the impact of physical activity interventions on older adults’ well-being.
• Delve into emerging areas : Explore emerging areas within physical education that are gaining attention, such as inclusive education, adaptive physical education, or the integration of technology in teaching and learning. By choosing a topic in these emerging areas, you can contribute to the advancement of knowledge in the field.
• Address local or global issues : Consider researching topics that address local or global issues in physical education. For instance, you may examine the impact of socio-cultural factors on physical education participation rates in a specific community or analyze the effects of globalization on physical education curriculum development.
• Consult with experts : Seek guidance from professors, academic advisors, or professionals in the field of physical education. They can provide valuable insights, suggest potential research topics, and help you narrow down your focus based on their expertise and experience.
• Conduct a literature review : Before finalizing your research topic, conduct a comprehensive literature review to identify existing studies, theories, and gaps in knowledge. This will help you refine your research question and ensure that your topic contributes to the existing body of literature.
• Consider research feasibility : Assess the availability of data sources, research methods, and potential challenges associated with your chosen topic. Ensure that you have access to relevant data, research participants (if applicable), and the necessary resources to carry out your study successfully.
• Balance novelty and significance : Strive to find a balance between selecting a novel and unique topic while ensuring its significance within the field of physical education. Aim to choose a topic that adds value to the existing knowledge and has the potential to influence practice or policy in a meaningful way.
• Reflect on personal and professional goals : Consider how your chosen research topic aligns with your personal and professional goals. Will it contribute to your academic and career development? Does it align with your long-term aspirations within the field of physical education? Selecting a topic that resonates with your goals will enhance your motivation and dedication throughout the research process.

Remember, the process of choosing a research paper topic in physical education is iterative. Be open to exploring different ideas, seeking feedback from experts, and refining your topic based on the available resources and research feasibility. By selecting a topic that aligns with your passion, addresses a relevant issue, and has the potential for significant impact, you will be well-equipped to embark on a successful research journey in the field of physical education.

How to Write a Physical Education Research Paper

Writing a research paper in the field of physical education requires careful planning, thorough research, and effective organization of ideas. Here are some essential steps to guide you through the process of writing a compelling and well-structured physical education research paper:

• Understand the assignment : Familiarize yourself with the requirements and guidelines provided by your instructor or educational institution. Pay attention to the research question, formatting style, word count, and any specific instructions or expectations.
• Conduct thorough research : Begin by conducting extensive research on your chosen topic. Utilize various sources such as academic journals, books, reputable websites, and databases to gather relevant and reliable information. Take detailed notes and ensure that you cite your sources accurately.
• Develop a strong thesis statement : Formulate a clear and concise thesis statement that captures the main objective or argument of your research paper. The thesis statement should guide your research and provide a roadmap for the rest of your paper.
• Outline your paper : Create a well-organized outline to structure your research paper. Divide it into sections such as introduction, literature review, methodology, findings, analysis, and conclusion. Outline the main points and supporting evidence you will include in each section.
• Write a compelling introduction : Begin your paper with an engaging introduction that grabs the reader’s attention and provides background information on the topic. Clearly state the purpose of your research, introduce the key concepts, and present your thesis statement.
• Conduct a comprehensive literature review : Dedicate a section of your paper to reviewing relevant literature on the topic. Summarize and analyze existing studies, theories, and perspectives related to your research question. Identify gaps in the literature that your research aims to address.
• Describe your research methodology : Explain the research design, methods, and procedures you used to collect and analyze data. Provide a clear description of the participants, materials, and instruments used. Justify the appropriateness of your chosen methods for addressing your research question.
• Present your findings : Share the results of your research in a clear and organized manner. Use tables, graphs, or charts to present quantitative data and provide detailed descriptions for qualitative data. Analyze and interpret the findings in relation to your research question.
• Discuss the implications and significance : Analyze the implications of your findings and their significance in the field of physical education. Discuss how your research contributes to the existing knowledge, addresses the research question, and impacts practice or policy.
• Conclude your paper effectively : Summarize the main points of your research paper in the conclusion section. Restate your thesis statement and highlight the key findings and implications. Discuss the limitations of your study and suggest areas for further research.
• Revise and edit : Review your research paper thoroughly for clarity, coherence, and logical flow. Check for grammatical and spelling errors, and ensure proper citation of sources using the required formatting style.
• Seek feedback : Before submitting your final paper, seek feedback from peers, professors, or mentors. Incorporate their suggestions and revisions to improve the overall quality of your research paper.

By following these steps and dedicating sufficient time to each stage of the writing process, you can produce a well-researched and well-structured physical education research paper that effectively contributes to the field.

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Committee on Physical Activity and Physical Education in the School Environment; Food and Nutrition Board; Institute of Medicine; Kohl HW III, Cook HD, editors. Educating the Student Body: Taking Physical Activity and Physical Education to School. Washington (DC): National Academies Press (US); 2013 Oct 30.

Educating the Student Body: Taking Physical Activity and Physical Education to School.

• Hardcopy Version at National Academies Press

7 The Effectiveness of Physical Activity and Physical Education Policies and Programs: Summary of the Evidence

Key messages.

• Regular and quality physical education can help children and adolescents achieve the recommended amount of daily vigorous-or moderate-intensity physical activity and improve fitness and potentially body mass index (BMI). Quality monitoring systems are crucially needed to enable monitoring and evaluation of these important outcomes.
• Recommended levels of vigorous- or moderate-intensity physical activity for youth are more likely to be achieved and sustained in the school setting if students, administrators, teachers, and supportive policies and environments are integrated.
• Recommended levels of vigorous- or moderate-intensity physical activity for children and adolescents are more likely to be achieved in schools where the physical environment, the school's programs, and the school's staff all facilitate greater amounts of physical activity throughout the day, including during physical education, recess, instructional classroom time, and before- and after-school opportunities.
• In addition to physical education, recess can provide an opportunity for students to engage in vigorous- or moderate-intensity physical activity and has been shown to improve classroom behavior.
• Disparities in access to quality physical education exist, particularly for Hispanic students and those of lower socioeconomic status.
• Physical activity during classroom time or activity breaks during lessons may contribute to reduced sedentary time during the school day and increase the amount of light- and moderate-intensity activity among students.
• Together, regular and quality physical education, recess, and physical activity in the classroom setting enable students to be more physically active during school hours and significantly contribute to recommended levels of vigorous- or moderate-intensity physical activity.
• Opportunities exist for increasing physical activity outside of normal school hours, including active transport to and from school and active after-school and sports programs. These programmatic efforts can further contribute to the daily recommended levels of vigorous-or moderate-intensity physical activity among students for whom such programs are available and accessible in the school setting.
• Schools can be rich resources for joint-use agreements that facilitate physical activity programming for students in their community outside of school time.
• Research is limited on the effectiveness of physical education, recess, classroom physical activity, and before- and after-school programs across subgroups based on race/ethnicity and immigrant and socioeconomic status. Additional research is needed to document any differential effects of these approaches among these subgroups.
• Even though sufficient evidence exists to support augmenting student physical activity during school hours and at school-related after-school activities, important questions remain about tailoring interventions to fit the wide social and physical variations among schools.

An effective or promising approach for increasing physical activity in youth is one that both has theoretical underpinnings and has been investigated through methodologically sound qualitative or quantitative research. The type of research and evidence relating to strategies for increasing physical activity in schools varies tremendously by program or policy components. As suggested by the L.E.A.D. (Locate Evidence, Evaluate It, Assemble It, and Inform Decisions) framework, developed to guide decision making on obesity prevention, evidence should be evaluated against criteria for assessing quality that are appropriate and established for this type of evidence ( IOM, 2010 ). All research findings should be considered in light of their strengths and limitations, including internal and external validity, where appropriate and relevant.

This chapter presents a summary of available evidence on and provides examples of effective and promising approaches for increasing physical activity in schools. It is important to note that a lack of favorable research findings concerning the influence of a program or policy must be interpreted with caution but not altogether discounted. Definitive evidence on effectiveness may be limited by the novelty of the approach, gaps in surveillance, or the lack of feasibility of using “gold standard” study designs to examine certain issues. For example, use of a randomized controlled design to study the effects of a new physical education policy at the state level may not be feasible. At the same time, however, the field of evidence-based policy making, which involves drawing on existing research and surveillance systems, is growing and is especially relevant to the study of the impacts and outcomes of the approaches presented in this chapter.

• SYSTEMS APPROACHES: MULTICOMPONENT PROGRAMS AND INTERVENTIONS

Strategies for promoting behavioral change need to take account of the complex interactions between individuals and the settings in which they spend their time. While ecological models for health promotion encompass the individual, social, and policy levels, a systems approach (discussed in detail in Chapter 1 ) focuses on the dynamic interactions among various factors at those levels. A systems approach to increasing physical activity in children and adolescents can help address the complexity of this behavior within the school setting. Integrating students and key players such as school and administrative personnel with the school and classroom environments and all levels of policy may be the best way to influence sustainable changes in population-level physical activity behaviors.

According to a recently released report ( HHS, 2013 ), multicomponent school-based approaches, which usually include enhanced physical education in conjunction with other forms of school-related physical activity, are effective in increasing physical activity among students (see Box 7-1 ). Although systematic reviews of the literature identify evidence for the promise of such approaches, the context for and generalizability of this evidence vary greatly ( Salmon et al., 2007 ; Naylor and McKay, 2009 ; Craggs et al., 2011 ). Perhaps one of the most notable examples of a multicomponent intervention is the Child and Adolescent Trial for Cardiovascular

The ENERGY Project. The aim of the ENERGY (EuropeaN Energy balance Required to prevent excess weight Gain among Youth) project is to develop a theory- and evidence-based multicomponent intervention promoting the adoption or continuation of behaviors that (more...)

Health (CATCH). This 3-year rigorously designed randomized controlled intervention included improvements in physical education classes, a health promotion curriculum, and food service changes, as well as a family component. Results indicated more intense physical activity during physical education classes and more daily vigorous physical activity in intervention groups compared with controls ( Luepker et al., 1996 ). (See Box 7-2 for a more detailed description of this intervention.)

CATCH: An Example of a Multicomponent Coordinated School Health Promotion Program. The Child and Adolescent Trial for Cardiovascular Health, or CATCH, was a “controlled clinical trial that entailed a multicomponent, multiyear coordinated school (more...)

In a recent review, van Sluijs and colleagues (2007) found strong evidence for the effectiveness of multicomponent school-based interventions including family or community components ( Craggs et al., 2011 ). With increasing recognition of the importance of these integrated approaches, programs such as Playful City USA ( Kaboom, 2013 ) and Playworks ( www.playworks.org ) are being launched as national campaigns to promote physical activity. Playful City USA is a national recognition program honoring cities and towns that make play a priority and use innovative programs to get children active, playing, and healthy. Playful City USA designees map local play spaces; complete a needs assessment; and develop an action plan that identifies a minimum of three policies, programs, or initiatives aimed at increasing access to play at school, in neighborhoods, and through community engagement. In 2012, 213 cities and towns in 41 different states earned Playful City USA recognition.

Playworks is another program promoting physical activity through integrative means. The Playworks mission is to improve the health and well-being of children by increasing opportunities for physical activity and safe, meaningful play at recess and throughout the school day. Trained adult program coordinators go to low-income schools, where they enhance recess and play to make both a positive experience that helps students and teachers get the most out of every learning opportunity throughout the school day. This program has the potential to enhance not only physical activity but also classroom learning and social culture (see Chapter 4 ).

The interest in and prevalence of these multicomponent programs for increasing child and adolescent physical activity are growing. As has been brought to light by reviews of these interventions, well-developed evaluation methodology is needed to strengthen the evidence base for their effectiveness.

Cost-effectiveness is another important feature of these interventions. Growing evidence indicates that population-level environmental interventions are a more cost-effective preventive health measure than interventions targeting individuals, although more research is needed in this area ( Choski and Farley, 2012 ). As discussed in Chapter 1 , schools, where children spend the majority of their waking hours, are important locations for obesity prevention activities, such as those designed to increase physical activity ( Story et al., 2009 ). The World Health Organization, the American Heart Association, and the Centers for Disease Control and Prevention (CDC) all have called on schools to assume a leadership role in promoting physical activity among children and adolescents.

Recent research by Aryana and colleagues (2012) shows the need to target obesity prevention strategies at an early age. This study tracked changes in California students' physical fitness, including body mass index (BMI), during 5th, 7th, and 9th grades. While the researchers found that school-based physical activity can have some effect on reducing obesity rates, they continued to find increased obesity rates in incoming 5th-grade study participants. Several studies also point to the importance of physical activity in obesity interventions. Findings of both Skinner and colleagues (2012) and a new Australian study led by Richard Telford ( Telford et al., 2012 ) show that obese youth consume the same amount of calories as their normal-weight counterparts, suggesting that increased physical activity in youth may be crucial in reducing obesity prevalence. Likewise, Stallmann-Jorgensen and colleagues (2007) indicate that a lack of vigorous physical activity, rather than excess calorie intake, is related to body fat in youth. These findings highlight the need to target physical activity interventions and policies at all youth.

Even though multicomponent approaches to increasing physical activity in youth often adhere to systems thinking and can be effective and sustained over time, they are complex, and barriers to their implementation and sustainability are numerous. Indeed, physical activity interventions and initiatives in school are more often defined by a single focus, such as a policy or a curriculum. These singular programmatic and policy approaches within schools are increasing in prevalence, as indicated in Chapters 5 and 6 . The next section summarizes the evidence on such approaches and their outcomes. As demonstrated by variations in the space devoted to each approach, many of these approaches have not been evaluated or disseminated to the fullest extent.

• PROGRAMMATIC/POLICY APPROACHES AND THEIR OUTCOMES

This section reviews programmatic and policy approaches for increasing physical activity in the school setting and their outcomes. Examined in turn are physical education, recess, classroom physical activity, intra- and extramural sports and after-school programs, active transport, the role of the environment in physical activity, and joint- or shared-use agreements.

Physical Education

Status and trends.

No national data are available concerning population-level trends over time in enrollment and daily attendance in physical education, overall physical activity in physical education classes, or the amount of time spent in vigorous- or moderate-intensity physical activity during physical education lessons among students in elementary and middle schools. However, research pertaining to children in elementary and middle schools documents insufficient physical education opportunities. One study of elementary schools across 10 U.S. localities found that the schools offered an average of two physical education lessons per week lasting 33 minutes each; children in this study received 25 minutes per week of vigorous- or moderate-intensity physical activity—far short of national recommendations—in physical education ( Belsky et al., 2003 ). And among middle and high school adolescents who participated in Wave I of the Adolescent Health Study in 1993, only 21.3 percent reported participating in physical education on one or more days per week ( Gordon-Larsen et al., 2000 ).

The CDC has collected national data on physical education among high school students over the past two decades through the Youth Risk Behavior Surveillance System (YRBSS). These data reveal disconcerting patterns as well. Among high school students during the period 1991–2007, enrollment and daily attendance in physical education classes and being physically active during these classes fell short of the objectives of Healthy People 2010 ( Lowry et al., 2001 , 2005 , 2009 ). Specifically, in 1991, 48 percent of high school students were enrolled in physical education, with no significant changes between 1991 and 2003 ( Lowry et al., 2001 , 2005 ). Moreover, daily attendance at physical education classes declined significantly from 41.6 percent in 1991 to 25.4 percent in 1995, with no significant changes between 1995 and 2007 ( Lowry, 2005 , 2009 ).

In addition to enrollment and attendance, the quantity of physical activity during physical education classes is crucial. In 1991, only 36.8 percent of high school students were physically active in physical education classes; although the percentage was slightly higher in 2003 (39.2 percent), there were no significant changes between 1991 and 2003. Further, no significant changes were observed from 1999 to 2007 ( Lowry et al., 2009 ).

Although physical education may be offered, high schools do not always require students to take it; these variations appear to follow grade lines. From 2004 to 2007, 88 percent of 8th graders, 48 percent of 10th graders, and only 20 percent of 12th graders attended schools that required physical education in their grade ( O'Malley et al., 2009 ). The average weekly minutes spent by high school students in physical education classes also varies across grade levels—according to a national study, declining from 172 minutes in 8th grade to 164 minutes in 10th, down to 89 minutes by 12th grade, with the overall decrease being statistically significant ( Johnston et al., 2007 ). The available national data indicate that between 1991 and 2007 no significant progress was made toward increasing participation in physical education classes among high school students ( Lowry et al., 2009 ).

Disparities

All youth should engage in physical education and meet the recommended 60 or more minutes per week of vigorous- or moderate-intensity physical activity, regardless of geographic region, school attended, grade level, or individual-level characteristics. In addition to the overall troubling physical education participation patterns described above, a number of studies have documented disparities by race/ethnicity, socioeconomic status, and gender.

Race/ethnicity and socioeconomic status Using national data from the Monitoring the Future and Youth, Education, and Society studies, Johnston and colleagues (2007) observed that, among 8th graders, Hispanic youth attended schools in which smaller proportions of students were required to take physical education relative to schools attended by white youth. Compared with schools attended by white students, those attended by Hispanic students had a significantly smaller percentage actually taking physical education in 8th and 12th grades. Further, students of lower socioeconomic status were less likely to attend schools that required physical education. Racial/ethnic and socioeconomic disparities in physical activity and physical education may be driven by multiple factors, including differences in student-level socioeconomic status and school-level resources such as funding, equipment, and facilities. Fernandes and Sturm (2010) found that unavailability of facilities, such as gymnasiums, was a potential barrier for school physical activity programs and was a greater problem in urban, high-minority, and high-enrollment schools. Gymnasium availability in schools also was associated with an additional 8.3 minutes of physical activity weekly overall and at least an additional 25 minutes for schools in humid climate zones.

Gender Participation in physical education and time spent being physically active in physical education classes differ by gender. Consistent with national data, participation in physical education was found to be higher in boys (66 percent) than girls (59 percent) among California adolescents ( Diamant et al., 2011 ). Moreover, based on national data from the YRBSS, high school girls spent more minutes per week in active physical education (37 minutes) than boys (26.9 minutes). The investigators concluded that physical education increased girls' overall physical activity levels ( Cawley et al., 2007 ).

In direct observations of physical education classes in elementary schools across various U.S. localities, investigators noted that boys spent more time in physical education engaged in vigorous- or moderate-intensity physical activity than girls, although there were no gender differences in lesson length or number of minutes of physical education ( Belsky et al., 2003 ). Nevertheless, girls reported that physical education was their largest source of physical activity (14.3 percent), followed by lunchtime (11.7 percent) and recess (8.3 percent); among boys, lunchtime represented the largest single source of physical activity at school (13.4 percent), followed by physical education (12.7 percent) and recess (9.5 percent) ( Brusseau et al., 2011 ).

Impact on Physical Activity

Physical education programs and policies can shape the quantity and quality of physical activity among students across schools ( Slater et al., 2012 ). Studies using direct observations of physical activity have found large variations in the amount of vigorous- or moderate-intensity physical activity performed by students during their physical education classes: a range of 9-48 percent ( Pate et al., 2011 ).

A number of school-based intervention studies have targeted physical education classes as a focus for increasing vigorous- or moderate-intensity physical activity in young children; many of these studies have included other intervention components, such as environmental changes. In the CATCH intervention study, involving children in elementary schools, an increase in the intensity of physical activity in physical education classes during the intervention was observed in the intervention schools compared with the control schools. Compared with control students, moreover, those in the intervention schools reported significantly more minutes of daily vigorous activity ( Luepker et al., 1996 ). In the Sports, Play, and Active Recreation for Kids (SPARK) intervention, also comprising elementary schools, vigorous- or moderate-intensity physical activity increased during physical education among 4th graders ( Sallis et al., 1997 ). The SPARK intervention also showed that students who received physical education from specialists had the highest percentage of class time (40 percent) in vigorous- or moderate-intensity physical activity, compared with those who received physical education from trained teachers (33 percent) and controls (18 percent) ( Sallis et al., 1997 ).

In a follow-up of the CATCH study, while participants were in 8th grade, investigators observed that the intervention students maintained a significantly higher amount of self-reported daily vigorous activity compared with control students; however, the intervention-control differences declined over time (13.6 minutes in grade 5, 11.2 minutes in grade 6, 10.8 minutes in grade 7, and 8.8 minutes in grade 8) ( Nader et al., 1999 ), highlighting the need for longer-term school-based interventions. Further, in an intervention for girls aged 11-12 designed to increase vigorous- or moderate-intensity physical activity during physical education lessons, the experimental group engaged in more of such activity than the control group and had more opportunities for skill practice ( Fairclough and Stratton, 2005 ).

Cross-sectional studies also have documented that participation in daily school physical education programs is associated with an increased likelihood of engaging in vigorous- or moderate-intensity physical activity among middle and high school adolescents nationwide ( Gordon-Larsen et al., 2000 ). Moreover, participating in physical education was associated with engaging in an additional 18 minutes per week of overall physical activity, even after adjusting for age, gender, race, and income, among adolescents in California ( Diamant et al., 2011 ). One study, using cross-sectional data from the National Survey of Children's Health, found that, although there was no significant association between schools requiring physical education and levels of physical activity in the sample overall, such an association did exist for girls ( Kim, 2012 ), suggesting that physical education may be particularly important for increasing physical activity in girls.

Consistent with results from the above studies, several reviews ( Dobbins et al., 2009 ; Kriemler et al., 2011 ; Pate et al., 2011 ; Heath et al., 2012 ) have concluded that school-based interventions increased vigorous-or moderate-intensity physical activity during physical education ( Pate et al., 2011 ); duration of physical activity ( Dobbins et al., 2009 ) (not necessarily only in physical education); physical activity overall ( Heath et al., 2012 ); and physical activity in school, out of school, and overall ( Kriemler et al., 2011 ).

Effects of school-based interventions on the quantity and quality of physical activity are favorable, as are the positive associations documented in observational studies. However, studies involving direct observations of physical activity during physical education classes provide strong evidence that the classes do not provide sufficient activity to enable children or adolescents to attain the recommended levels of daily vigorous- or moderate-intensity physical activity; the classes also do not reach the goal of 50 percent of class time spent in such activity ( Pate et al., 2011 ). Further, there is a dearth of research concerning intervention effects and observational associations of school-based programs and the quantity and quality of physical activity across subgroups based on race/ethnicity, gender, immigration status, and socioeconomic status.

Students are more likely to meet physical education learning standards if taught by certified physical education teachers.

Similarly, other cross-sectional studies have documented significant associations between policies designed to increase physical activity and/or regulate physical education and greater frequency of physical education classes (from 2.0 days in 2004–2005 to 3.7 in 2006–2008), more time in structured physical activity and self-reported physical activity among students in middle schools ( Barroso et al., 2009 ), and overall physical activity in female high school students nationwide ( Cawley et al., 2007 ).

A systematic review of 13 studies concerning physical activity policies and legislation in schools (including physical education policies) found that the majority of the studies focused on policy implementation ( Robertson-Wilson et al., 2012 ). To date, only a handful of studies have evaluated impacts of mandates requiring 150 minutes of physical education per week ( Slater et al., 2012 ) on student activity levels ( Cawley et al., 2007 ; Barroso et al., 2009 ).

Are Policies the Answer? Although state and local physical education mandates exist, they vary in content and scope and almost always lack adequate implementation and evaluation. A “top-down” federal-level mandate could help guide a collective effort in addressing the prevalence of childhood inactivity.

Impact on Other Outcomes

Physical fitness (such as aerobic capacity or maximal oxygen consumption [VO 2 max]) is a marker of successful interventions addressing physical activity ( Dobbins et al., 2009 ). In a physical education intervention study in middle schools, Dorgo and colleagues (2009) observed that the experimental groups improved significantly on the six fitness measures used and showed greater improvements than the control group on most fitness measures at 9 and 18 weeks.

In the SPARK study, which aimed to increase physical activity in physical education classes, Sallis and colleagues (1997) found that, compared with girls in the control condition, girls in the specialist-led condition were superior on abdominal strength, endurance, and cardiorespiratory endurance after the 2-year intervention period. Consistent with the findings presented above, a review of interventions focused primarily in school settings found good evidence that school-based physical activity interventions had positive effects on physical fitness (measured by VO 2 max) among adolescents aged 6-18 ( Dobbins et al., 2009 ). Similarly, in an earlier systematic review, Kahn and colleagues (2002) concluded that strong evidence supports the effectiveness of school-based physical education in increasing physical fitness levels, as measured by aerobic capacity. Compliance with physical education policies appears to be important as well. In a cross-sectional observational study of elementary public schools in California, investigators found that school district compliance with state physical education policies was related to a greater likelihood of children being classified as meeting or exceeding fitness standards relative to students in districts that failed to comply with the physical education policy ( Sanchez-Vaznaugh et al., 2012 ). The study also found that the favorable association between compliance with physical education policy and children's fitness levels did not differ significantly by race/ethnicity, with all groups being more likely to be classified as meeting or exceeding fitness standards if they attended school in districts that complied with the state's physical education policy; however, the level of the association was significant only among white and Hispanic children.

Evidence is limited concerning the effects of school-based physical activity and physical education interventions, including policies on physical activity and fitness levels, across subgroups of children based on gender, race/ethnicity, immigrant generation, or socioeconomic status.

Body mass index (BMI)/weight status

The relationship between physical activity and children's body weight has been studied in several reviews of school-based interventions designed to increase physical activity overall and during physical education in particular. Reviewing 25 school-based intervention studies that addressed diet or activity behaviors and used anthro-pometric outcomes, investigators found that 65 percent of the interventions were effective, reporting a statistically significant reduction in BMI and skinfold measures for at least one subgroup. The authors concluded that the majority of the reviewed obesity prevention interventions were effective and that physical education in schools is an example of a successful intervention ( Doak et al., 2006 ). In a review of 17 studies concerning physical education in schools, however, investigators found no effects on BMI, although they identified some effects on skinfolds and percent body fat ( Kahn et al., 2002 ). Effects of school-based physical activity interventions on BMI also were not observed in a review that included 14 studies, 10 of which found no effect ( Dobbins et al., 2009 ). And in a meta-analysis pertaining to prospective, randomized, and nonrandomized clinical trials of school-based physical activity interventions that lasted at least 6 months, no effects on BMI were found ( Harris et al., 2009 ).

Taken together, the evidence concerning the effects of school-based physical activity interventions and their observational associations with BMI, overweight, and obesity is inconsistent. While some studies document no effects on body weight, others report significant associations with measures of skinfolds and percent body fat, and some document significant relationships with BMI. There are several possible explanations for these inconsistent findings. First, body weight can increase among participants in physical activity interventions, as observed in a 4-year physical education intervention among students in elementary schools. In that study, students in the intervention experienced greater annual increases in fat mass compared with the controls ( Lofgren et al., 2012 ). Additionally, physical activity/physical education interventions may not increase the frequency and intensity of physical activity sufficiently to have the desired impacts on children's body weight ( Dobbins et al., 2009 ). Moreover, interventions may not last long enough to have a measurable impact on children's BMI, overweight, or obesity. The inconsistency in the evidence concerning the effects of physical education and physical activity on body weight among children and adolescents merits additional investigation. Future studies should be of longer duration and include programs that entail higher frequency and greater intensity of physical activity.

Cardiovascular disease outcomes

A systematic review of 26 school-based physical activity interventions documents good evidence that they exerted positive effects on blood cholesterol (as measured in 7 studies), but there was no evidence of effects on systolic (measured in 10 studies) and diastolic (measured in 9 studies) blood pressure ( Dobbins et al., 2009 ). In the CATCH intervention, investigators observed no significant differences in blood pressure or cholesterol measures between control and treatment groups ( Luepker et al., 1996 ).

Physical education policies, if adequately worded and incorporating mechanisms for monitoring compliance, have the potential to increase physical activity levels among school-age children across the nation. As discussed in Chapter 5 , however, only a few state policies require a specific number of minutes of physical activity in physical education (or during school), the language in many of these policies is not strong enough, and monitoring for policy compliance is lacking ( Carlson et al., 2013 ).

Examining the impact of various physical activity opportunities during the school day on daily physical activity among youth, Bassett and colleagues (2013 , p. 110) conclude that “policies mandating daily physical education may have the greatest impact on physical activity of U.S. youth.” Further, a study based on a nationally representative sample of elementary schools found that schools located in states with a policy requiring 150 minutes per week of physical education were 180 percent more likely to report having provided that many minutes per week of physical education relative to schools in states with no policy on physical education time ( Slater et al., 2012 ). This study also documented a significant association between school district–level policies related to physical education time and a higher likelihood of schools providing 150 minutes of physical education per week.

A commonly cited barrier to implementing physical education to the recommended extent is lack of time during the school day. There is some evidence for the effectiveness of unique scheduling options that can overcome this barrier (see Chapter 5 ).

The body of evidence that has accumulated over the past two decades documents significant effects of school-based physical activity interventions on and associations of physical education policies with frequency and duration of physical activity, total activity, and levels of vigorous- or moderate-intensity physical activity among children and adolescents ( Luepker et al., 1996 ; Nader et al., 1999 ; Gordon-Larsen et al., 2000 ; Kahn et al., 2002 ; Cawley et al., 2007 ; Barroso et al., 2009 ; Dobbins et al., 2009 ). Evidence concerning the associations between school-based physical activity interventions and BMI, overweight, and obesity is less clear, and these associations merit further investigation. Evidence is generally consistent that school-based physical activity interventions exert positive influences on fitness levels ( Kahn et al., 2002 ; Dobbins et al., 2009 ) among students overall. However, there has been a paucity of research on the influence of compliance with physical education policy on students' physical fitness levels ( Sanchez-Vaznaugh et al., 2012 ) or whether this influence varies across race/ethnicity, gender, socioeconomic status, and locations. The lack of research in this area is due in part to the absence of data with which to study these questions. Data on the quality and quantity of physical activity during physical education in schools are needed, especially for elementary and middle schools. Research also is needed to examine the effects of school-based physical activity interventions and physical education policies on physical activity and fitness levels across subgroups based on race/ethnicity, immigrant status, gender, and socioeconomic status.

Recess, as discussed in detail in Chapter 6 , is a regularly scheduled break in the school day for unstructured play. The physical activity objectives for Healthy People 2020 ( HHS, 2012 ) include increasing the number of states and school districts that require regularly scheduled recess in elementary schools and the proportion of school districts that require or recommend an appropriate length of time (20 minutes) for recess in elementary schools. The importance of providing recess during the school day is highlighted in a recent policy statement issued by the American Academy of Pediatrics (AAP) titled “The Crucial Role of Recess in School” ( AAP, 2013 ).

A review by Salmon and colleagues (2007) found that school-based interventions focused on activity breaks such as recess were the most effective way to increase physical activity levels among youth. Thus, requiring and implementing daily recess is one of the most promising policies for increasing physical activity during the school day.

Only 6 percent (3) of states have a strong law on recess—one that requires 20 minutes of recess daily. An additional 11 percent (5) of states have a weak law—one that suggests 20 minutes or requires fewer minutes of daily recess than the nationally recommended 20 minutes ( Slater et al., 2012 ). At the local level, national data show that many students do not attend schools that meet the national recommendations for recess. As noted in Chapter 6 , since the No Child Left Behind Act became law in 2001, nearly 40 percent of U.S. school districts have reduced or eliminated recess to free up time for core academic subjects ( Zygmunt-Fillwalk and Bilello, 2005 ; Center for Public Education, 2008 ; McKenzie and Kahan, 2008 ; RWJF, 2010 ; Anderson et al., 2011 ; Basch, 2011 ). However, the Child Nutrition and WIC Reauthorization Act of 2004 requires all school districts to develop local school wellness policies by the 2006–2007 school year. These policies were to “include goals for nutrition education, physical activity and other school-based activities that are designed to promote student wellness in a manner that the local educational agency determines is appropriate (Child Nutrition and WIC Reathorization Act of 2004, Public Law 108-265, Section 204).” The act outlines specific nutrition-related goals but includes no required physical activity–related components, such as physical education or recess. Although its language allows school districts the flexibility to develop individualized physical activity programs that accord with their existing schedules, it provides no direction or guidance for this wellness policy component.

The Healthy, Hunger-Free Kids Act of 2010 expands the scope of local wellness policies. Physical education teachers can now participate in policy development, but specific physical activity requirements are still lacking. Despite this lack of specificity regarding physical activity requirements, a recent survey of a nationally representative sample of elementary school administrators revealed that 70 percent of respondents' schools provide at least 20 minutes of recess daily, although the schools with predominantly minority or low-income students are significantly less likely to do so ( Slater et al., 2012 ). In addition, many local wellness policies address using or withholding physical activity, such as recess, as a punishment. During the 2008–2009 school year, 21 percent of elementary school districts prohibited this practice ( Chriqui et al., 2010 ).

Policies requiring daily recess breaks during the school day could both increase physical activity levels and reduce sedentary behavior. As noted in Chapter 2 , no existing surveillance system tracks physical activity levels during recess over time. Nonetheless, numerous studies have shown a positive association between participating in recess and physical activity ( Ridgers et al., 2005 ; Beighle et al., 2006 ; Tudor-Locke et al., 2006 ; Erwin et al., 2012 ). More specifically, Ridgers and colleagues (2005) found that children may accumulate up to 25 minutes of vigorous- or moderate-intensity physical activity during recess, and recess also can account for 14-44 percent of total school-day steps during school hours ( Beighle et al., 2006 ; Tudor-Locke et al., 2006 ; Erwin et al., 2012 ). Howe and colleagues (2012) found a nearly 54 percent relative increase in vigorous- or moderate-intensity physical activity postintervention among youth participating in a 30-minute structured recess. In a recent review, Bassett and colleagues (2013) found that youth accumulate an average of 7 minutes of vigorous- or moderate-intensity physical activity during a 15-minute recess period and that infrastructure improvements, such as providing playground equipment, blacktop games, or loose equipment, could increase that time to an average of 12 minutes.

Other studies also have found that environmental changes at the school level can facilitate greater physical activity during recess. Access to play equipment, such as balls and jump ropes ( Zask et al., 2001 ; Verstraete et al., 2006 ; Parrish et al., 2009 ; Willenberg et al., 2010 ), and low-cost environmental changes to blacktops (e.g., painted markings) ( Stratton and Mullan, 2005 ; Ridgers et al., 2007 ; Loucaides et al., 2009 ) have been shown to improve physical activity levels during recess. The presence of sports fields and adequate playground equipment also is associated with greater accumulation of vigorous- or moderate-intensity physical activity during recess ( McKenzie et al., 2010 ; Ramstetter et al., 2010 ; Colabianchi et al., 2011 ; Saint-Maurice et al., 2011 ; Beighle, 2012 ; Martin et al., 2012 ).

Variations in physical activity during recess exist across individual-level factors, such as age, gender, and culture ( Holmes, 2012 ), as well as across environmental factors. For example, numerous studies have shown that boys achieve higher rates of physical activity during recess than girls ( Barfield et al., 2004 ; Beighle et al., 2006 ; Haug et al., 2010b ; Brusseau et al., 2011 ; Ridgers et al., 2012 ). Evidence regarding the association between physical activity levels during recess and socioeconomic status is mixed ( Ridgers et al., 2005 ), but as previously stated, evidence shows that less socioeconomically advantaged youth are less likely to receive daily recess ( Slater et al., 2012 ). Finally, limited evidence shows no significant differences in children's vigorous- or moderate-intensity physical activity levels across days or seasons; thus recess should provide a regular opportunity for physical activity year round ( Ridgers et al., 2006 ). Box 7-3 summarizes evidence-based policy, programmatic, and environmental approaches for increasing physical activity during recess.

Evidenced-Based Policy, Programmatic, and Environmental Approaches for Increasing Physical Activity During Recess. Evidence shows that the following approaches can be used to increase levels of physical activity during recess: Provide organized sports (more...)

Weight and body mass index

It is currently unknown whether policies requiring daily recess have a significant impact on weight, as research on this association is sparse. Nonetheless, limited evidence shows a significant relationship between increased weekly minutes of recess and lower BMI in children in grades 1-5 ( Fernandes and Sturm, 2011 ; Miller, 2011 ).

Cognitive outcomes

As discussed more thoroughly in Chapter 6 , recent reviews of the literature suggest that daily recess policies can have a positive influence on academic performance (e.g., cognitive skills and attitudes, on-task behavior, organization, attendance, impulse control) ( Siedentop, 2009 ; Trost, 2009 ; CDC, 2010 ; Beighle, 2012 ). Most of these studies showed enhanced learning due to greater classroom attentiveness and on-task behavior among students participating in recess. See the detailed discussion of the association between physical activity and academic performance in Chapter 4 .

Other health outcomes

Very little research has been conducted on the direct health benefits of providing recess breaks to students. Panksepp (2008) suggests a connection between lack of play and increased symptoms of attention deficit hyperactivity disorder (ADHD). Recess breaks also provide students with the opportunity to develop social skills through peer interaction, as well as free time in which to role play ( AAP, 2013 ). Thus, recess provides opportunities for social and emotional development of youth in addition to its potential to increase physical activity levels.

Evidence discussed in detail in Chapter 6 and summarized here indicates that implementing recess policies can have a positive impact on increasing both overall physical activity in youth and the amount of recess offered during the school day. As discussed in Chapter 2 , strong physical activity–related state laws and local policies are associated with higher levels of implementation of physical activity opportunities at the school level. Existing evidence specific to state-level recess laws and local policies is mixed. Slater and colleagues (2012) found that weak state laws were associated with schools offering at least 20 minutes of daily recess; no association was found for strong state laws or strong or weak school district–level policies. However, the authors note that only three states have an existing strong state-level recess law and, as discussed above, school districts are not required to address recess in their wellness policies.

Evenson and colleagues (2009) examined the impact of a state law on school-based physical activity. They evaluated the impact of North Carolina's Healthy Active Children Policy, which requires all children in kindergarten through 8th grade to receive at least 30 minutes of moderate to vigorous physical activity each school day. The policy allows school districts flexibility in meeting this requirement through physical education, recess, or other approaches. The authors found that elementary schools (69 percent) were most likely to meet the 30-minute daily requirement by offering daily recess.

In a study conducted among a nationally representative sample of Norwegian students, Haug and colleagues (2010a) found that schools with a written policy addressing physical activity and those offering organized noncurricular physical activity during the school day were most likely to report student participation in daily recess, although it is unclear whether these written policies contained strong or weak language. In contrast, in a random sample of low-income rural Colorado elementary schools, Belansky and colleagues (2009) found that the number of minutes of recess provided to students decreased after implementation of the federally mandated local wellness policy. The authors attribute this decline in recess minutes to the weak language of the policy. Finally, Turner and colleagues (2013) found an association between strong state and school district policies and the practice of withholding recess for behavior management or academic reasons. More research is needed on how policies impact school practices, but existing evidence provides some support that strong state laws and local policies are more effective than weak ones.

The implementation of strong state laws and local policies and environmental interventions can be effective in increasing both the number of minutes of recess provided and physical activity during recess. Evidence shows that recess can provide another school-based opportunity in addition to physical education to increase physical activity in youth. Recess also is associated with improved classroom behavior. It is important to note that the primary focus of recess is to help youth develop social and emotional skills through unstructured, free play; using recess as a substitute for physical education is inappropriate.

Classroom Physical Activity

Classroom physical activity includes all activity, regardless of intensity, performed in the classroom during academic instruction, as well as breaks from instruction designed specifically for higher-intensity physical activity (see Chapter 6 for a detailed discussion). It includes time spent learning special topics (e.g., art, music) even if not taught by the usual classroom teacher and excludes physical education and recess even if conducted in the classroom by the usual classroom teacher.

A number of programs designed to increase classroom physical activity have been described, including ABC (Activity Bursts in the Classroom) ( Katz et al., 2010 ), The Class Moves ( De Meij et al., 2010 ), Energizers ( Mahar et al., 2006 ), Happy 10 ( Liu et al., 2008 ), Instant Recess ( Whitt-Glover et al., 2011 ), Kinder-Sportstudie KISS ( Kriemler et al., 2010 ), Physical Activity Across the Curriculum (PAAC) ( Donnelly et al., 2009 ), PLAY (Promoting Lifestyle Activity for Life) ( Pangrazi et al., 2003 ), TAKE 10! ( Kibbe et al., 2011 ), and Texas I-CAN! ( Bartholomew and Jowers, 2011 ) (three of these programs are described in Box 7-4 ). The framework suggested for augmenting active school transport ( Fesperman et al., 2008 ) also could be used for selecting and implementing a classroom physical activity program (see the section on facilitating active transport to school in Chapter 6 ). It is important to note that sufficient time to prepare and build support for the program is necessary.

Examples of Promising Programs for Increasing Classroom Physical Activity. TAKE 10! “is an evidence-based program that integrates physical activity, nutrition, and health concepts with academic lessons in elementary school classrooms, positively (more...)

The committee found no information on trends in the volume of classroom physical activity and only one study providing an estimate of the proportion of the daily total step count accumulated during classroom time. A study of 6th-grade students near Phoenix, Arizona, using pedometers to measure physical activity found that about 20 percent of the daily step count during school hours occurred during instructional classroom time for both boys and girls ( Tudor-Locke et al., 2006 ). Baseline levels of classroom physical activity are likely to vary by grade, race/ethnicity, sex, students' socioeconomic status, subject, geographic location, and other factors.

Although vigorous- or moderate-intensity physical activity is possible during normal classroom time, classroom physical activity is more likely to involve shifts from sedentary to light-intensity activities. Within the past decade, research has demonstrated that shifting the amount of time spent in sedentary activities (metabolic equivalent [MET] values ≤1.5) to light-intensity activities (MET values >1.5-<3.0) results in improved health outcomes for adults (e.g., Wijndaele et al., 2010 , 2011 ; Grøntved and Hu, 2011 ; Matthews et al., 2012 ). Likewise, a qualitative review of 232 studies of children aged 5-17 found a dose-response relationship between more sedentary behavior and negative health outcomes, including unfavorable body composition and decreased fitness, lower scores for self-esteem and prosocial behavior, and decreased academic achievement ( Tremblay et al., 2011 ). On the other hand, cohort studies that have controlled for vigorous-or moderate-intensity physical activity have yet to demonstrate a relationship between reductions in sedentary activity (which is the same as increases in light-intensity activity) and health or risk factor outcomes ( Carson and Janssen, 2011 ; Ekelund et al., 2012 ). The implications of these findings are still being discussed and have not yet been explicated in current physical activity recommendations. Nonetheless, it appears prudent to assume that, while vigorous- or moderate-intensity physical activity may have more or unique physical (including brain) health and cognitive benefits for children, light-intensity physical activity is preferable to sedentary activity from both health and academic perspectives. Therefore, modifications that increase light-intensity activity in the classroom should be viewed as beneficial even though no change in the volume of vigorous- or moderate-intensity physical activity occurs.

Isolating the impact of classroom physical activity interventions on the overall physical activity of children and adolescents is a frustrating venture. Many efforts to increase classroom physical activity are imbedded within programs also designed to increase activity during physical education, recess, and before- and after-school activities ( Sallis et al., 2003 ; Simon et al., 2004 ; Verstraete et al., 2007 ; Naylor et al., 2008 ; Evenson et al., 2009 ; Kriemler et al., 2010 ). Evidence reviewed earlier on the effectiveness of multicomponent programs in increasing physical activity in youth (e.g., van Sluijs et al., 2007 ) suggests that increasing classroom physical activity may be a useful adjunct to broader programs but says nothing about whether classroom physical activity can actually be increased. Even programs in which classroom physical activity is the apparent centerpiece are commonly accompanied by efforts to provide children and their parents with information and encouragement to increase physical activity more widely. In addition, assessments of increased activity commonly focus on changes in vigorous- or moderate-intensity physical activity while discounting or ignoring increased light-intensity activity. Still, the existing scientific literature does suggest that increases in classroom physical activity can be achieved and are accompanied by increased overall physical activity.

Physical activity has been increased during classroom time by inserting scheduled breaks for physical activity (e.g., stretching, jumping jacks) ( Ernst and Pangrazi, 1999 ; Pangrazi et al., 2003 ; Liu et al., 2008 ; Katz et al., 2010 ; Erwin et al., 2011 ; Whitt-Glover et al., 2011 ; Wadsworth et al., 2012 ) and by incorporating physical activity into academic sessions (e.g., physically active math or spelling games) ( Mahar et al., 2006 ; Trost et al., 2008a ; Donnelly et al., 2009 ; Grieco et al., 2009 ; Donnelly and Lambourne, 2011 ; Kibbe et al., 2011 ). Estimates of the increase in daily physical activity due to such interventions are modest, ranging from 700 to 1,000 steps per day ( Mahar et al., 2006 ; Erwin et al., 2011 ). According to one report, physical activity breaks increased light-intensity physical activity by 50 percent and moderate-intensity physical activity by 16 percent ( Whitt-Glover et al., 2011 ).

Just as environmental changes can increase physical activity during recess, changes to the physical classroom environment can facilitate physical activity ( Sallis et al., 2003 ; Evenson et al., 2009 ). Examples of such changes include standing desks, physio ball chairs, balancing boards or balls, podiums with BOSU (BOth Sides Up) balls, juggling balls, medicine balls, exercycles on which students can read while riding, and desks on wheels so they can be easily rearranged ( Disney, 2012 ). Examples of classroom space organized to provide room for students to be more physically active are provided in Chapter 5 .

Benefits of increased classroom physical activity have frequently been noted, including improved academic achievement and cognitive performance, increased time on task, reduced BMI ( Mahar et al., 2006 ; Liu et al., 2008 ; Donnelly et al., 2009 ; Barr-Anderson et al., 2011 ; Kibbe et al., 2011 ; Whitt-Glover et al., 2011 ), and reduced use of medications for asthma and ADHD ( Katz et al., 2010 ).

Risks of increased classroom physical activity include injuries. However, the literature includes no mention of injuries associated with classroom physical activity programs, and it is likely that any injuries that might occur would be minor.

Incorporating physical activity into daily classroom time either as part of academic lessons or as activity breaks is an emerging opportunity to enable students of all ages to be more physically active. The strategy may be especially useful in achieving a shift from sedentary to light-intensity physical activity.

Intramural/Extramural Sports and After-School Programs

Opportunities exist beyond the school day for increasing physical activity in youth. Sports and active after-school programs have the potential to make a significant impact on daily physical activity levels.

For more than a decade, the AAP has recommended youth sports as a means of obtaining physical activity as well as social benefits (Washington et al., 2001). Sports programs typically fall into two categories: intramural, or within schools, and extramural or interscholastic, or competition between schools ( AAHPERD, 2013 ). The type and scope of each vary by school size ( Landis et al., 2007 ) and location ( Kanters et al., 2013 ), as well as the socioeconomic status of students ( Edwards et al., 2012 ). Evidence shows benefits of participation in school sports for many aspects of health and well-being (see Chapter 6 ).

After-school programs are formal programs for school-age youth that operate outside of normal school hours for at least part of the year, are supervised or monitored by adults, and are intended to promote growth and development ( Durlak et al., 2009 ). Roughly 6.5 million students attend after-school programs in the United States. Even after a steady increase over the past two decades, the number of such programs is predicted to grow as a result of shifting family demographics, such as higher numbers of single and employed mothers ( Vandell et al., 2005 ). Although after-school programs vary greatly in availability, attendance, and implementation, they can provide both structured and unstructured opportunities for physical activity and can teach students the behavior and movement skills associated with lifelong participation in physical activity ( Trost et al., 2008b ).

Sports programs are widespread in U.S. schools (see Chapter 6 ). Nearly 77 percent of middle and 91 percent of high schools offer at least one sport. Participation rates vary, but it is estimated that 33-55 percent of students participate in school sports programs ( Lee et al., 2007 ).

Forty-eight percent of schools offer at least one intramural sport or physical activity club, with rates of participation and opportunities varying among elementary, middle, and high schools ( Lee et al., 2007 ). More intramural sports are offered in middle than in high schools, but both offerings and participation in middle school intramural programs have been declining ( Lee et al., 2007 ). Interscholastic sports are more common in high schools, and participation rates tend to decline from 9th to 12th grade ( Landis et al., 2007 ). Overall, fewer girls than boys participate in school sports ( Lee et al., 2007 ), and girls are less likely than boys to engage in vigorous-intensity physical activity during sports ( CDC, 2012 ).

Participation in sports also varies by socioeconomic status and race/ethnicity ( Johnston et al., 2007 ; CDC, 2012 ). Studies indicate fewer sports opportunities and lower participation in schools with a higher percentage of black and Hispanic students compared with schools with a majority of white students ( Edwards et al., 2012 ). This finding is significant given that participation in school sports was shown to be a correlate of physical activity in black, Hispanic, and white middle school girls ( Kelly et al., 2010 ).

According to the American Heart Association,

in recent years, there has been substantial interest in offering additional after-school activities to serve the needs of more students. For example, researchers at Stanford University are testing after-school ethnic and popular dance classes for girls in grades 2 to 5 and an after-school team sports program designed exclusively for overweight children in grades 4 and 5, a population that would not normally participate in sports teams. ( Pate et al., 2006 , p. 1219)

Nationwide, 8.4 million children in grades K-12 currently attend after-school programs averaging 8.1 hours per week, and 18.5 million others would attend if suitable programs were available ( Smith, 2007 ; Afterschool Alliance, 2009 ; Kang and Weber, 2010 ) (see Chapter 6 for additional discussion). The Afterschool Alliance's 2009 America After 3PM study revealed that an average of 67 percent of students participating in after-school programs qualify for free and reduced-price lunches, 14 percent are limited English proficient, and 11 percent have special needs/disabilities. Few studies have examined correlates of participation in physical activity within after-school programs.

Programs with more structure and supervision have been found to generate more physical activity among participants ( Beets et al., 2012b ). As with sports, Trost and colleagues (2008b) found that elementary-age boys were more likely than girls to engage in physical activity during after-school programs.

The adoption of policies to provide sports programs in schools has great potential to increase physical activity among students ( Kanters et al., 2013 ). This holds true for disparate populations, including rural, inner-city, and economically disadvantaged youth ( Vandell et al., 2007 ; Edwards et al., 2012 ).

Although studies vary in methodology and population, evidence shows that involvement in sports enhances cardiovascular fitness ( Beets and Pitetti, 2005 ) and increases the amount of time spent in vigorous- or moderate-intensity physical activity ( Nelson et al., 2005 , 2006 ; Coleman et al., 2008 ; Dodge and Lambert, 2009 ; Graham et al., 2011 ). In one study of sports involving boys aged 6-12, Wickel and Eisenmann (2007) found that participants averaged 110 minutes of vigorous- or moderate-intensity physical activity during a day in which they participated in a sport, compared with only 30 minutes on a nonsport day. Another study, by Leek and colleagues (2011) , found that youth involved in soccer, baseball, or softball teams engaged in a mean of 45.1 minutes of vigorous- or moderate-intensity physical activity, with variation by sport. Participation in these programs thus appears to contribute to the overall recommendation of 60 minutes per day of vigorous- or moderate-intensity physical activity for youth. The authors note, however, that

enhanced policies could ensure sufficient physical activity during practices by emphasizing participation over competition, sponsoring teams for all skill levels across all ages, ensuring access by lower income youth with sliding scales for fees, increasing practice frequency, extending short seasons, using pedometers or accelerometers to monitor physical activity periodically during practices, providing coaches strategies to increase physical activity, and supporting youth and parents in obtaining adequate physical activity on non-practice days. (p. 298)

Although after-school physical activity programs are growing in number, their effectiveness in increasing physical activity among participants is unclear ( Beets et al., 2009 ). Data are limited on physical activity levels in the after-school period ( Trost et al., 2008b ), which vary by program and the context in which the activity takes place (e.g., indoor versus outdoor, structured versus unstructured) ( Trost et al., 2008b ; Beets et al., 2009 ), as well as implementation and program content ( Beets et al., 2009 ). However, a meta-analysis by Beets and colleagues (2009) found that after-school settings hold considerable promise for increasing physical activity in youth and that strategies designed to increase physical activity in these settings should include policies targeting staff training and ongoing technical support ( Beets et al., 2012b ).

Policies promoting sports in schools may help curb the childhood obesity epidemic. Students who participate in sports are less likely to be overweight or obese than those who do not participate ( Salbe et al., 2002 ; Levin et al., 2003 ; Menschik et al., 2008 ; Drake, 2012 ). Involvement in sports also has been shown to improve dietary behaviors ( French et al., 1994 ; Harrison and Narayan, 2003 ; Coleman et al., 2008 ). While it is intuitive that increasing physical activity through after-school programs would have a positive impact on weight status, there is no conclusive evidence of a temporal effect. Research does show, however, that the weight status of youth is an important moderator of physical activity in after-school settings. Trost and colleagues (2001 , 2008a ) found that overweight students enrolled in an after-school program were substantially less active than their nonoverweight counterparts during organized outdoor activities. More research is needed to understand the activity preferences of overweight children attending after-school programs.

Psychosocial outcomes

Policies favoring school sports programs can influence factors in students that play a role in their success as adults, including competence ( Anderson et al., 2009 ; Greenleaf et al., 2009 ), self-concept and self-esteem ( Harrison and Narayan, 2003 ; Dishman et al., 2006 ), and body image ( Greenleaf et al., 2009 ) (see Chapter 3 ). Involvement in sports also confers unique psychosocial benefits that protect adolescents against suicide ( Taliaferro et al., 2011 ) and depressive symptoms ( Dishman et al., 2006 ; Johnson and Taliaferro, 2011 ). In addition, participation in sports may enhance school connectedness, social support, and bonding among friends and teammates ( Weintraub et al., 2008 ). There are developmental benefits as well; involvement in school sports may enhance initiative, goal setting, and emotional control ( Gould and Carson, 2008 ), along with general well-being ( Greenleaf et al., 2009 ).

Sports programs may help reduce the risk of alcohol, tobacco, and illicit drug use in students ( Forman et al., 1995 ; Harrison and Naryan, 2003 ; Kulig et al., 2003 ; Lisha and Sussman, 2010 ; Nkansah-Amankra et al., 2011 ). Studies also point to a reduced risk for violence ( Garry and Morrissey, 2000 ) and sexual behavior ( Taliaferro et al., 2011 ) among student athletes.

In addition to the policies discussed in Chapter 6 , the development, use, and maintenance of school facilities have a major impact on opportunities for both school sports and after-school programs. A study by Kanters and colleagues (2013) found that the majority of school sports fields are underutilized, suggesting opportunities for increased programming. Joint or shared use with community facilities holds promise as well (see the discussion of joint- or shared-use agreements later in this chapter).

Do Policies Matter

Policies for after-school programs that outline the percentage of time to be dedicated to physical activity are being implemented. Because of variation in the scope and content of these policies and the lack of surveillance of their implementation, their outcomes, beneficial effects, and feasibility are largely unknown.

School sports and active after-school programs offer the potential to increase physical activity among youth. More research is needed to define specific factors that increase the effectiveness of such programs and ways in which they can be tailored and implemented in varied school settings across the United States. Consideration of equity in sports and after-school programs is especially important as the quality and scope of these opportunities vary tremendously by district.

Active Transport

Active transport or active commuting to school includes walking, cycling, and the use of other human-powered modes of transportation (e.g., skateboarding); it also includes using public transportation or being driven to a point closer to school and walking the rest of the way. The major focus of this discussion is on walking and cycling the full distance between home and school. (See the detailed discussion of active transport to school in Chapter 6 .)

Programs to increase walking and cycling to school include changes in site selection regulations for new/remodeled schools, infrastructure improvements (e.g., sidewalk improvements, overpasses, traffic calming), safety initiatives (e.g., crossing guards, school speed zones), educational campaigns, “walking school buses,” and others (see Chapter 6 for more detailed discussion). The committee could find no empirical evaluations of changes in active transport to school due to relocation of schools from the edge of communities to the center. Evaluations of state and federal programs designed to increase the proportion of students walking or cycling to school provide some evidence of success 1 ( Staunton et al., 2003 ; Boarnet et al., 2005 ; Buliung et al., 2011 ; Hinckson and Badland, 2011 ; Mendoza et al., 2011a , b ).

As discussed in Chapter 6 , safety is a major concern among parents who do not want their children to walk or bike to school. Funding for infrastructure (e.g., building sidewalks, installing traffic calming structures) or to hire staff (e.g., crossing guards) can make areas near schools safe for children to walk or bike to school. From 2005 through 2012, the U.S. Department of Transportation provided state departments of transportation with about $1 billion for Safe Routes to School projects. These funds benefited about 13,000 schools—13 percent of eligible schools in the country ( USDOT, 2012 ). The new transportation bill, Moving Ahead for Progress in the 21st Century (MAP-21), allows states to spend the money they receive to enable students to walk and bike to school more safely, but dedicates no funds specifically for that purpose.

Place Matters

Residents of neighborhoods with close proximity to schools and greater connectivity of pathways walk and cycle to school more than residents of neighborhoods with low proximity and connectivity ( Saelens et al., 2003 ; Duncan and Mummery, 2005 ).

Support from a variety of community organizations also is possible. Pedestrian advocacy groups (e.g., WalkBoston, Pedestrians Educating Drivers About Safety [Atlanta], PedNet [Missouri]) are likely to be supportive, as are some health groups concerned about conditions such as diabetes, obesity, and heart disease. Two groups likely to be willing to help promote active school transport and prevent associated traffic mishaps are local emergency department physicians and local chapters of the AAP. In Miami a program led by providers of hospital emergency room care has offered educational programs on pedestrian and bicycle safety and on infrastructure changes to enhance safety ( Gillian et al., 2004 ).

The prevalence of walking or bicycling to school among American school-aged children declined from 42 percent in 1969 to 13 percent in 2001 ( McDonald, 2007 ) (see Figure 2-11 in Chapter 2 ). Among children who live within 1 mile of their school, the prevalence has fallen from 86 percent to 50 percent. There is a strong and inverse relationship between distance to school and the prevalence of active transport (see Table 7-1 ) ( McDonald, 2008 ). During the past 40 years, but especially in the 1970s and 1980s, new schools were likely to be built away from residential neighborhoods. As a result, fewer students now live close enough to school to walk ( McDonald, 2008 ). Today only about one-third of students live within a mile of their school ( Martin et al., 2007 ). In some areas, the proportion is much lower; in Georgia, for example, only an estimated 10-15 percent of students live close enough to walk ( Falb et al., 2007 ). The proportion varies widely among schools, however, so that active transport programs for some schools could have a major impact. The shift from placing new schools in residential areas to placing them in sparsely populated areas at the edge of communities is responsible for about half of the decline in active transport since 1969; changes in demographics and social norms and an increase in the proportion of special-focus schools (e.g., science, arts) account for the other half of the decline.

Percentage of Students Who Usually Walk or Bike to School, 2009.

Recent systematic reviews have found that students who walk or bike to school are more physically active than students who do not ( Davison et al., 2008 ; Lee et al., 2008 ; Faulkner et al., 2009 ). A few studies have estimated the difference in minutes of daily vigorous- or moderate-intensity physical activity between children and adolescents who walk to school and those who are driven. Basset and colleagues (2013) estimate that walking or biking to school adds an average of 16 minutes per day of vigorous- or moderate-intensity physical activity. According to other estimates, the figure ranges from 2 to 24 minutes per school day ( Sirard et al., 2005 ; van Sluijs et al., 2009 ; Owen et al., 2012 ; Saksvig et al., 2012 ). Not surprisingly, the excess minutes are greater among students who walk or bike longer distances than among those who walk or bike shorter distances ( van Sluijs et al., 2009 ).

A few studies have assessed the impact of a walking school bus intervention. Two studies found that the proportion of children actively commuting to school increased and that accelerometer-measured physical activity was higher among students at intervention schools than those at comparison schools ( Heelan et al., 2009 ; Mendoza et al., 2011b ). A third study found no differences between intervention and comparison schools ( Sayers et al., 2012 ).

Evidence that students using active transport have lower BMIs is suggestive but inconsistent ( Davison et al., 2008 ; Lee et al., 2008 ; Faulkner et al., 2009 ; Lubans et al., 2011 ). Active transport also is thought to enhance neighborhood social capital and social interactions among children and to promote independent mobility ( Collins and Kearns, 2001 ; Kearns et al., 2003 ).

Benefits of walking or biking to school also include reduced use of automobiles and school buses and the associated reductions in air pollution, fuel consumption, and traffic congestion. A simulation study estimated that, compared with locations where few to no students could walk or bike to a neighborhood school, locations where active transport was feasible would see a 15 percent reduction in noxious emissions ( EPA, 2003 ). Enabling more students to walk or bike to school could substantially reduce the cost of busing. One school reportedly is saving $49,000 per year in busing costs after improving the safety of active transport with new sidewalks, crosswalks, and signage ( USDOT, 2012 ). Infrastructure improvements such as new or repaired sidewalks benefit not just students but all pedestrians.

Some evidence suggests that favorable school district and/or state policies increase the likelihood of implementation of “walking school buses” ( Turner et al., 2012 ).

For students who live close enough to school, active transport is an important source of vigorous- or moderate-intensity physical activity. Substantial evidence shows that students who walk or bike to school are more physically active than those who do not. Enabling students to walk or bike to school provides a number of environmental and economic benefits as well. Evidence that environmental, safety, and educational interventions increase the proportion of students who walk or bike to school is suggestive but limited in volume and quality.

The Environment and Physical Activity

The discussion to this point has focused primarily on how different segments of the school day, such as physical education class or recess, and the policies that affect them can influence physical activity behaviors. Also important is the physical environment in which the various segments of the day take place and the policies that shape it.

As in communities generally, the built environment of a school plays a role in access to opportunities for physical activity. In particular, policies supporting adequate space for leisure-time or after-school active programming may decrease overall sedentary time. McKenzie and colleagues (2000) used an objective measure of the outdoor environment during leisure time in a middle school setting. They found that few students took advantage of opportunities to be physically active during leisure time at school, and they recommend policies and environmental manipulations (e.g., supervision, equipment, structured programs) to attract more adolescents, especially girls, to existing activity areas.

Equally important is the location of schools. School siting policies at the state or local level can dictate the size of schools, the distance between homes and schools, and general school locations. Not only do these factors impact the ability to commute actively to and from school ( McDonald and Aalborg, 2009 ), but a school's location in relation to facilities for physical activity may encourage such activity. In a study by Trilk and colleagues (2011) , 12th-grade girls who attended schools with at least five facilities for physical activity within the designated parameter reported more physical activity per day than girls in schools with fewer than five such facilities. In addition, girls who attended rural schools surrounded by at least five such facilities reported about 12 percent more physical activity per day than girls who attended rural schools with fewer than five such facilities nearby. The authors conclude that the number of facilities for physical activity surrounding the area should be considered when school siting decisions are made.

On school grounds, age-appropriate equipment and outdoor space that are safe and attractive enable and encourage children and adolescents to participate in active play (see Chapter 6 ). Walkways can encourage walking during breaks and before and after school.

The indoor environment is important as well. The presence of gymnasiums and other open spaces enables active play. As discussed above, mobile desks, standing chairs, physio balls, and other equipment can encourage higher levels of energy expenditure in the classroom. Building guidelines that specify stairwell placement, classroom design, and building flow also have the potential to increase the volume of physical activity during the school day ( Zimring et al., 2005 ; Cohen et al., 2008 ; Nicoll and Zimring, 2009 ; McGann, 2013 ).

Just as the work environment is a factor in employee health, a school's physical environment plays an important role in student health—including sedentary behavior. Tremblay and colleagues (2011) find that “there is a large body of evidence from all study designs which suggests that decreasing any type of sedentary time is associated with lower health risk in youth aged 5-17 years.” Similarly, Kwon and colleagues (2012) note that “breaks in sedentary time notably decrease during childhood and adolescence. During school hours, boys and girls have fewer breaks in sedentary time than during any other period of weekday or weekend days” (p. 1075).

School policies encouraging an environment that promotes physical activity and decreases sedentary time are promising obesity prevention strategies ( McKenzie et al., 2000 ; Leung et al., 2012 ). In some children, changes in sedentary behaviors may be important to modify energy balance and prevent obesity ( Epstein et al., 2004 , 2006 ). A recent review indicates that, even considering the varied and limited methodologies of intervention studies, evidence suggests the effectiveness of strategies designed to reduce overall sedentary behavior among children and adolescents ( Leung et al., 2012 ). However, much of the existing research consists of studies within the home, neighborhood, or community environment ( Robinson, 1999 ; Epstein et al., 2006 ; Robinson and Borzekowski, 2006 ; Leung et al., 2012 ; Tandon et al., 2012 ). Few studies examine interventions that entailed modifying school physical environments and policies to support regular physical activity and improved dietary practices ( Simon et al., 2004 ; Newton et al., 2010 ; Leung et al., 2012 ). New research is being conducted on the association between the school environment and healthy eating ( Huang, 2013 ), with plans to expand the focus to encompass physical activity and reduction of sedentary behavior. Healthy eating design guidelines are being developed for elementary schools to promote indoor environments that are spatially organized to be conducive to learning and health.

Joint- or Shared-Use Agreements

Joint- or shared-use agreements entail “two or more entities—usually a school and a city or private organization—sharing indoor and outdoor spaces like gymnasiums, athletic fields and playgrounds. The concept is simple: share resources to keep costs down and communities healthy” ( Joint Use, 2009 , p. 1).

Such agreements are one policy strategy that communities and schools can use to provide schools with additional or alternative opportunities for physical activity. They may be a particularly important strategy for providing structured physical activity programs during summer months and other out-of-school time. The agreements can be formal or informal and are designed to encourage shared use of facilities for both physical activity– related and other kinds of programs.

Joint-use agreements have been promoted by a number of national organizations ( McCambridge et al., 2006 ; Solomon et al., 2009 ; Leadership for Healthy Communities, 2010 ; National Physical Activity Plan, 2010 ; White House Task Force on Childhood Obesity, 2010 ; HHS, 2012 ) as a way to provide access to existing neighborhood physical activity facilities for communities, such as rural or low-income areas, that may have few or no such facilities available to them. Shared use of existing facilities is also more cost-effective than building new structures in resource-poor areas. Despite the promise of this strategy, however, and the significant attention and promotion it has received at the national level, little is known about its effectiveness in increasing physical activity.

In a survey conducted with a nationally representative sample of public and nonpublic elementary, middle, and high school administrators in 2000 and again in 2006, researchers found that two-thirds of schools allowed youth sports teams to use school facilities outside of school hours ( Evenson et al., 2010 ). A significantly lower percentage, however, allowed community-sponsored youth programs, open gyms, and adult sports programs (see Table 7-2 ). Results were similar across the survey years (2000 and 2006), with no appreciable changes noted in facility availability across groups.

Weighted Percent of Community Access to Indoor or Outdoor School Facilities for Physical Activity Use in 2000 and 2006 Among Schools with Any Indoor or Outdoor Physical Activity Facilities.

More recent research conducted in 2009, which surveyed a national sample of school principals in underserved communities, also found that nearly 70 percent of principals reported that their school recreational facilities were open to the public outside of school hours for either unsupervised or supervised use ( Spengler et al., 2011 ). Finally, in a study conducted in 2010, researchers examined and coded joint-use agreement policies collected in a national sample of 157 school districts during the 2009–2010 school year ( Chriqui et al., 2012 ). They found that 93 percent of the sampled school districts had an existing joint-use agreement, with 81 percent of the agreements specifically allowing for recreational use of school grounds. However, results also showed that agreements lacked specificity in identifying which types of facilities could be used or what community groups had access to the school grounds ( Chriqui et al., 2012 ).

Impact on Physical Activity and Other Health Outcomes

Little research has examined the impact of joint-use policies on physical activity among youth. The committee identified only one study that evaluated the impact of a newly enacted joint-use agreement. Results of this study showed that the agreement enabled more than 1,000 community members to participate in 900 class sessions ( Maddock et al., 2008 ). However, the study did not examine physical activity levels in class participants before or after implementation of the agreement. Another study, conducted by Van Acker and colleagues (2012) , examined barriers and facilitators for providing physical activity–related after-school programs and found that having an agreement to use school facilities was positively associated with the presence of an after-school program. Likewise, Durant and colleagues (2009) found that opening school playgrounds outside of school hours was associated with increased physical activity and reduced screen time/sedentary behavior.

Because so little research has been conducted on the impact of joint-use agreements on physical activity behavior, it remains unclear what specific components should be included in such agreements to facilitate increased physical activity. Unknown, for example, is whether informal (open gym) or formal (organized sports) programs are preferable, when facilities should be available for public use (weekdays, weekends, holidays), what hours are important (after school or evenings), and which facilities (indoor or outdoor) should be made available.

Joint-use agreements as a means of increasing access to available school settings for physical activity are a promising strategy for increasing physical activity. However, further research is needed to determine the impact of such agreements on physical activity. Additional research also is needed to determine whether simply making school facilities available is effective in increasing physical activity levels in youth or whether supervision and more structured/formal programs are needed to produce this result.

Many examples exist of effective and promising strategies for increasing vigorous- or moderate-intensity physical activity in schools (see Table 7-3 ). The most thorough yet often most difficult to implement are multicomponent interventions designed to increase physical activity using a systems approach that entails both school and community strategies. For strategies with a singular focus, the evidence is most robust for interventions involving physical education. Physical education can increase overall physical activity, increase the intensity of physical activity, and potentially influence BMI/weight status in children and adolescents. However, the lack of consistent surveillance of physical activity levels during physical education classes (especially in elementary and middle schools) impedes monitoring and evaluation of progress toward increasing physical activity through physical education in schools across the nation.

Examples of Effective and Promising Single-Component Approaches to Increase Physical Activity in Youth.

Beyond physical education, opportunities for increasing physical activity are present both in the classroom and, for elementary schools, during recess. Classroom physical activity and other strategies designed to reduce sedentary time in the school setting hold promise for increasing overall physical activity among children and adolescents, yet isolating their impact is complex, and they often are met with resistance from key stakeholders. Recess is a nationally recommended strategy for increasing physical activity, and evidence indicates that participating in recess can increase vigorous- or moderate-intensity as well as light-intensity physical activity and improve classroom behavior. However, this strategy currently is not being implemented in sufficiently high doses to make a major impact.

Effective and promising strategies beyond the school day also exist, including after-school programming and sports teams, as well as active transport to and from school. School sports and after-school programming offer important physical activity opportunities in the school setting, but access and implementation vary greatly. Formal policies also are needed to specify physical activity standards for after-school programs. Evidence shows that children who walk or bike to school are more physically active than those who do not. Successful active transport interventions address policy and infrastructure barriers.

Also associated with the school environment are agreements between schools and communities to share facilities as places to be physically active. Although this is a relatively new research topic, these joint-use agreements can provide youth with additional opportunities for out-of-school physical activity. Further research is needed on the utilization of facilities resulting from these agreements and their impact on physical activity.

For both single- and multicomponent strategies, evidence on effective programs and policies is limited by the lack of quality surveillance and a disparate focus across racial/ethnic groups. This lack of evidence needs to be remedied if research on increasing physical activity in schools is to move forward.

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A U.S. Department of Transportation Fact Sheet provides two more examples but includes no explanation of how the information was obtained ( USDOT, 2012 ).

• Cite this Page Committee on Physical Activity and Physical Education in the School Environment; Food and Nutrition Board; Institute of Medicine; Kohl HW III, Cook HD, editors. Educating the Student Body: Taking Physical Activity and Physical Education to School. Washington (DC): National Academies Press (US); 2013 Oct 30. 7, The Effectiveness of Physical Activity and Physical Education Policies and Programs: Summary of the Evidence.
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Digital Commons @ USF > Theses and Dissertations

Physical Education and Exercise Science Theses and Dissertations

Theses/dissertations from 2021 2021.

Warming Up and Cooling Down: Perceptions and Behaviors Associated with Aerobic Exercise , Balea J. Schumacher

Theses/Dissertations from 2020 2020

An Examination of Changes in Muscle Thickness, Isometric Strength, and Body Water Throughout the Menstrual Cycle , Tayla E. Kuehne

Theses/Dissertations from 2019 2019

Psychological Responses to High-Intensity Interval Training Exercise: A Comparison of Ungraded Running and Graded Walking , Abby Fleming

Theses/Dissertations from 2018 2018

The Effects of Music Choice on Perceptual and Physiological Responses to Treadmill Exercise , Taylor A. Shimshock

Theses/Dissertations from 2016 2016

The Effect of Exercise Order on Body Fat Loss During Concurrent Training , Tonya Lee Davis-Miller

Anti-Fat Attitudes and Weight Bias Internalization: An Investigation of How BMI Impacts Perceptions, Opinions and Attitudes , Laurie Schrider

Theses/Dissertations from 2014 2014

The Effect of Music Cadence on Step Frequency in the Recreational Runner , Micaela A. Galosky

The Hypertrophic Effects of Practical Vascular Blood Flow Restriction Training , John Francis O'halloran

Theses/Dissertations from 2013 2013

The Effects of Exercise Modality on State Body Image , Elizabeth Anne Hubbard

Perceptual Responses to High-Intensity Interval Training in Overweight and Sedentary Individuals , Nicholas Martinez

Comparisons of acute neuromuscular fatigue and recovery after maximal effort strength training using powerlifts , Nicholas Todd Theilen

Theses/Dissertations from 2012 2012

The Impact of Continuous and Discontinuous Cycle Exercise on Affect: An Examination of the Dual-Mode Model , Sam Greeley

Systematic review of core muscle electromyographic activity during physical fitness exercises , Jason Martuscello

Theses/Dissertations from 2011 2011

The Effect of Unexpected Exercise Duration on Rating of Perceived Exertion in an Untrained, Sedentary Population , Lisa M. Giblin

The Effect of Various Carbohydrate Supplements on Postprandial Blood Glucose Response in Female Soccer Players , Nina Pannoni

Middle School Physical Education Programs: A Comparison of Moderate to Vigorous Physical Activity in Sports Game Play , Marcia Ann Patience

The Effects of Pre-Exercise Carbohydrate Supplementation on Resistance Training Performance During an Acute Resistance Training Session , Kelly Raposo

Theses/Dissertations from 2010 2010

Effects of Fat-Free and 2% Chocolate Milk on Strength and Body Composition Following Resistance Training , Ashley T. Forsyth

Relationship Between Muscular Strength Testing to Dynamic Muscular Performance in Division One American Football Players , Johnathan Fuentes

Effects of Ingesting Fat Free and Low Fat Chocolate Milk After Resistance Training on Exercise Performance , Breanna Myers

Theses/Dissertations from 2009 2009

Effects of a Commercially Available Energy Drink on Anaerobic Performance , Jason J. Downing

The Impact of Wearable Weights on the Cardiovascular and Metabolic Responses to Treadmill Walking , Kristine M. Fallon

Six Fifth Grade Students Experiences Participating in Active Gaming during Physical Eduction Classes , Lisa Witherspoon Hansen

The impact of wearable weights on perceptual responses to treadmill walking , Ashley T. Kuczynski

The Preference of Protein Powders Among Adult Males and Females: A Protein Powder Taste Study , Joshua Manter

Caloric Expenditure and Substrate Utilization in Underwater Treadmill Running Versus Land-Based Treadmill Running , Courtney Schaal

Theses/Dissertations from 2008 2008

A Survey of NCAA Division 1 Strength and Conditioning Coaches- Characteristics and Opinions , Jeremy Powers

Theses/Dissertations from 2007 2007

Perceptions of group exercise participants based on body type, appearance and attractiveness of the instructor , Jennifer Mears

Theses/Dissertations from 2006 2006

Be active! An examination of social support's role in individual vs. team competition in worksite health promotion , Lauren Kriz

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Work samples

• Research and proposal: Physical activity interventions - ABOVE

Health and Physical Education

Years 9 and 10, above satisfactory, research and proposal: physical activity interventions, summary of task.

As part of a broader unit of work on community-based health and wellbeing interventions, students researched a range of physical activity interventions/initiatives/community events – for example, workplace walking challenges, social media campaigns, targeted programs to increase participation in sport – to review their effectiveness and to identify innovative strategies that may work in their local community. Students were then asked to evaluate two of the interventions using the provided template and use this information to propose their own physical activity intervention for their school or local community.

This assessment task relates to the focus areas: health benefits of physical activity, and lifelong physical activities.

Achievement standard

By the end of Year 10, students   critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students   access, synthesise and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities.   They examine the role physical activity has played historically in defining cultures and cultural identities.

Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.

Annotations

• 1 Annotation 1 Establishes a range of relevant criteria with which to evaluate the effectiveness of interventions designed to improve fitness and activity levels in their communities

• 1 Annotation 1 Accesses credible sources of health information
• 2 Annotation 2 Selects an intervention that is designed to improve fitness and physical activity levels in their community
• 3 Annotation 3 Identifies the target audience and purpose of the intervention
• 4 Annotation 4 Explains in detail key aspects of the program including accessibility and appeal to both individuals and groups
• 5 Annotation 5 Applies a concept from the intervention to their school environment
• 6 Annotation 6 Evaluates strategies used in relation to audience, cost, accessibility and format; and physical, social and emotional benefits

• 1 Annotation 1 Applies the concept of social media from the intervention to motivation of young people
• 2 Annotation 2 Analyses positive health impacts for young women and explains in detail why and how, and links judgements back to established criteria

• 1 Annotation 1 Identifies the need for communication of information and provides solutions through the use of social media
• 2 Annotation 2 Explains how accessing community expertise will be used to support the program
• 3 Annotation 3 Applies ideas from the interventions investigated to propose an intervention

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Home > USC Columbia > Education, College of > Physical Education > Physical Education Theses and Dissertations

Physical Education Theses and Dissertations

Theses/dissertations from 2022 2022.

Elucidating the Interdependence of Motor-Cognitive Development and Performance , Thomas Cade Abrams

Evaluation of the Throw-Catch Assessment , Bryan Terlizzi

Theses/Dissertations from 2021 2021

Develop or Diminish? An Exploration of Adolescent Athlete Flow Experiences , Hayes Mayfield Bennett

Three Studies Investigating Comprehensive School Physical Activity Program-Aligned Opportunities To Enhance Students’ Physical Education Learning , Jongho Moon

Relationship of General Athletic Performance Markers to Intra-Team Ranking Of Sport Performance , Steven Keith Scruggs II

Theses/Dissertations from 2020 2020

Elementary Physical Education Teacher Perceptions of Motor Skill Assessment , Jenna Fisher

Motor Competence and Quality of Life in Youth with Cancer and Visual Impairments , Emily N. Gilbert

Two Studies of Inclusive and Augmented Physical Education , Matthew Patey

Functional Motor Competence and Physical Military Readiness , Kyle Silvey

The Tripartite Model of Efficacy Beliefs for Youth With Visual Impairments , Alexandra Stribing

Theses/Dissertations from 2019 2019

United States Principals’ Involvement in Comprehensive School Physical Activity Programs: A Social-Ecological Perspective , Karie Lee Orendorff

Multidimenstional Balance in Youth with Visual Impairments , Adam Pennell

Two Studies Conceptualizing Physical Literacy for Assessment of High School Students in the United States , Chelsee Shortt

Theses/Dissertations from 2018 2018

New Insight For Activity Intensity Relativity: Metabolic Expenditure During Object Projection Skill Performance , Ryan S. Sacko

Three Studies Concerning Movement Integration In Low Socioeconomic Elementary School Classrooms , Gregory L. Stewart

The Effects of an Integrative Universally Designed Motor Skill Intervention across General, Inclusion, and Self-Contained Early Childhood Center Classrooms , Sally A. Taunton

Theses/Dissertations from 2017 2017

Two Studies of Partnership Approaches to Comprehensive School Physical Activity Programming: A Process Evaluation and a Case Study , Catherine A. Egan

Three Studies Of Service-Learning As An Approach To Movement Integration In Elementary Classrooms , Robert D. Michael, Jr.

Functional Motor Competence, Health-Related Fitness, and Injury in Youth Sport , Craig Elliott Pfeifer

Branded for Success: A Longitudinal Examination of Brand Associations as Drivers of Team Identification for a New Sport Brand , Henry Wear

Theses/Dissertations from 2016 2016

Examing Supine-To-Stand As A Measure Of Functional Motor Competence And Health Across The Lifespan , Danielle Rene Nesbitt

Theses/Dissertations from 2015 2015

Hypertension Health Behavior Change and Older Adults: the effect of an Appreciative Education Approach , Mary Katherine Benya

Preservice Physical Education Teacher’s Value Orientations across the Student Teaching Semester , Heesu Lee

The Subjective Warrant for Teaching Physical Education in South Carolina , Matthew Blake Lineberger

Integration of Impulse-Variability Theory and the Speed-Accuracy Trade-Off in Children's Multijoint Ballistic Skill Performance , Sergio Lupe Molina

Two Studies To Inform Comprehensive School Physical Activity Programming: A Systematic Review of Program Effectiveness and the Development of an Observational Measure for Classroom-Based Physical Activity Promotion , Laura B. Russ

Theses/Dissertations from 2014 2014

Impact of an Educational Gymnastics Course on the Motor Skills and Health-Related Fitness Components of Physical Education Teacher Education Students , Liana Webster

DESCRIPTION OF THE PRACTICE HISTORIES AND KNOWLEDGE STRUCTURES OF HIGH SCHOOL BASEBALL PLAYERS , Benjamin Joseph Wellborn

Theses/Dissertations from 2013 2013

A Case Study Seeking Indicators of Coherence in a PETE Program , Robert John Doan

The Effects of Attentional Focus Cues and Feedback On Motor Skill Learning In Children , Melanie Elizabeth Perreault

Theses/Dissertations from 2012 2012

Retrospective Practice Histories of Division I and Division II Female Basketball Players in the Carolinas , Anthony Steven Smith

Theses/Dissertations from 2011 2011

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Time to Sodium Absorption At Rest Between Three Different Beverages , Rachel Leanne Sharpe

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Retrospective Practice Histories of Expert and Novice Baseball Pitchers , Robert M. Cathey

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Teaching Behaviors, Student Motivation and Achievement In the Learning Domains of Physical Education , Jody Leigh Langdon

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The Effect of Uncompensable Heat Stress On Fatigue, Physiological, and Perceptual Measures , Charles C. Emerson

The Relationship Between Sodium Concentrations and Common Clinical Hydration Measures During Exercise , Dawn Marie Minton

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Physical Education Dissertation Topics

Published by Grace Graffin at January 5th, 2023 , Revised On May 2, 2024

Due to the growing importance of physical education, a majority of educational institutions have introduced it as a subject that students can choose as their major for their graduation. However, what comes with it is submitting a dissertation to complete your degree.

As a student of physical education, you might be in limbo as to which topic you should choose for your dissertation that is unique and relevant. After all, your future is dependent on it. Choosing the right dissertation topic is the first step toward writing a powerful dissertation that is accepted by your professors.

When choosing a physical education dissertation topic, you need to keep in mind that the topic is current, unique and adds value to what you have learned. To help you with the process of choosing the right topic, this blog contains a list of physical education dissertation topics.

You may also want to start your dissertation by requesting a brief research proposal from our writers on any of these topics, which includes an introduction to the problem, research question, aim and objectives, literature review, and the proposed methodology of research to be conducted. Let us know if you need any help in getting started.

Check our example dissertation to get an idea of how to structure your dissertation .

You can review step by step guide on how to write your dissertation here .

Also read: Education dissertation topics , healthcare dissertation topics , and nursing dissertation topics .

Latest Physical Education Dissertation Topics

Topic 1: investigating the impacts of improving physical education in schools on the development of children’s confidence, endurance and quick integration capability..

Research Aim: The present study aims to investigate the impacts of improving physical education in schools for developing children’s confidence, endurance, and quick integration capability.

Objectives:

• To analyse the importance of physical education in schools for proper growth of children.
• To examine how advanced physical education in schools helps children to develop their confidence, endurance, and quick integration capacity.
• To recommend what can be involved in physical education for improvement that may help develop confidence, endurance, and quick integration capacity of children.

Topic 2: Analysing different types of fine motor activities to help myriad health issues – a study on autistic children in the UK.

Research Aim: The present study aims to explain different types of fine motor activities that help address various health issues, as this study will specifically focus on autistic children in the UK.

• To share comprehensive knowledge about different types of fine motor activities.
• To explain the benefits of practising fine motor activities in addressing different health issues referring to the problem of autism in children in the UK.
• To provide a set of recommendations for the advancement of fine motor activities to address the health problem of autistic children in the UK.

Topic 3: Examining the significance of integrating physical education in the Montessori curriculum in the UK.

Research Aim: The present study aims to explicate the significance of integrating physical education into the Montessori curriculum in the UK.

• To explain the benefits of physical education in school for the growth of students.
• To comprehend the importance of integrating physical education in the Montessori curriculum in the UK.
• To share ideas about how physical education can be integrated and practised in the Montessori curriculum in the UK.

Topic 4: A study on the use of health rate monitors and health tracking to support the practices of advanced physical education.

Research Aim: The present study aims to explicate the usefulness of heath rate monitors and health tracking that support the practices of advanced physical education.

• To describe the usefulness of health rate monitors and health tracking equipment.
• To interpret the role of health monitors and health tracking to support improved practices in physical education.
• To recommend strategies for how health rate monitors and health tracking can be used to get the best possible results in physical education.

Topic 5: Exploring the increasing trend of computer-based fitness programs in the UK – a study on people’s changing behaviour during lockdown.

Research Aim: The present study aims to explore the increasing trend of computer-based fitness programs in the UK and will focus on people’s changing behaviour during the lockdown.

• To explain the effectiveness of computer-based fitness programs and their health benefits.
• To examine how computer-based fitness programs are becoming an increasing trend and popular during the lockdown.
• To suggest strategies for advanced computer-based fitness programs that can help address the changing behaviour of people during the lockdown.

More Physical Education Dissertation Topics

Topic 1: modern physical education versus the traditional physical education – a comparison.

Research Aim: The main aim of this research will be to compare the traditional physical education programs and the ones in place today. The research will start by talking about the traditional physical education programs and then introduce the ones that are being practised today. It will then move towards comparing programs one by one. The research will use a secondary data collection method to analyse already published data and conclude which physical education is better.

Topic 2: Assessing the Impact of Physical Education on Mental Health

Research Aim: This research will aim to explore the impact of physical education on mental health. There is a lot of evidence that physical education has a positive impact on the mental health of individuals, and this research will aim to assess the impact of the same. Existing research will be analysed in order to do an in-depth study into the impact of physical education on mental health.

Topic 3: Analysing Student Behavior and Engagement in Physical Education Classes

Research Aim: Physical Education classes have been a part of the academic system for years now; however, the understanding and concept of this education are changing. More and more institutions are now emphasising these classes and promoting physical education among students. This research will explore student behaviour and engagement in physical education classes and will suggest effective ways to enhance and increase engagement.

Topic 4: Planning Physical Education Programs to Produce Effective Results

Research Aim: The main aim of this research will be to understand how physical education programs should be planned in order to produce results that are effective for students. The study will assess currently planned programs in order to evaluate how these should be changed for the better and how they can help produce effective results.

Topic 5: Role of Teachers in Enhancing Students’ Engagement in Physical Education Lessons

Research Aim : Teachers always play an important role in academics. This research will explore how important teachers are in physical education in enhancing students’ engagement towards exercise. Given the benefits of physical education, it is essential for teachers to make sure that the right strategies are devised to drive students’ engagement, and the same will be assessed and analysed in this research. The study will also provide effective strategies that teachers should implement in order to produce effective results from student engagement.

Topic 6: Should Physical Education Lessons Differ for Males and Females?

Research Aim: A lot is argued about the physical education curriculum and that lessons should differ for males and females. This research will deep dive into the different lessons that are offered, and based on the analysis, the research will conclude if lessons should differ for males and females. The study will be based on secondary data.

Topic 7: Do Physical Education Classes Promote the Importance of a Healthy Lifestyle?

Research Aim: It is believed that physical education classes promote a healthy lifestyle; however, there is no authentic evidence. This research will aim to prove whether physical education promotes a healthy lifestyle or not. In either case, the research will analyse the impact of physical education on individuals’ lifestyles and how it helps them improve their way of living.

Topic 8: Physical Education and Technology – How Well do the Two Integrate?

Research Aim: Just like other forms of education, physical education and technology integrate well together. With the help of technology, physical education is offered using various aids, for example, visual aids, online classes, examples videos available online and much more. This research will assess how well physical education is offered with the help of technology and how it helps individuals gain access to effective lessons.

Topic 9: Assessing the Effectiveness of Virtual Physical Education Classes

Research Aim: Online physical education classes have emerged popular in the past year. With the pandemic’s major reason, virtual classes have opened a new avenue for physical education classes. This research will aim to assess how effective virtual physical education classes have been and how they have helped in enhancing students’ engagement and interest in these classes.

Topic 10: Accountability in Physical Education Lessons – How do Students Respond?

Research Aim: Just like all other classes hold students responsible and accountable for their learning, physical education should also follow the same pattern. While a lot of people argue against this, this research will weigh both sides. It will discuss and assess the pros and cons of holding students accountable for their physical education and will also talk about how students respond to accountability in these classes.

How Can ResearchProspect Help?

ResearchProspect writers can send several custom topic ideas to your email address. Once you have chosen a topic that suits your needs and interests, you can order for our dissertation outline service which will include a brief introduction to the topic, research questions , literature review , methodology , expected results and conclusion . The dissertation outline will enable you to review the quality of our work before placing the order for our full dissertation writing service !

Topic 11: Devising Strategies for Different Levels of Physical Education

Research Aim: This research will discuss the various strategies that are needed for devising physical education lessons for different classes. The study will talk about how different grades require a different level of physical education and will then present useful strategies that teachers can devise according to the grade and students’ age.

Topic 12: Should Universities Include Physical Education Lessons in their Curriculum?

Research Aim: Usually, physical education is not a part of universities’ curriculum. It is found in schools’ curricula or colleges, at best. This research will argue whether physical education should be introduced in all universities or not. It will present arguments for both sides, and based on the debate, the study will conclude as to whether introducing physical education in all universities’ curriculum is feasible or not.

Topic 13: Assessing Different Physical Education Teaching Styles and their Impact on Students

Research Aim: Just like the regular subject teachers, physical education teachers also have their own style, and each teacher is different from the other. This research will talk about the set of characteristics and traits that a physical education teacher should possess in order to produce results. The study will also assess the impact of different teaching styles on students to give an in-depth idea as to which style is effective and should be adopted.

Topic 14: Exploring the Challenges in Physical Education Lessons

Research Aim: Physical education comes with its own set of challenges. Not all students are interested in taking these classes; some of them are irregular, some do not respond well, and others do not take instructions seriously. On the flip side, there are challenges related to the instructors as well. This research will discuss challenges on both sides of the coin and will suggest how these challenges can be handled effectively.

Topic 15: Understanding the association between Counseling and Physical Education Lessons

Research Aim: Physical education is often linked to mental health. A lot of people argue that physical education is essential for people seeking help for their mental health. Thus, this research will go a step ahead and will aim to understand the relationship between counselling and physical education. It will aim to conduct interviews with people who are attending counselling sessions as well as physical education lessons to improve their mental health.

Topic 16: Diet, Physical Education, and Health – How are the three interlinked?

Research Aim: A common misconception is that physical education is all about exercise and sports. This research will aim to bust this myth and show how diet and overall health (mental and physical) are linked to physical education. The study will discuss how the three go hand-in-hand and how one leads to another.

Topic 17: Does Physical Education Enhance Students’ Academic Career?

Research Aim: While physical education does improve an individual’s well-being, does it enhance a student’s academic career as well? This research will aim to understand the same. This thesis will explore how physical education can or cannot help a student achieve his/her academic goals.

Topic 18: Impact of Physical Education on Personality Development – An Analysis

Research Aim: Physical education builds character and develops an individual’s personality, as well. This research will analyse the same and understand how physical education helps in personality development and why educational institutions emphasise and include physical education in their curriculum. The study will assess students who are a part of physical education lessons versus students who are only involved in academics and will then compare the results.

Topic 19: Studying the Impact of Introducing Physical Education in Students’ Early Years

Research Aim: Physical education should be introduced early in a student’s academic life. This is argued by a lot of physical education proponents. This research will study this claim and find out how effective it is for students to be introduced to physical education early in their academic life.

Topic 20: Comparing the Benefits and Challenges of Physical Education

Research Aim: Not many people favour physical education as a subject in schools and colleges. This research will aim to compare the benefits and challenges of physical education lessons by discussing the pros and cons. It will then conclude whether physical education is beneficial for students or not.

Topic 21: The Role of Gender in Employing Physical Education

Research Aim: This research investigates the influence of gender on employment patterns, opportunities, and challenges within the field of physical education. The study focuses on understanding disparities and potential strategies for achieving greater gender equity in employment.

Topic 22: The Impact of Physical Education in Reducing Obesity in Students

Research Aim: This study examines the effectiveness of physical education programs in reducing obesity among students. The research also explores the various components of these programs, such as curriculum design, duration, intensity, and extracurricular support. It aims to identify the key factors that contribute to successful obesity reduction outcomes and to provide evidence-based recommendations for optimising physical education interventions to combat obesity effectively in school-aged children.

Topic 23: Exploring the Impact of Visual Aids in PE Teaching

Research Aim: This study investigates the impact of incorporating visual aids in physical education (PE) teaching practices. It seeks to explore how visual aids, like videos influence student engagement and the overall effectiveness of PE instruction. Additionally, the research aims to identify best practices for integrating visual aids into PE curriculum and pedagogy. It offers insights to enhance teaching methods and improve the learning experience for students in physical education settings.

Topic 24: Investigating the Impact of Virtual Physical Education Classes

Research Aim: This research investigates the impact of virtual physical education (PE) classes on student engagement and physical activity levels. It seeks to explore how virtual PE instruction affects achieving learning outcomes comparable to traditional in-person classes. The study further examines virtual PE’s potential benefits and challenges, including accessibility, technology integration, and instructor-student interactions. 

Topic 25: An Analysis of the Physical and Mental Health of Students After PE

Research Aim: This study aims to conduct an analysis of the physical and mental health outcomes of students following participation in physical education (PE) classes. It explores the immediate and long-term effects of PE on physical fitness, cardiovascular health, mental well-being, and academic performance. Additionally, it explores factors influencing these outcomes, such as the intensity and duration of PE sessions and instructor effectiveness. 

Topic 26: Exploring the Need for Physical Education at the College Level to Improve the Mental Health of Students

Research Aim: This research explores the importance of physical education (PE) programs at the college level in enhancing the mental health of students. It investigates the benefits of incorporating physical activity into college curricula, including its impact on stress reduction, mood regulation, and overall psychological well-being. The research also identifies barriers and facilitators to implementing PE initiatives in higher education settings and assesses student attitudes and perceptions towards such programs. 

Topic 27: Investigating How Physical Activity Can Improve the Immune System in Adults

Research Aim: This study investigates the relationship between physical activity and immune system function in adults. It explores the impact of regular exercise on various aspects of immune function, including immune cell activity and susceptibility to infectious diseases. Additionally, the research examines mechanisms underlying the immunomodulatory effects of physical activity, such as changes in inflammation levels and metabolic health.

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How to find physical education dissertation topics?

To find physical education dissertation topics:

• Investigate recent PE trends.
• Explore health or sports issues.
• Consider teaching methods.
• Review academic journals.
• Brainstorm unique research gaps.
• Opt for a topic that aligns with your passion and career aspirations.

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17 Research Proposal Examples

A research proposal systematically and transparently outlines a proposed research project.

The purpose of a research proposal is to demonstrate a project’s viability and the researcher’s preparedness to conduct an academic study. It serves as a roadmap for the researcher.

The process holds value both externally (for accountability purposes and often as a requirement for a grant application) and intrinsic value (for helping the researcher to clarify the mechanics, purpose, and potential signficance of the study).

Key sections of a research proposal include: the title, abstract, introduction, literature review, research design and methods, timeline, budget, outcomes and implications, references, and appendix. Each is briefly explained below.

Watch my Guide: How to Write a Research Proposal

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Research Proposal Sample Structure

Title: The title should present a concise and descriptive statement that clearly conveys the core idea of the research projects. Make it as specific as possible. The reader should immediately be able to grasp the core idea of the intended research project. Often, the title is left too vague and does not help give an understanding of what exactly the study looks at.

Abstract: Abstracts are usually around 250-300 words and provide an overview of what is to follow – including the research problem , objectives, methods, expected outcomes, and significance of the study. Use it as a roadmap and ensure that, if the abstract is the only thing someone reads, they’ll get a good fly-by of what will be discussed in the peice.

Introduction: Introductions are all about contextualization. They often set the background information with a statement of the problem. At the end of the introduction, the reader should understand what the rationale for the study truly is. I like to see the research questions or hypotheses included in the introduction and I like to get a good understanding of what the significance of the research will be. It’s often easiest to write the introduction last

Literature Review: The literature review dives deep into the existing literature on the topic, demosntrating your thorough understanding of the existing literature including themes, strengths, weaknesses, and gaps in the literature. It serves both to demonstrate your knowledge of the field and, to demonstrate how the proposed study will fit alongside the literature on the topic. A good literature review concludes by clearly demonstrating how your research will contribute something new and innovative to the conversation in the literature.

Research Design and Methods: This section needs to clearly demonstrate how the data will be gathered and analyzed in a systematic and academically sound manner. Here, you need to demonstrate that the conclusions of your research will be both valid and reliable. Common points discussed in the research design and methods section include highlighting the research paradigm, methodologies, intended population or sample to be studied, data collection techniques, and data analysis procedures . Toward the end of this section, you are encouraged to also address ethical considerations and limitations of the research process , but also to explain why you chose your research design and how you are mitigating the identified risks and limitations.

Timeline: Provide an outline of the anticipated timeline for the study. Break it down into its various stages (including data collection, data analysis, and report writing). The goal of this section is firstly to establish a reasonable breakdown of steps for you to follow and secondly to demonstrate to the assessors that your project is practicable and feasible.

Budget: Estimate the costs associated with the research project and include evidence for your estimations. Typical costs include staffing costs, equipment, travel, and data collection tools. When applying for a scholarship, the budget should demonstrate that you are being responsible with your expensive and that your funding application is reasonable.

Expected Outcomes and Implications: A discussion of the anticipated findings or results of the research, as well as the potential contributions to the existing knowledge, theory, or practice in the field. This section should also address the potential impact of the research on relevant stakeholders and any broader implications for policy or practice.

References: A complete list of all the sources cited in the research proposal, formatted according to the required citation style. This demonstrates the researcher’s familiarity with the relevant literature and ensures proper attribution of ideas and information.

Appendices (if applicable): Any additional materials, such as questionnaires, interview guides, or consent forms, that provide further information or support for the research proposal. These materials should be included as appendices at the end of the document.

Research Proposal Examples

Research proposals often extend anywhere between 2,000 and 15,000 words in length. The following snippets are samples designed to briefly demonstrate what might be discussed in each section.

1. Education Studies Research Proposals

See some real sample pieces:

• Assessment of the perceptions of teachers towards a new grading system
• Does ICT use in secondary classrooms help or hinder student learning?
• Digital technologies in focus project
• Urban Middle School Teachers’ Experiences of the Implementation of
• Restorative Justice Practices
• Experiences of students of color in service learning

Consider this hypothetical education research proposal:

The Impact of Game-Based Learning on Student Engagement and Academic Performance in Middle School Mathematics

Abstract: The proposed study will explore multiplayer game-based learning techniques in middle school mathematics curricula and their effects on student engagement. The study aims to contribute to the current literature on game-based learning by examining the effects of multiplayer gaming in learning.

Introduction: Digital game-based learning has long been shunned within mathematics education for fears that it may distract students or lower the academic integrity of the classrooms. However, there is emerging evidence that digital games in math have emerging benefits not only for engagement but also academic skill development. Contributing to this discourse, this study seeks to explore the potential benefits of multiplayer digital game-based learning by examining its impact on middle school students’ engagement and academic performance in a mathematics class.

Literature Review: The literature review has identified gaps in the current knowledge, namely, while game-based learning has been extensively explored, the role of multiplayer games in supporting learning has not been studied.

Research Design and Methods: This study will employ a mixed-methods research design based upon action research in the classroom. A quasi-experimental pre-test/post-test control group design will first be used to compare the academic performance and engagement of middle school students exposed to game-based learning techniques with those in a control group receiving instruction without the aid of technology. Students will also be observed and interviewed in regard to the effect of communication and collaboration during gameplay on their learning.

Timeline: The study will take place across the second term of the school year with a pre-test taking place on the first day of the term and the post-test taking place on Wednesday in Week 10.

Budget: The key budgetary requirements will be the technologies required, including the subscription cost for the identified games and computers.

Expected Outcomes and Implications: It is expected that the findings will contribute to the current literature on game-based learning and inform educational practices, providing educators and policymakers with insights into how to better support student achievement in mathematics.

2. Psychology Research Proposals

See some real examples:

• A situational analysis of shared leadership in a self-managing team
• The effect of musical preference on running performance
• Relationship between self-esteem and disordered eating amongst adolescent females

Consider this hypothetical psychology research proposal:

The Effects of Mindfulness-Based Interventions on Stress Reduction in College Students

Abstract: This research proposal examines the impact of mindfulness-based interventions on stress reduction among college students, using a pre-test/post-test experimental design with both quantitative and qualitative data collection methods .

Introduction: College students face heightened stress levels during exam weeks. This can affect both mental health and test performance. This study explores the potential benefits of mindfulness-based interventions such as meditation as a way to mediate stress levels in the weeks leading up to exam time.

Literature Review: Existing research on mindfulness-based meditation has shown the ability for mindfulness to increase metacognition, decrease anxiety levels, and decrease stress. Existing literature has looked at workplace, high school and general college-level applications. This study will contribute to the corpus of literature by exploring the effects of mindfulness directly in the context of exam weeks.

Research Design and Methods: Participants ( n= 234 ) will be randomly assigned to either an experimental group, receiving 5 days per week of 10-minute mindfulness-based interventions, or a control group, receiving no intervention. Data will be collected through self-report questionnaires, measuring stress levels, semi-structured interviews exploring participants’ experiences, and students’ test scores.

Timeline: The study will begin three weeks before the students’ exam week and conclude after each student’s final exam. Data collection will occur at the beginning (pre-test of self-reported stress levels) and end (post-test) of the three weeks.

Expected Outcomes and Implications: The study aims to provide evidence supporting the effectiveness of mindfulness-based interventions in reducing stress among college students in the lead up to exams, with potential implications for mental health support and stress management programs on college campuses.

3. Sociology Research Proposals

• Understanding emerging social movements: A case study of ‘Jersey in Transition’
• The interaction of health, education and employment in Western China
• Can we preserve lower-income affordable neighbourhoods in the face of rising costs?

Consider this hypothetical sociology research proposal:

The Impact of Social Media Usage on Interpersonal Relationships among Young Adults

Abstract: This research proposal investigates the effects of social media usage on interpersonal relationships among young adults, using a longitudinal mixed-methods approach with ongoing semi-structured interviews to collect qualitative data.

Introduction: Social media platforms have become a key medium for the development of interpersonal relationships, particularly for young adults. This study examines the potential positive and negative effects of social media usage on young adults’ relationships and development over time.

Literature Review: A preliminary review of relevant literature has demonstrated that social media usage is central to development of a personal identity and relationships with others with similar subcultural interests. However, it has also been accompanied by data on mental health deline and deteriorating off-screen relationships. The literature is to-date lacking important longitudinal data on these topics.

Research Design and Methods: Participants ( n = 454 ) will be young adults aged 18-24. Ongoing self-report surveys will assess participants’ social media usage, relationship satisfaction, and communication patterns. A subset of participants will be selected for longitudinal in-depth interviews starting at age 18 and continuing for 5 years.

Timeline: The study will be conducted over a period of five years, including recruitment, data collection, analysis, and report writing.

Expected Outcomes and Implications: This study aims to provide insights into the complex relationship between social media usage and interpersonal relationships among young adults, potentially informing social policies and mental health support related to social media use.

4. Nursing Research Proposals

• Does Orthopaedic Pre-assessment clinic prepare the patient for admission to hospital?
• Nurses’ perceptions and experiences of providing psychological care to burns patients
• Registered psychiatric nurse’s practice with mentally ill parents and their children

Consider this hypothetical nursing research proposal:

The Influence of Nurse-Patient Communication on Patient Satisfaction and Health Outcomes following Emergency Cesarians

Abstract: This research will examines the impact of effective nurse-patient communication on patient satisfaction and health outcomes for women following c-sections, utilizing a mixed-methods approach with patient surveys and semi-structured interviews.

Introduction: It has long been known that effective communication between nurses and patients is crucial for quality care. However, additional complications arise following emergency c-sections due to the interaction between new mother’s changing roles and recovery from surgery.

Literature Review: A review of the literature demonstrates the importance of nurse-patient communication, its impact on patient satisfaction, and potential links to health outcomes. However, communication between nurses and new mothers is less examined, and the specific experiences of those who have given birth via emergency c-section are to date unexamined.

Research Design and Methods: Participants will be patients in a hospital setting who have recently had an emergency c-section. A self-report survey will assess their satisfaction with nurse-patient communication and perceived health outcomes. A subset of participants will be selected for in-depth interviews to explore their experiences and perceptions of the communication with their nurses.

Timeline: The study will be conducted over a period of six months, including rolling recruitment, data collection, analysis, and report writing within the hospital.

Expected Outcomes and Implications: This study aims to provide evidence for the significance of nurse-patient communication in supporting new mothers who have had an emergency c-section. Recommendations will be presented for supporting nurses and midwives in improving outcomes for new mothers who had complications during birth.

5. Social Work Research Proposals

• Experiences of negotiating employment and caring responsibilities of fathers post-divorce
• Exploring kinship care in the north region of British Columbia

Consider this hypothetical social work research proposal:

The Role of a Family-Centered Intervention in Preventing Homelessness Among At-Risk Youthin a working-class town in Northern England

Abstract: This research proposal investigates the effectiveness of a family-centered intervention provided by a local council area in preventing homelessness among at-risk youth. This case study will use a mixed-methods approach with program evaluation data and semi-structured interviews to collect quantitative and qualitative data .

Introduction: Homelessness among youth remains a significant social issue. This study aims to assess the effectiveness of family-centered interventions in addressing this problem and identify factors that contribute to successful prevention strategies.

Literature Review: A review of the literature has demonstrated several key factors contributing to youth homelessness including lack of parental support, lack of social support, and low levels of family involvement. It also demonstrates the important role of family-centered interventions in addressing this issue. Drawing on current evidence, this study explores the effectiveness of one such intervention in preventing homelessness among at-risk youth in a working-class town in Northern England.

Research Design and Methods: The study will evaluate a new family-centered intervention program targeting at-risk youth and their families. Quantitative data on program outcomes, including housing stability and family functioning, will be collected through program records and evaluation reports. Semi-structured interviews with program staff, participants, and relevant stakeholders will provide qualitative insights into the factors contributing to program success or failure.

Timeline: The study will be conducted over a period of six months, including recruitment, data collection, analysis, and report writing.

Budget: Expenses include access to program evaluation data, interview materials, data analysis software, and any related travel costs for in-person interviews.

Expected Outcomes and Implications: This study aims to provide evidence for the effectiveness of family-centered interventions in preventing youth homelessness, potentially informing the expansion of or necessary changes to social work practices in Northern England.

Research Proposal Template

Get your Detailed Template for Writing your Research Proposal Here (With AI Prompts!)

This is a template for a 2500-word research proposal. You may find it difficult to squeeze everything into this wordcount, but it’s a common wordcount for Honors and MA-level dissertations.

Your research proposal is where you really get going with your study. I’d strongly recommend working closely with your teacher in developing a research proposal that’s consistent with the requirements and culture of your institution, as in my experience it varies considerably. The above template is from my own courses that walk students through research proposals in a British School of Education.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Animism Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 10 Magical Thinking Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Social-Emotional Learning (Definition, Examples, Pros & Cons)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ What is Educational Psychology?

8 thoughts on “17 Research Proposal Examples”

Very excellent research proposals

very helpful

Very helpful

Dear Sir, I need some help to write an educational research proposal. Thank you.

Hi Levi, use the site search bar to ask a question and I’ll likely have a guide already written for your specific question. Thanks for reading!

very good research proposal

Thank you so much sir! ❤️

Very helpful 👌

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Physical Education Project Proposal Template

• Great for beginners
• Ready-to-use, fully customizable Subcategory
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Are you a physical education teacher looking to propose an exciting new project to your school? Look no further than ClickUp's Physical Education Project Proposal Template! This template is designed to help you create a compelling proposal that showcases the benefits and feasibility of your project. With this template, you can:

• Clearly outline your project goals, objectives, and timeline
• Present a detailed budget and resource allocation plan
• Provide evidence-based research to support the importance of your project
• Showcase your expertise and passion for physical education

Get ready to make a lasting impact on your school's physical education program with ClickUp's Physical Education Project Proposal Template. Start creating your proposal today and bring your innovative ideas to life!

Benefits of Physical Education Project Proposal Template

When it comes to proposing a physical education project, having a template can save you time and ensure you cover all the necessary details. With the Physical Education Project Proposal Template, you can:

• Clearly outline the objectives, scope, and timeline of your project
• Identify the resources and materials needed for successful implementation
• Present a professional and organized proposal to stakeholders and decision-makers
• Increase the chances of securing funding and support for your project
• Streamline the proposal process and focus on the creative aspects of your project

Main Elements of Physical Education Project Proposal Template

ClickUp's Physical Education Project Proposal Template is the perfect tool to plan and execute your physical education projects effectively. Here are the main elements of this Whiteboard template:

• Custom Statuses: Keep track of the progress of your projects with two customizable statuses - Open and Complete, allowing you to easily visualize the stage of each project on the whiteboard.
• Custom Fields: Utilize custom fields to add important information to your project proposals, such as project objectives, budget, timeline, and resources required, ensuring all necessary details are captured and easily accessible.
• Custom Views: Access two different views - Project Proposal and Getting Started Guide - to organize and manage your physical education projects efficiently. The Project Proposal view allows you to outline project details, while the Getting Started Guide view provides a step-by-step plan to kickstart your projects.
• Collaboration and Communication: Collaborate seamlessly with your team members by adding comments, attachments, and due dates to tasks on the whiteboard. Stay connected and ensure everyone is on the same page throughout the project lifecycle.

How to Use Project Proposal for Physical Education

If you're looking to create a project proposal for a physical education initiative, follow these steps to ensure your proposal is comprehensive and persuasive:

1. Define your project goals

Start by clearly defining the goals of your physical education project. Are you aiming to promote healthy habits, increase physical activity, or improve overall fitness levels? Clearly stating your goals will help you align your proposal with the desired outcomes.

Use the Goals feature in ClickUp to create and track your project goals.

2. Research and gather data

Before writing your proposal, gather relevant data and research that supports the need for your physical education project. This may include statistics on childhood obesity rates, the benefits of physical activity on academic performance, or success stories from similar initiatives.

Create a Doc in ClickUp to compile and organize your research findings.

3. Outline your project plan

Next, outline your project plan to demonstrate how you will achieve your goals. Include details such as the activities you'll implement, the target audience, the timeline, and any necessary resources or equipment.

Use the Gantt chart feature in ClickUp to visually map out your project plan and set deadlines.

4. Develop a budget

Estimate the costs associated with your physical education project, including equipment, materials, staffing, and any other expenses. Be sure to include a detailed breakdown of each cost to justify the budget to stakeholders.

Create custom fields in ClickUp to track and calculate your project budget.

5. Address potential challenges and risks

Identify any potential challenges or risks that may arise during the implementation of your project. This could include budget constraints, scheduling conflicts, or resistance from stakeholders. Develop strategies to mitigate these risks and provide a contingency plan.

Use the Board view in ClickUp to create cards for each potential challenge or risk and assign actions to address them.

6. Present your proposal

Finally, present your well-structured project proposal to the relevant stakeholders. Use a professional and persuasive tone to clearly communicate the importance and benefits of your physical education initiative. Be prepared to answer any questions or concerns that may arise.

Use the Docs feature in ClickUp to create a visually appealing and easily shareable proposal document.

By following these steps and utilizing the features in ClickUp, you can create a compelling project proposal for your physical education initiative that will increase your chances of securing support and funding.

Get Started with ClickUp's Physical Education Project Proposal Template

Physical education teachers and educators can use this Physical Education Project Proposal Template to streamline the process of proposing and implementing new projects and initiatives in their schools.

First, hit “Get Free Solution” to sign up for ClickUp and add the template to your Workspace. Make sure you designate which Space or location in your Workspace you’d like this template applied.

Next, invite relevant members or guests to your Workspace to start collaborating.

Now you can take advantage of the full potential of this template to create a successful project proposal:

• Use the Project Proposal view to outline the details of your proposed project, including goals, objectives, and resources needed
• The Getting Started Guide view will provide a step-by-step plan to follow when implementing your project
• Organize the projects into two different statuses: Open and Complete, to keep track of progress
• Update statuses as you make progress on your project, ensuring team members are informed of the project's status
• Assign tasks to team members and set deadlines to ensure accountability
• Collaborate with stakeholders to gather feedback and refine your project proposal
• Monitor and analyze progress to ensure the successful completion of your physical education projects

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