Evaluation of Resources and Support to Implement a Quality Physical Education Policy

• Published in: Health behavior and policy review Vol. 6; no. 4; pp. 402 - 415
• Main Authors: Esquivel, Christi H., Garney, Whitney R., Nelon, Jordan L., Garcia, Kristen, Muraleetharan, Daenuka
• Format: Journal Article
• Language: English
• Published: Paris Scholar Publishing Ltd 01.07.2019
• Subjects: Physical Activity; Physical Education; Policy Implementation; School Health; School Health Evaluation; School Health Policy
• ISSN: 2326-4403; 2326-4403
• DOI: 10.14485/HBPR.6.4.8

Objective: Our objective was to determine the effectiveness of resources that support the implementation of quality physical education (PE) in accordance with Oregon's House Bill 3141, which mandates elementary and middle school students receive at least 150 and 225 minutes of physical activity in school each week, respectively. Methods: Researchers conducted a mixedmethods pilot study with a convenience sample of 10 teachers assigned to intervention and control groups to assess whether one curriculum (Focused Fitness), was more effective in achieving quality PE than using open resources. Data were obtained through activity logs, observations, and interviews. Results: Intervention and control groups differed in types of activities conducted and intensity, but the overall amount of physical activity was similar. Conclusions: There was not a substantial difference in physical activity among intervention and control classes. However, teachers appreciated the inclusion of health knowledge in the defined curriculum. Teachers desired access to multiple resources to adapt as needed.