Access to Physical Activity Opportunities Before and After the School Day

POSITION STATEMENT

Access

to Physical Activity Opportunities Before and After the School Day

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SHAPE America – Society of Health and Physical Educators serves as the voice for 200,000+ health and physical education professionals across the United States The organization’s extensive community includes a diverse membership of health and physical educators, as well as advocates, supporters, and 50+ state affiliate organizations

Since its founding in 1885, the organization has defined excellence in school-based health education and physical education For decades, SHAPE America’s National Physical Education Standards have served as the foundation for well-designed physical education programs across the country, just as the SHAPE America National Health Education Standards serve as the foundation for effective skills-based health education Together, these national standards provide a comprehensive framework for educators to deliver high-quality instruction and make a positive difference in the health and well-being of every preK-12 student

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Position Statement

Access to Physical Activity Opportunities Before and After the School Day

Position

SHAPE America – Society of Health and Physical Educators recommends that all schools provide before- and after-school physical activity opportunities as part of their Comprehensive School Physical Activity Program (CSPAP).

Purpose

This position statement provides essential information to plan and implement high-quality before- and after-school physical activity programming. The provided information is intended to be integrated into the school’s Comprehensive Physical Activity Program, known as CSPAP (SHAPE America, 2023). Physical activity programs can provide mental, social and physical benefits, as well as a sense of connection and community for students. The key is to offer student-centered, inclusive and fun opportunities for all school-aged children and adolescents.

Core Issue

Schools face an incredible challenge in providing students with equitable and inclusive learning opportunities that enhance students’ social, emotional, mental and physical development. Further, less than one-quarter of youth ages 6 to 17 participate in the nationally recommended 60 minutes of physical activity per day (CDC, 2020; US Department of Health and Human Service, 2018). Guidance is needed to help schools create high-quality physical activity programs.

Intended Audience

This position statement was prepared for all school administrators, educators and support staff, coaches, parents/caregivers, other school professionals/community partners, and the entire school community.

The Role of Physical Activity in Healthy Students, Healthy Schools, and Healthy Communities

According to the Active Schools Guiding Framework (Active Schools, 2022), “physical activity is an essential right for all students regardless of gender, ethnicity, ability, socioeconomic status, religion, sexual orientation, or any other personal characteristic” (p. 5). Physical activity not only improves health markers such as fitness, blood pressure and bone health but also improves attention, time on task, and other factors related to academic achievement. Furthermore, physical activity is an essential ingredient in a healthy school environment.

An active school culture consists of “deliberate, systematic, and sustained efforts among teachers, administrators, school staff, parents, community members, and students to fully integrate physical activity into the essential fabric of a school community.” To positively influence health and academic outcomes, the entire school community needs to support physical activity for students, faculty and the community.

Characteristics of Before- and After-School Physical Activity and Intramural Programs

The term “intramural” means simply “within the walls.” Traditionally, the term refers to team and dual/individual activities, tournaments, meets, and/or special events that are limited to participants and teams from within a school or institutional setting More recently, efforts to expand intramural participation have broadened the definition to include all physical activitybased programming, including clubs, open gym days, dance activities, etc. Intramural programs, therefore, are a great way to add structure to physical activity across grade levels. In addition to within-school participation, here are five distinguishing characteristics of a high-quality physical activity and intramural after-school program:

1. The program meets the school’s CSPAP criteria. Please review the SHAPE America position statement on CSPAP for guidance (SHAPE America, 2023);

2. Activities are intended to be voluntary in nature (i.e., the student has a choice of activities or participation);

3. Every student is provided an equal opportunity to participate, regardless of physical ability or skill level;

4. Students have opportunities to participate in the planning, organization, administration, and evaluation of programs. Such involvement should be age-appropriate and under the supervision and guidance of a qualified adult;

5. All physical activity and intramural programs should comply with SHAPE America’s National Standards for Sport Coaches, as well as school, local, state, and national policies governing such activities.

Guiding Principles

All school-aged children and adolescents should receive consistent instructional access to a high-quality physical education program during the school day. In physical education, students engage in a variety of physical activities that focus on motor skill competence and development, fitness knowledge and engagement, cooperation, self-management and goal setting. Students have opportunities to reflect on how to engage in movement for life. To support students’ learning, SHAPE America endorses the utilization of a Comprehensive School Physical Activity Program (CSPAP) (SHAPE America, 2023). Like the other components of a CSPAP, beforeand after-school programs can be times and places for the application and enhancement of the skills and habits focused on during physical education

Table 1 lists SHAPE America’s guiding principles and recommendations for physical activity programs that support physical education.

Table 1: Guiding Principles

Guiding Principle for Physical Activity Programs

Before- and after-school physical activity programs complement high-quality physical education in ensuring that all children are provided the opportunity to participate in physical activity that can contribute to their enjoyment of sports and lifetime movement

Every school should provide a CSPAP, including access to high-quality physical education as the foundation to develop the knowledge, skills and confidence to be physically active for a lifetime.

School administrators must ask: “Are we providing all students with access to highquality, sustainable opportunities to be physically active beyond the school day?”

Recommendations

• Be sure your physical activity and intramural programming do not replace the physical education curriculum but provide a forum for enhanced learning and refinement of skills and behaviors that are promoted in physical education classes

• Consider additional physical activity and intramural programs that can introduce components that enhance a quality physical education curriculum

• Schools should not substitute before- and after-school physical activity opportunities for part of the physical education program.

• Intramurals should be directed by professional educators, have access to adequate facilities and equipment, ensure participants’ safety, and be funded adequately.

• Opportunities to partner with high-quality before- and after-school programs that do not include a physical activity component can enhance both programs and provide a more comprehensive after-school program Many before- and after-school programs (e.g., tutoring, mentoring) require a physical activity component to enhance their program objectives.

Students are encouraged to be part of the decision-making process to establish a variety of physical activity programs to be offered.

Schools should ensure that:

• Students are provided the opportunity and time to accumulate the recommended 30 minutes of moderateto-vigorous physical activity daily.

• Healthy food choices are available and promoted.

• Additional educational material that promotes a healthy lifestyle (e.g., reduced screen time) is available.

• Implement a system that includes student voices in the development and implementation of physical activity and intramural programming.

• Provide opportunities for students to experience a variety of physical activities and intramural sports that will contribute to an active lifestyle and enhance their leisure-time physical activity.

• Include health-related fitness activities and skill development opportunities as part of the intramural program.

• Promote enjoyment, fair play and teamwork.

Table 2. Examples of Physical Activity for Students Before and After School (adapted from SHAPE America position statement on CSPAP, 2023)

Elementary School Secondary School

• Host school-wide special events (e.g., walking programs, physical activity-oriented fundraisers, field days)

• Encourage students and staff to walk and/or bike to school

• Provide intramural sports (upper elementary).

• Establish physical activity clubs.

• Encourage youth to participate in sports and activity opportunities in the community.

• Encourage directors and employees of traditional daycare/after-school programs to incorporate physical activity opportunities

• Provide opportunities for informal recreation or play on school grounds

• Sports or fitness camps

• Early drop off/late pick up

• Before- and after-school fitness programs

• Personal fitness activities

• Recreational activities

• Host school-wide special events (e.g., walking programs, physical activityoriented fundraisers, field days)

• Encourage students and staff to walk and/or bike to school

• Provide intramural sports

• Establish physical activity clubs

• Provide interscholastic sports

• Establish student- or adult-led physical activity clubs

• Provide opportunities for informal recreation or play on school grounds.

• Sports or fitness camps

• Early drop off/late pick up

• Before- and after-school fitness programs

• Personal fitness activities

• Recreational activities

Best Practices for Physical Activity Leaders and Coaches

Physical activity leaders and sports coaches can have a very positive influence on students, not only during the activity time in school but also for the rest of students’ lives. Standards are needed for coaches just as standards exist for physical educators, health educators, and other teachers and administrators in the building.

The mindful and consistent recognition of the SHAPE America National Standards for Sport Coaches (SHAPE America, 2020) will likely contribute to physical activity leaders and coaches providing healthy and meaningful experiences for all participants, regardless of the abilities of each participant.

To get started, it might be helpful to ask the following questions related to your policies and procedures to start the evaluation process (Active Schools, 2022):

1. To what extent does my school apply evidence-based physical activity practices?

2. To what extent do school and district policies support physical activity?

The Active Schools Evaluation Handbook (Active Schools, 2022) provides several evidencebased evaluation tools from different organizations and for different areas of focus within physical activity.

The following table summarizes the standards, examples of standards, and practical suggestions for how the standard may be applied.

Table 3. Sport Coaching Standards and Suggestions for Applying the Standard

Set Vision, Goals and Standards for Sport Programs

Standard 1: Develop and enact an athlete-centered philosophy

Standard 2: Use long-term athlete development with the intent to develop athletic potential, enhance physical literacy, and encourage lifelong physical activity

• Focus on the development of the whole athlete, meeting every child at their age and stage.

• Focus on the journey for each child, how they develop, their personal interest, and how physical literacy can guide the journey.

• Provide developmentally appropriate opportunities for students that will promote and enhance motor skill development and self-efficacy.

• Activities should reflect student interests and should provide challenge, enjoyment, and moderate-to-vigorous physical activity for all participants.

Engage in and Support Ethical Practices

Standard 7: Model, teach and reinforce ethical behavior with program participants

Build Relationships Standard 10: Develop competencies to work with a diverse group of individuals

• The program of activities should include competitions in various sports, clubs, selfdirected activities, open gym, special events, and instructional and practice opportunities.

• Consider modifying activities so they are appropriate for each student’s age, physical development and skill level. Leagues may need to be established based on low, moderate and high skill levels.

• Establish rules and regulations that ensure equal opportunity, fair play and safe participation.

• Enhance social interaction and reduce student conflict.

• Include direct instruction in appropriate ethical behavior in activity and in sport.

• Provide opportunities for coed physical activity participation, when appropriate, but also focus on the behavioral, social and psychological needs of both genders, their disposition toward physical activity and intramural sports participation, and solutions to promote enhanced engagement in physical activity and intramural sports for all students.

• Knowledge and understanding of SHAPE America’s National Standards for Sport Coaches.

• Understanding of cognitive, psychosocial and motor development in children and youth.

• Knowledge of and sequential progressions for components of physical fitness and appropriate training principles.

Develop a Safe Sport Environment Standard 16: Reduce potential injuries by instituting safe and proper training principles and procedures

• Knowledge of a variety of sports and physical activities, including skills, rules and officiating techniques.

• Knowledge of sports safety requirements and first aid.

• Knowledge of program planning and various resources available for providing appropriate physical activity experiences.

• Knowledge of and skills related to organizing competitions (e.g., teams, ladders, tournaments, practices, rotations).

• All activities should be structured to ensure that safety requirements are met, including consideration of each participant’s readiness for the activity based on age, skill and physical condition.

• Schools should develop a before- and after-school physical activity written policy manual that includes medical clearance to participate, informed consent, locker room supervision with clear rules for student behavior, procedures for preventing accidents, managing injury situations, reporting accidents, and notifying parents/guardians in the event of an emergency.

• Immediate first aid must be available from trained providers any time the program is in progress. First aid equipment must be available on site, must be included in the budget for the program, and must be monitored regularly.

• Pupil/teacher ratios must match the ratios established for classroom subjects.

Create a Positive and Inclusive Sport Environment

Conduct Practices and Prepare for Competitions

Standard 22: Build inclusive practices into the program for all groups (e.g., race/ethnicity, gender/gender identity/gender expression, religion, socioeconomic status, sexual orientation, nationality) which are aligned with current legal and ethical guidelines

Standard 28: Create intentional strategies to develop life skills and promote their transfer to other life domains

• Students must be supervised appropriately at all times.

• Conduct regular inspections and remove, repair or discard all damaged equipment.

• Students should be grouped during activities based on interest and developmentally appropriate activities, then adjusted for skill and maturity level.

Strive for Continuous Improvement

Standard 31: Develop and utilize pedagogical strategies in daily practice

• Promote enjoyment, fair play and teamwork.

• Include strategies to teach teamwork, leadership, persistence, and social and emotional skills.

• No laps, lines or lectures.

• Intermix accurate and timely demonstrations, games-based learning, and problem-solving activities.

Standard 35: Engage athletes in a process of continuous selfassessment and reflection to foster responsibility for their own learning and development

Standard 39: Develop an evaluation strategy to monitor and improve staff and team performance.

• ABC’s (Assessing Behaviors & Cognition) 4 (Physical, Psychological, Cognitive, Social-Emotional) physical education.

• Intramural programming must include both ongoing evaluation throughout the school year and final evaluation near the end of the school year.

• Consider whether program goals and objectives were set and met.

• Consider whether the programming meets the CSPAP criteria.

• Consider whether student response to the activities meets the goals set for the program. Specifically: Did students’ levels of enjoyment of physical activity increase? Did students’ levels of fitness and skill development improve? Did students sign up to continue the program?

• Consider whether facilities/ equipment meets the program’s needs.

• Consider whether participants’ safety was maintained throughout the program.

• Consider whether the program helps to meet other school objectives, such as academic performance, attendance and behavior.

References

Active Schools. (2022). A guiding framework for active schools. Chicago, IL: Action for Healthy Kids.

Active Schools. (2022). Active schools evaluation handbook. Chicago, IL: Action for Healthy Kids.

Beets, M. W., Huberty, J. & Beighle, A. (2012). Physical activity of children attending afterschool programs: Research- and practice-based implications. American Journal of Preventative Medicine, 42(2), 180-184.

SHAPE America – Society of Health and Physical Educators. (2020). National Standards for Sport Coaches (3rd Ed.): Quality Coaches, Quality Sports. Reston, VA: Author.

SHAPE America – Society of Health and Physical Educators. (2023). Comprehensive school physical activity programs: Opportunities and access for all. [position statement]. Reston, VA: Author.

Suggested Citation

SHAPE America – Society of Health and Physical Educators. (2026). Access to Physical Activity Opportunities Before and After the School Day [Position statement]. Annapolis Junction, MD: Author.

Acknowledgment

Position Statement Authors

Tari Garner, Outdoors Tomorrow Foundation

Taemin Ha, City University of New York Queens College

Francina Hollingsworth, Houston ISD

Rick Howard, Professor, West Chester University

David Keiling, Manassas City Public Schools

Robert Knipe, Southern Connecticut State University

Jason Menoutis, Miami-Dade County Public Schools

Lisa Paulson, University of Northern Colorado

Megaera Regan, Port Washington School District

Tom Roberts, Aquila Middle School

Keri Schoeff, Arizona Department of Education

Peter Steopker, Kansas State University

Matt Wood, Stafford Elementary

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