Are Physical Education Policies Working? A Snapshot From San Francisco, 2011

INTRODUCTION: School physical education (PE) has been identified as a critical public health tool to increase physical activity among youths. We sought to objectively assess compliance with PE quantity mandates and quality recommendations in a large urban California school district. METHODS: We collected PE schedules and systematically observed PE lessons (n = 154) in 20 elementary, 4 middle, and 4 high schools from February through May 2011. RESULTS: On the basis of schools’ master schedules, 83% of elementary schools met the California state mandate of 100 PE minutes per week. Teachers' actual schedules indicated that 20% of schools met the mandate, and observation showed that only 5% were in compliance. All middle and high schools met the mandated 200 minutes per week. On average, classes at all school levels met the recommended 50% of PE lesson time in moderate-to-vigorous physical activity. No teacher- or school-level factors significantly predicted PE quantity, but credentialed elementary PE teachers spent more time building students’ motor skills. CONCLUSIONS: Our results suggest that current national estimates of PE, which are based on schools’ self-report, overestimate the amount of PE provided in elementary schools. Although more than half of PE class time was spent in moderate-to-vigorous physical activity, total physical activity in elementary schools from PE is minimal and may do little to contribute to students’ overall health.