Physical education (PE) has been recommended as an institution whereby youth should develop lifelong physical activity (PA) behaviors, and engage in PA for a significant portion of PE (COPEC, 2004; CDC, 1997). However, the lack of a practical PA assessment tool for use in PE has hindered PA surveillance efforts. Pedometry has been found to be a valid and practical PA assessment tool. Research has been undertaken to determine if pedometer output, steps/min, can accurately quantify PA in PE. The specific research question of inquiry asks: What step/min value accurately quantifies a recommended percent of time engaged in PA? Scruggs et al. (2003) studied 369 1st-2nd graders and found that a step/min interval of 60-63 was an accurate indicator of 33% of the PE time engaged in PA. Scruggs et al. (2005) further cross-validated the original 1st-2nd grade results (N=126), and established a step/min interval for 3rd-4th graders (N=131). The original 1st-2nd grade results were found to be accurate, as a step/min interval of 61-63 was the most accurate indicator of students engaging in PA for 33% of the PE time. Similar results were found for the 3rd-4th grade sample, as a step/min interval of 58-61 was the most accurate indicator of 33% of the PE time engaged in PA. Scruggs (2005) studied a sample of 149 5th-6th graders, and 180 7th-8th graders. A step/min interval of 56-60 was found to be an accurate indicator of 5th-6th grade students who engaged in PA for 33% of the PE time. For 7th-8th graders a step/min interval of 85-87 was an accurate indicator of 50% of the PE time engaged in PA. In order to examine the influence of potential predictors (i.e., gender, stature, body mass, BMI, lesson time) on step/min recommendations, data were combined from the 1st-8th grade samples. Potential predictors did not significantly contribute to the model equations. A more likely influence on step/min outcomes would be the brand of pedometer. Scruggs (2005) compared the Yamax SW-701 and Walk4Life 2505 pedometers under lab and PE conditions (i.e., 5th-8th grade, N=231). A significant step/min difference was not found in the lab, but a significant step/min mean difference of 7.81±5.36 was found in PE. The pedometer accurately quantifies PA in PE, thus providing a PA surveillance tool for PE. However, if valid conclusions are to be drawn from PE step/min surveillance data, then PE step/min surveillance must be standardized for valid conclusions.Keyword(s): exercise/fitness, measurement/evaluation, physical activity