Physical Activity Opportunities Across Georgia Elementary Schools

Background/Purpose: School environments affect child behaviors and the amount of physical activity performed by students. However, few studies have documented the opportunities for physical activity that may occur throughout the elementary school day. This study aimed to survey public elementary schools in the state of Georgia to determine physical activity opportunities before, during, and after school.

Method: A cross-sectional online survey was administered to principals and physical education teachers of all public elementary schools across Georgia. This survey was part of a baseline assessment of the Power Up for 30, a statewide initiative to empower physical education teachers and other schools leaders with strategies to integrate an additional 30 minutes of physical activity into every school day. Survey items assessed school-level data such as the amount of time spent on physical activity and resources used to promote activity during physical education, recess, classroom time, as well as before- and after-school programs.

Analysis/Results: Over 68% of the school administrators and 64% of the physical education teachers contacted in Georgia completed the survey. Preliminary results show that most schools (>50%) reported having two or fewer days of physical education classes per week. Fewer than 3% of administrators reported their schools to be without scheduled physical education classes. Most school administrators (>75%) reported that their school provided recess on all days of the school week.  However, greater than 50% indicated that physical activity was not incorporated by teachers throughout the school day (before school, during lessons, as a break between lessons, or at the end of the school day). Most schools (>50%) reported that school facilities were open for student recreational use during after-school hours on four or more days of the week. 

Conclusions: Many schools integrate physical activity into the school day through recess and some physical education classes. However, findings from this survey provide insight into other potential opportunities to incorporate physical activity in elementary schools, including more physical education time, classroom integration, as well as before- and after school. This survey will help to prioritize strategies for adding and integrating physical activity into the school day across elementary schools and serve as a foundation for future studies on physical activity within the school system.