MOVE MORE:NORTH CAROLINA’S

Recommended Standards ForPhysical Activity

In School

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Physical activity is an important component of good health for all persons,regardless of age or ability. It is critical that children and adolescents

engage in physical activity on a regular basis to improve their health andtheir success in school. Yet we know that not enough children engage inregular physical activity and physical education.

To that end, North Carolina’s Consensus Panel to RecommendStandards for Physical Activity in School* was convened in January 2005.The panel consisted of 30 local, state and national experts representingpublic schools, public health, Cooperative Extension and health advocacy

groups. The panel developed the recommendationsincluded in Move More: North Carolina’s RecommendedStandards For Physical Activity In School as a tool foreducators, parents, community leaders, industryrepresentatives and policy makers tobegin to create school environments thatsupport physical activity.

This document serves as a companiondocument to Eat Smart: North Carolina’sRecommended Standards For All FoodsAvailable In School, which was released inMay, 2004.1

The Move More School Standardssupport the recommendation fromthe NC Healthy Weight Initiative’s100-member task force to“Establish state policies to ensureadequate time for physical activityin schools, including quality dailyphysical education, recess andafter-school activities.” This was

one of six policy and environmental recommendations presented in thetask force report, Moving Our Children Toward A Healthy Weight: Finding TheWill and The Way.2

The Move More School Standards and the Eat Smart School Standards are two ofmany tools that support Eat Smart, Move More…North Carolina, a statewidepartnership among organizations, communities and individuals to promoteincreased opportunities for healthy eating and physical activity. Both of theabove mentioned documents are available at www.EatSmartMoveMoreNC.com,www.NCPublicSchools.org and www.NCHealthySchools.org.

*Panel members listed on inside back cover

This publication is in the publicdomain and may be reprinted without permission.

Suggested citation: Ballard K,Caldwell D, Dunn C, Hardison A,Newkirk J, Sanderson M, SchneiderL, Thaxton Vodicka S, Thomas C,Move More, North Carolina’sRecommended Standards For PhysicalActivity In School. North CarolinaDHHS, Division of Public Health,Raleigh, NC; 2005.

PartnersNC Department of Public InstructionNC Healthy SchoolsNC Healthful Living

NC Division of Public HealthChronic Disease and Injury Section

Physical Activity and Nutrition BranchWomen’s and Children’s Health Section

Children and Youth BranchSchool Health InitiativeNC Healthy Schools

NC Cooperative Extension ServiceDepartment of Family and Consumer Sciences

Acknowledgements

1

Childhood overweight and adult obesity have reached epidemicproportions nationally and in North Carolina, and are increasing in all

age groups, among all races and ethnicities.3 North Carolina children aremore likely than their national peers to be overweight.3 Between 1995 and2004, the prevalence of overweight in North Carolina’s children andadolescents increased 19.8 percent in 12-to 18-year-olds, 62.2 percent in 5- to 11-year-olds and 65.3 percent in 2- to 4-year-olds. In 2004, more than one in four 12-to 18-year-olds were overweight; morethan one in five 5- to 11-year-olds wereoverweight; and one in seven 2- to 4-year-olds were overweight.3

For the first time in more than 100years, our children’s life expectancy isdeclining due to the increase inoverweight.4 Centers for Disease Controland Prevention (CDC) scientists recentlypredicted that nearly one-third ofindividuals born in 2000 would developdiabetes in their lifetime.5

Lack of adequate physical activity and poor eating habits are widelyrecognized contributors to the childhood overweight epidemic. It isrecommended that children and adolescents participate in at least 60minutes and up to several hours of age-appropriate physical activity perday.6 Among North Carolina middle school youth, only half report gettingat least 20 minutes of vigorous physical activity, and only 25.3 percent reportgetting at least 30 minutes of moderate physical activity on most days.7

Physical education provides one way for children and adolescents toacquire a portion of the recommended amount of physical activity.However the percentage of North Carolina high school students whoreported attending physical education class at least one day per week in2003 was 47.3 percent. This is lower than the national average of 55.7 percent.7

Move More: NC’s Recommended Standards For Physical Activity In School

Change in Prevalence from 1995 to 2004 (NC-NPASS, 20053)

The problem

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The social stigmatization and low self-esteem often associated with childhoodoverweight is another serious consequence not to be overlooked.

William Dietz, M.D., Director, Division of Nutrition and Physical Activity, CDC

The human and economic impacts of the obesity epidemic are staggering.Overweight and obesity increase the risk for chronic diseases such as

heart disease, stroke, diabetes and some cancers, negatively affecting NorthCarolinians’ quality of life. A preliminary economic analysis of physical

inactivity, which included specific types of medical conditions,specific types of workers’ compensation claims and lostproductivity indicators revealed that the annual cost totaxpayers for North Carolina adults’ physical inactivity isapproximately $9.7 billion and rising.8 If the current trendpersists, the burden could increase to more than $13.4 billionin 2008.8

If efforts to reduce the number of physically inactive adultsin North Carolina were successful—even a modest fivepercent reduction from 62.4 percent to 57 percent—thestatewide financial toll from this modifiable risk factor couldbe reduced by approximately $570 million per year.8 Physicalinactivity negatively impacts our state’s current and futureeconomic health as businesses struggle to finance the costs of

an increasingly overweight, ill and aging workforce. Encouraging activelifestyles is a reasonable solution to creating a healthier, more productiveNorth Carolina for all.

Ensuring that children and adolescents are physically active each day isone way to improve children’s physical and mental health, as well as their

ability to learn. Healthy, active children are likely to become healthy, activeadults. Teaching children and adolescents the benefits of an active lifestyleand giving them the skills to remain active for life should be common goalsof preschools and schools, families and communities.

Next to the home, school is the setting where children and adolescentsspend the largest amount of time. Schools are places of extraordinaryinfluence on the development of lifelong behavior patterns. This influencestems not only from what children learn in the classroom, but also fromenvironmental cues, role modeling and peer influence.

Schools cannot be expected to solve all the problems associated withphysical inactivity, but they do play a significant role. They can and must beplaces where the urgency of childhood overweight prevention isunderstood and where physical activity and healthy eating opportunities,consistent messages and supportive environments are priorities. The MoveMore School Standards can assist schools in changing their environments andpolicies to increase both physical activity and physical educationopportunities for students.

2 MOVE MORE

“The annual cost of physical inactivity for North Carolina is approximately $9.7 billion. This cost will inevitably rise due to the state’s aging population, population growth, high prevalence of physical inactivity and, of course, medical care inflation.”

—David Chenoweth, Ph.D.President, Health Management Associates, 2004

The solution

The impact

Both physical education and recess afford opportunities to achieve the daily physical activity goal without any evidence of compromising academicperformance.9

North Carolina’s Recommended Standards For Physical Activity In School 3

The terms “physical activity” and “physical education” are often usedinterchangeably. However, they differ in important ways. Understanding

the difference between the two is critical to understanding why bothcontribute to the development of healthy, active children.

Physical Activity is a behavior. Physical Education is a curriculum (or a class)that includes physical activity.

Students need both physical activity and physical education to develop lifelong,active-living habits.

What is physical activity?Physical activity is bodily movement of any type and may includerecreational activities such as jumping rope, playing soccer, lifting weightsand daily activities, such as walking to the store, taking the stairs or rakingleaves. Physical activity provides health benefits to people who are active atan intensity that increases heart rate and requires heavier than normalbreathing. The National Associationfor Sport and Physical Education(NASPE) recommends childrenaccumulate at least 60 minutes andup to several hours of physicalactivity per day while avoidingprolonged periods of inactivity.6

Children can accumulate their 60minutes to several hours of activityin shorter bouts lasting 10 to 15minutes each.11 Opportunities toaccumulate physical activity includetime spent in classroom-basedmovement, recess, walking or bikingto school, physical activity timeduring the physical educationcourse and recreational sport andplay that occurs during, before andafter school.

Physical activityand physicaleducation

“A lot of kids are overweight, and sitting the whole day won’t help us get any healthier.”

—Jonah, 6th grader

THE BENEFITS OF PHYSICAL ACTIVITYThe benefits of regular physical activity are numerous and include both immediateand long-term effects. Physical activity:• reduces the risk for overweight, diabetes and other chronic diseases, • is associated with improved academic performance, • helps children feel better about themselves,• reduces the risk for depression and the effects of stress, • helps children prepare to be productive, healthy members of society and • improves overall quality of life.

PHYSICAL ACTIVITY:Any bodily movementthat is produced by moving muscles.Physical activity may include plannedactivity such aswalking, running,basketball or othersports. Physicalactivity may alsoinclude other dailyactivities such as yardwork, walking the dogor taking the stairsinstead of theelevator.

EXERCISE:A subset of physicalactivity that is plannedor structured. It isdone to improve ormaintain one or moreof the components ofphysical fitness—cardio-respiratoryendurance (aerobicfitness), muscularstrength, muscularendurance, flexibilityand body composition.Examples of exerciseinclude running, liftingweights and stretching.

PHYSICAL FITNESS:An outcome, generallyconsidered an idealsubset or form ofhealth and related toan individual’s abilityto perform physicalactivities that requireaerobic fitness,endurance, strengthor flexibility.

4 MOVE MORE

Physical education contributes to the physical activity time that studentsneed. Physical education, by its nature, involves some physical activity, aswell as some instructional time. On average, a student taking a qualityphysical education class should spend approximately half the class timebeing physically active, using skills taught in class.12 For example, on dayswhen students have physical education class, they can be expected toaccumulate 20 minutes of physical activity within a 40 minute physicaleducation class. On days when students do not have physical educationclass, students should accumulate physical activity minutes throughout theschool day, in 10 to 15 minute increments.

What is physical education?Physical education is a curriculum (or a class) taught by a qualified physicaleducation teacher. Physical education is critical to teach students the skillsthey need to be physically active for life and to practice those skills underthe watchful eye of a qualified physical educator. Physical educators assessstudent knowledge, motor and social skills, and provide instruction in asupportive environment.13 NASPE recommends that schools provide 150minutes of physical education for elementary school children and 225minutes of physical education for middle and high school students eachfive-day school week.14 Physical education is part of the NC Healthful LivingStandard Course of Study, which all students should receive.

The Consensus Panel recognizes the challenges schools face in meetingstudent academic and health needs. Both are important, and both

require time and resources. The Consensus Panel wants to ensure that nocurricular area is compromised by efforts to meet the Move More SchoolStandards, yet acknowledges the positive impact that regular physical activityand physical education can have on students’ academic success, as well astheir success in life.

What is Coordinated School Health?North Carolina embraces the CDC model of Coordinated School Health.Coordinated school health is an eight-component model that addresseshealth education, physical education, nutrition, school environment,mental health, community/family involvement, health services and staffwellness.15 Coordinated school health should be organized at the schooland local education agency (LEA) level to address the health and fitness ofstudents, teachers and staff.

What is the NC Healthful Living Standard Course of Study?The NC Healthful Living Standard Course of Study supports and reinforcesthe goals and objectives of its two major components: physical educationand health education. Just as physical education is critical to help studentsbecome and remain active for life, health education is critical to teachstudents the life skills and knowledge they need to make healthy choices in

79.4 percent of North Carolina parents surveyed believe theproblem of child overweight is either a serious or very seriousproblem in their community.

North Carolina ChildHealth Assessment and

Monitoring Program(CHAMP) 2005

Preliminary Data10

It’s all academic

North Carolina’s Recommended Standards For Physical Activity In School 5

all areas, including substance use and abuse, sexual behavior, nutrition and mental health. Meeting the Move More School Standards should notinterfere with students’ opportunity to master these life skills and acquirethis knowledge.

Is there a connection between physical activity, physical education and academic achievement?Physical activity and physical education have positive effects on physical andmental health. Regular physical activity causes changes in the brain andbrain chemistry that improve mood and cognitive functioning. Cognitivefunction includes brain-related abilities such as attention, concentration,memory, language, abstract reasoning and calculation. Evidence suggeststhat students in elementary through high school perform betteracademically when they are physically active.16

A summary of research examining the academic effect of participationin physical education programs found that an increase in physicaleducation time, even with reductions in academic instruction time, hadfavorable effects on students’ academic achievement.16 Finally, healthychildren miss less school and are more attentive when present.

Action for Healthy Kids (AFHK), a national non-profit organization,reports it is probable that students with poor nutrition, inactivity and weightproblems have a higher prevalence of illness, psychological and socialproblems that are frequent causes of absenteeism.17

The bottom lineChildren and adolescents need more physical activity andphysical education. Schools, parents and communities mustrise to the challenge to ensure that children of all ages haveaccess to multiple opportunities throughout the day, atschool and before and after school, to be physically active.The Move More School Standards provide guidance for schoolsto write policies that will help move children toward ahealthy, active lifestyle.

Proposed implementationIdeally, schools will begin to work immediately to develop and implementpolicies in support of the Move More School Standards. Such policies shouldconsider all aspects of implementing the Move More School Standards,including, but not limited to, availability of funds and personnel, staff andcommunity involvement, classroom and community education andstrategies for monitoring compliance with the policy.

The Move More School Standards may also provide guidance to policymakers and policy advocates as they address issues related to overweight,obesity and other chronic diseases. Financial incentives tied to particularlevels of performance will enhance the speed and quality of implementationas will legislation enacted by the General Assembly and policies passed bythe NC Board of Education, LEA or individual school.

“It is very importantfor school age children to get some type of dailyexercise.”

—Patrice, 7th grader

“Physical Education is central to thelearning process of each and everychild. Brain research is validating ourprofession. Because we know moreabout how the brain learns, we can better teach our students.”

—Jean Blaydes-Madigan, Action Based Learning

6 MOVE MORE

For example, schools can achieve the Minimum Level of the Move MoreSchool Standards for Time Allocation simply by implementing the revisedHealthy Active Children policy passed by the NC State Board of Educationin April 2005. This policy states that schools must provide a minimum of 30minutes of physical activity for school children in kindergarten througheighth grade each school day. Schools can achieve this level of activitythrough a combination of physical education and movement incorporatedthroughout the school day, either in recess or physical activity breaksintegrated into the NC Standard Course of Study.

In addition to creating opportunities for students to participate inphysical education and physical activity, administrators also need toconsider the elements of quality for physical education and physical activityprograms. Creating quality experiences for North Carolina youth meansstriving to meet at least some of the Elements of Quality Physical Education andPhysical Activity outlined on page 8. For example, quality physical activity isnot only providing the recommended number of minutes of physicalactivity during the school day using various equipment, but also includesreporting activity time to caregivers, encouraging physical activity at homeand staying current on methods for incorporating physical activity into theNC Standard Course of Study.

The Move More School Standards are voluntary and outline threeachievement levels. The Move More School Standards put physical educationcourses on the same level as other courses taught in public schools and putachieving recommended levels of physical activity on the same level ofimportance as other preventive health behaviors, such as immunizationsand eye exams. The Elements of Quality Physical Education and Physical Activitypiece of the Move More School Standards outlines ways that schools canimprove the quality of their physical education and physical activityprograms. Schools can choose the starting point and the achievement levelthey wish to pursue:

Needs Improvement: Not compliant with law or policy

Minimum Standard: Compliant with existing law or policy. Reflects ConsensusPanel recommendation when no law or policy exists

Superior Standard: Above and beyond law or policy. Reflects Consensus Panelrecommendation when no law or policy exists

“Recess gives you a chance to stretchyour legs and helpsyou get fit. It’s good to be able to get upand run and play.”

—Aaron, 6th grader

North Carolina’s Recommended Standards For Physical Activity In School 7

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8 MOVE MORE

Quality Physical Education Quality Physical ActivityPhysical education teachers acquire 50% or more of professionaldevelopment (CEUs) in Health Education and/or Physical Education over a5-year period

75% or more of teachers and assistants attend a physical activity training over a 5-year period

MOVE MORE SCHOOL STANDARDS ELEMENTS OF QUALITY PHYSICAL EDUCATION AND PHYSICAL ACTIVITY IN SCHOOL

ProfessionalDevelopment

100% of the physical education teachers are members of NCAAHPERD(See glossary)

75% or more of all teachers are members of a professional teachingorganization

ProfessionalInvolvement

Students receive individual pre and post physical fitness tests, as well asperiodic evaluation(s) as part of classroom instruction to improve fitnesslevels

N/APhysical Fitness Tests

Physical education staff communicates with each other on a regular basis(e.g., weekly meetings, shared lesson plans, other collegial sharing)

Parents receive written progress reports at least once a quarter and atleast one other form of communication (e.g., year plan, newsletter,website)

Classroom teachers communicate with each other about ways toincorporate physical activity in the classroom setting, as well as integratelessons with other classroom activities

Classroom teachers report to families on physical activities that occur atschool and encourage families to include 30 minutes of physical activity athome

Communication

All physical education teachers use the NC Healthful Living StandardCourse of Study (SCOS) and LEAs provide enhanced curriculum andguidance aligned with the SCOS

LEAs provide physical activity curriculum and guidanceProgram Aligned Curriculum

Physical education teachers have a yearly plan that follows the NCHealthful Living Standard Course of Study and is used to develop dailylesson plans

Classroom teachers have a yearly plan that integrates daily moderate tovigorous physical activity throughout the school year

Lesson Plans

At least two methods of technology are used to teach and communicatephysical education (e.g., heart rate monitors, pedometers, wellnessequipment, fitness gym)

Technology is available for the classroom teachers and students toenhance daily physical activity lessons (e.g., pedometers, heart ratemonitors, websites)

Technology

Students are formally assessed on all of the following: knowledge, motor skills/movement forms, health-related fitness, personal and socialresponsibility

Classroom teachers are supervising and interacting with students throughthe physical activity program or recess

Evaluation

Physical education staff actively solicit and act on student and parentalfeedback about the physical education program

Periodic performance evaluation of teachers by the appropriateadministrator uses the DPI Physical Education Teacher Evaluation Formand includes planning, instructional practices, and use of assessments

There is regular periodic performance evaluation of teachers by theappropriate administrator to include planning of and implementation ofphysical activity time

Program and TeacherEvaluation

There is a district/school/department written emergency plan forresponding to and documenting injuries and other health-related incidentsin physical education/activity

Physical education teachers are provided at the beginning of the schoolyear and updated regularly with information about students’ healthconditions relevant to physical education

There is a district/school/department written emergency plan forresponding to and documenting injuries and other health-related incidentsin physical education/activity

Teachers are provided at the beginning of the school year and updatedregularly with information about students’ health conditions relevant tophysical activity

Student Health and Safety

There are one or more Healthful Living Coordinator(s) for the LEA N/APhysical EducationCoordinator

There is an amount of funding in a physical education budget to providestaff development and resources for a quality physical education classequal to the amount for other teachers in the schoolThere is a Local Board policy to provide quality physical education as partof coordinated school health

Local Board policy to provide adequate amounts of physical activityLocal EducationalAgency (LEA) Support

N/A Before- and after-school programs have a physical activity componentOutside School Day

There is a policy for shared use of facilities such as gymnasiums, walking trails, tracks, community recreation facilities, etc.

There is a policy for shared use of facilities such as gymnasiums, walking trails, tracks, community recreation facilities, etc.Community

Involvement

North Carolina’s Recommended Standards For Physical Activity In School 9

Including more physical activity and physical education in the school daywill not happen overnight and will take the efforts of many to fully

implement. School personnel, community leaders and families, as well aspolicy makers, bring different perspectives to this issue. However, all sharethe common goal of providing a healthy future for children.

School personnel as role modelsSchool personnel who are committed to their own health and well-beingare a valuable asset to the school, not only as role models, but as advocates.Providing wellness training for teachers and staff would increase theknowledge and commitment these groups share in supporting a healthyschool environment. Training should equip teachers and staff with the skillsto evaluate and improve their own physical activity habits, enhancing theirability to serve as role models.

School personnel who make healthy choices are likely to advocate forschool environments that promote increased physical activity and healthyeating for students. This role as advocate can take many forms. Voicingsupport for more physical activity time, proper equipment and facilities,encouraging physical activity outside the school day and advocating forquality physical education may be appropriate.

Community linksKey community institutions such as city or county parks and recreationdepartments, local health departments, hospitals, civic groups andcommunity policy makers all share an interest in increasing physical activityand improving the health of the community.

In addition to providing community opportunities for students to bephysically active, these stakeholders have many opportunities to workdirectly with schools to complement efforts to improve student physicalactivity. For example, constructing accessible, well-lit, safe sidewalks andbike paths from neighborhoods to schools facilitates student walking andbicycling. The development of sports and recreation facilities near schoolsor the negotiation of shared use policies will also provide additionalopportunities for students to become more active.

Parents and parent groups may form partnerships with schools to helpprovide physical activity. Volunteers assisting with structured recess activitiesin elementary schools or as intramural coaches in middle and high schoolscan help support school physical activity efforts.

In addition to offering facilities and labor, organizations such ashospitals, health departments, non-profit health agencies and educationalinstitutions can provide schools with technical assistance in the areas ofgrant writing and program evaluation to support physical activity initiatives.

Whatever the need, there is likely a community partner willing to play amajor role in helping the school’s efforts to increase student physical activity.

From paper to practice

Adults acting as positiverole models for children,is a recommendation ofthe NC Healthy WeightInitiative’s 100-memberTask Force.2

10 MOVE MORE

Families as the foundationFamilies are the foundation of the solution to childhood overweight andadult obesity. They provide the child’s first learning environment and havethe potential to make the environment supportive of physical activity andhealthy eating. Families can influence children’s physical activity practicesby ensuring opportunities for daily movement and limiting the amount oftime allowed for television or video games. They can influence children’sphysical activity patterns by establishing regular times for the family to beactive together as often as possible. They can decide, as a family, activitiesthey can do together instead of watching television. And they can committo “walking the talk,” balancing physical activity with healthy eating toimprove their own health and provide an example for their children.

Research shows that parental influence plays a role in promotingphysical activity. In adolescents, parent support and help were positivelyassociated with physical activity.18 Families can also influence opportunitiesfor children and adolescents to make good choices with respect to physicalactivity by being advocates for environmental and policy change to supportphysical activity outside the home.

Parental and community involvement throughSchool Health Advisory Councils (SHACs),participation in school activities, parent-teacherorganizations or local board of education meetingscan ensure that consistent messages about the role ofphysical activity and healthy lifestyles in health andlearning are provided and reinforced at home,school and in the community.

More than 94 percent of elementary, middle and high school parents surveyed said theybelieve it is important for schools to have physical activity policies that provide daily physical education for students.

Ninety-eight percent of parents surveyed saidthey believe it is important for schools to provide routine physical activity opportunities, in addition to physical education, throughout theschool day for students of all abilities.

North Carolina Child Health Assessment and MonitoringProgram (CHAMP) 2005 Preliminary Data10

North Carolina’s Recommended Standards For Physical Activity In School 11

Move More: NC’s Recommended Standards for Physical Activity In Schoolrepresents the best thinking of the Consensus Panel on how schools

can help change physical activity patterns of students in school andinfluence change in families and communities. However, there areimportant considerations outside the scope of the Move More SchoolStandards that families, schools and communities might consider.

PreschoolsSchools that offer preschool should provide opportunities for a minimumof 60 minutes and up to several hours of active play each day. While thereare no standards established for physical education in preschool, preschool-age children need the opportunity to learn and practice basic motor skills,such as walking, running, jumping and hopping. In addition, preschool-agechildren need the opportunity to learn skills such as catching, throwing,kicking and hitting a ball. These skills do not develop spontaneously—theymust be taught in an environment that stimulates their development.

Children who are exposed to a variety of physical activities andencouraged to practice skills will develop a sense of accomplishment andmastery, fostering their lifetime enjoyment of physical activity.

Outdoor physical environmentOutdoor play areas provide space where children can engage in activelearning and physical activity. Play areas should provide safe places forstudents and teachers to interact with the natural environment.19 Schoolgrounds should be designed and managed to promote physical activity,physical education and healthy psychological and social developmentthrough creative play.19

RecessProviding daily recess periods for elementary and preschool students isrecognized as an essential component of the total educational experienceby NASPE and is one of the recommendations from the NC Healthy WeightInitiative.2 Children need a variety of movement experiences to develop ahealthy mind and body.11 Recess provides students opportunities for activeplay during the school day, contributing to their social, physical andcognitive development.

Before- and after-school programsBefore- and after-school programs are excellent opportunities to providephysical activity for many children. Some of the guidelines for developingor enhancing these programs include giving children a choice of activities;giving children an equal opportunity to participate regardless of physicalability; giving children the opportunity to be involved in program planning;providing age-appropriate, supervised activity under the guidance of aqualified adult; and providing adequate facilities and equipment.

Beyond the Move MoreSchool Standards

“I think physical activity in school is great. It’s lots of fun and it keepsyou moving. Everyschool should havephysical activity.”

—Ann, 8th grader

12 MOVE MORE

IntramuralsIntramural and other physical activity programs extend and complementphysical education to ensure that all children are provided the opportunity,regardless of ability, to participate in activities that can contribute to theirenjoyment of leisure time physical activity.20 Intramurals provide increasedopportunity for physical activity and skill development and should beavailable to all children regardless of their previous sports involvement or skill.

North Carolina is experiencing an unprecedented obesity epidemic,affecting children and adults alike. This obesity epidemic is taking a toll

on the quality of our citizens’ lives, as well as the economic strength of ourstate. The solution seems simple: get North Carolinians to eat smart andmove more. Yet we know that many of us do not meet even minimumrecommendations for physical activity and healthy eating. We have anopportunity, as a state, to change that. Creating a North Carolina wherephysical activity and healthy eating are the norm, rather than the exception,is the vision set out by state leaders for winning the battle against chronicdisease and obesity for North Carolina. In order to be successful, we muststart with our children and raise a generation of adults who grow upexperiencing first-hand the benefits of an active, healthy lifestyle.

Schools have the potential to help students gain the knowledge, skillsand confidence to enjoy a lifetime of physical activity, through qualityphysical education and physical activity incorporated throughout the schoolday. Move More: NC’s Recommended Standards For Physical Activity In School is asound tool to guide and build support for change in schools. Equallyimportant is the need for families and communities to complement thework of the schools by making physical activity part of community andfamily life. It is imperative that we seize this opportunity to make a positiveimpact on North Carolina’s future. Our children and their future deserveno less.

CALL TOACTION

• Schools allow only temporary excuses from physicaleducation for acceptable reasons.

• Schools require documentation and classworkrequirements in lieu of missed physical educationclasses.

• Physical activity and physical education allowindividuals with disabilities to practice movementskills/forms in meaningful ways.

• Physical activity is not used as punishment.

• Physical activity and physical education emphasizefun and the development of lifelong skills rather thancompetition.

• Teachers and administrators lead active recess andspecial physical activity events.

• Schools and communities provide physical activitiesthat are culturally sensitive and appealing to a wideaudience and range of abilities.

Other considerations

North Carolina’s Recommended Standards For Physical Activity In School 13

Be PartOF THE Solution

• Eat smart and move more—to look, feel and do your best.• Get informed and get involved.• Set goals for yourself.• Serve as a role model to younger students.• Eat a healthy breakfast, lunch, snacks and dinner.• Participate in physical activity at least 60 minutes each day.

• Eat smart and move more—children are watching you.• Advocate for healthy school meals and nutrition education.• Learn how your school’s physical education program is financed and discuss it with others.• Advocate for increased physical activity in schools.• Provide healthy snacks and/or fun physical activity for parties and events.• Monitor and limit your child’s TV time.• Be physically active with your children.• Take advantage of opportunities for physical activity in your community.

• Eat smart and move more—children are watching you.• Teach and role model good nutrition and physical activity.• Coordinate physical activity with physical education staff.• Teach life skills—not just the facts.• Include physical activity as part of celebrations, meetings and other special events.• Move with students—support physical activity and physical education programs.• Incorporate physical activity into your curriculum (or class).

• Eat smart and move more—children are watching you. • Support a healthy eating and physical activity environment and tell others about your commitment. • Establish school policy and enforce district and state policy.• Seek alternative sources of revenue for your school that do not send conflicting messages. • Include physical activity breaks during meetings and school events. • Provide continuing education opportunities for staff on nutrition and physical activity.

• Eat smart and move more—children are watching you.• Support a healthy eating and physical activity environment and tell others about your commitment.• Make funds available to support healthy eating and physical activity.• Establish and enforce policy for physical activity in school.• Require comprehensive quality physical education for PreK–12.

• Eat smart and move more—children are watching you.• Support healthy school and community environments and tell others about your commitment.• Provide community opportunities (such as facilities and manpower) for students to be physically active.• Assist schools in resource development, including grant writing, program planning and program

evaluation.• Partner with parent groups to assist with structured recess or intramural activities at schools.

Physical activity and healthy eating go hand-in-hand for a healthylifestyle and should be promoted together. Students, families, teachers,principals, superintendents, school board members and communityleaders each play a role in making school a place that supportsincreased physical activity and healthy eating.

Students:

Families:

Teachers/Staff:

Principals:

SchoolSuperintendents/

School BoardMembers:

CommunityLeaders:

14 MOVE MORE

1. Andersen K, Caldwell D, Dunn C,Hoggard L, Thaxton S, Thomas C. EatSmart: NC’s Recommended Standards For AllFoods Available In School. North CarolinaDHHS, Division of Public Health, Raleigh,NC; 2004.

2. Caldwell D, Lebeuf J eds: Ammerman A,Cooke C, Dunn C, Longenecker J,Matthews B, Ngui E, Samuel-Hodge C,Schwartz R, Ward D. Moving Our ChildrenToward a Healthy Weight: Finding the Will andthe Way. 2nd ed. North Carolina DHHS,Division of Public Health, Raleigh, NC;2002.

3. North Carolina Nutrition and PhysicalActivity Surveillance System (NC-NPASS).NC Division of Public Health, Women’s andChildren’s Health Section, NutritionServices Branch. Available at:http://www.EatSmartMoveMoreNC.com.Accessed June 10, 2005.

4. Olshansky S, Passaro D, Hershow R,Layden J, Carnes B, Brody J, et al. Apotential decline in life expectancy in theUnited States in the 21st century. NewEngland Journal of Medicine. 2005; 352: 1138-1145.

5. Narayan K, Boyle J, Thompson T,Sorensen S, Williamson D. Lifetime risk fordiabetes mellitus in the United States.Journal of the American Medical Association.2003; 290,1884-1890.

6. National Association for Sport and PhysicalEducation. Children need greater amounts ofphysical activity in 2004. Available at:http://www.aahperd.org/naspe/template.cfm?template=pr_123103.html. AccessedJune 13, 2005.

7. Centers for Disease Control andPrevention Youth Risk Behavior SurveillanceSurvey (CDC YRBSS). Available at:http:www.cdc.gov/nccdphp/dash/yrbs.Accessed June 10, 2005.

8. Be Active North Carolina, Inc. A financialcost appraisal of physical inactivity, obesity,diabetes mellitus, and low fruit/vegetableintake among North Carolina adults. (in press).

9. Strong WB, Malina RM, Blumke CJ,Daniels SR, et al. Evidence based physicalactivity for school-age youth. Journal ofPediatrics. 2005; 146, 732-737.

10. North Carolina State Center for HealthStatistics. Child Health Assessment andMonitoring Program preliminary data.

11. Council on Physical Education andChildren. Recess in elementary schools. Aposition paper from the National Association forSport and Physical Education. Available at:http://www.aahperd.org/naspe/pdf_files/pos_papers/current_res.pdf. Accessed June10, 2005.

12. Koplan JP, Liverman CT, Kraak VI, eds.Preventing Childhood Obesity, Health in theBalance. Washington, D.C.: The NationalAcademies Press; 2005.

13. North Carolina Instruction. NorthCarolina State Board of Education PolicyManual. Available at: http://sbepolicy.dpi.state.nc.us/policies/HSP-S-000.asp?pri=01&cat=S&pol=000&acr=HSPAccessed June 10, 2005.

14. National Association for Sport andPhysical Education. What constitutes a qualityphysical education program? Available at:http://www.aahperd.org/naspe. Accessed June 13, 2005.

15. National Center for Chronic DiseasePrevention and Health Promotion.Coordinated school health programs. Available at:http://www.cdc.gov/HealthyYouth/CSHP/index. Accessed June 2, 2005.

16. California Department of Education.Getting results: developing safe and healthy kidsupdate 5. Available at:http://www.gettingresults.org/c/@GDzrcxF87gKjY/Pages/getfile.html?getfile@Update5Final.pdf. Accessed June 13, 2005.

17. Action for Health Kids. The learningconnection, the value of improving nutrition andphysical activity in our schools, executive summary.Available at: www.actionforhealthykids.org.Accessed June 10, 2005.

18. Sallis J, Prochaska J, Taylor W. A reviewof correlates of physical activity of childrenand adolescents. Med Sci Sports Exerc. 2000;5:963-975.

19. Moore, R. Children’s Playgrounds: A150-Year-Old model. In Frumkin, H, GellerR, Rubin L, eds. Safe and Healthy SchoolEnvironments. New York: Oxford UniversityPress. (In press).

20. National Association for Sport andPhysical Education. Guidelines for after-schoolphysical activity and intramural sport programs.Available at: http://www.aahperd.org/naspe/pdf_files/pos_papers/intramural_guidelines.pdf. Accessed June 10, 2005.

References

“Kids like the activity, for example, dance, soccer, sports, etc.”

—Sarah, 7th grader

North Carolina’s Recommended Standards For Physical Activity In School 15

After-School Programs: Programs takingplace immediately following school classes.After-school programs are designed toprovide care for and educationalenhancement to children in the hoursimmediately following school classes.

Balanced Curriculum: A guiding documentfor elementary and middle school focusingon the importance and values of deliveringa well-rounded education which includes allareas of the Standard Course of Study. Todownload a copy of this document go towww.NCPublicSchools.org/curriculum.

Body Mass Index (BMI): An index of bodyweight for height used to classify overweightor obesity in adults. BMI, adjusted for ageand gender, is also used to identify childrenand adolescents who are overweight or at-risk for overweight.

Built Environment: All of the buildings,spaces and products created or modified bypeople. For example: buildings (housing,schools and workplaces), land use(industrial or residential), public resources(parks, museums), zoning regulations,transportation systems.

Certified Physical Education Teacher:Teacher with a teaching certification inphysical education.

Child Health Assessment MonitoringProgram (CHAMP): Surveillance system tomonitor health and risk behaviors ofchildren in North Carolina under 18 yearsof age.

Childhood Overweight: A gender- and age-specific Body Mass Index (BMI) at or abovethe 95th percentile for children and youthaged two to 20 years, based on 2000 Centersfor Disease Control and Prevention (CDC)growth charts. The terms obesity andoverweight are used interchangeably forchildren and youth and refer to children ator above the 95th percentile.

Classroom Events: Events occurring in aschool classroom in which all studentsparticipate and enjoy.

Chronic Disease: An illness that isprolonged, does not resolve spontaneously,and is rarely cured completely. Chronicdiseases such as heart disease, cancer anddiabetes account for seven of every 10deaths and affect the quality of life of 90million Americans. Although chronicdiseases are among the most common andcostly health problems, they are also amongthe most preventable. Adopting healthybehaviors such as eating nutritious foods,being physically active and avoiding tobaccouse can prevent or control the devastatingeffects of these diseases.

Communities in Schools: A statewide not-for-profit organization that works with localschool systems to get the community moreinvolved with supporting students andteachers.

Community Schools: Community schoolsare K–12 public schools that combine therigorous academics associated with highquality instructional environments and awide range of vital in-house services,supports and opportunities that promotechildren’s learning and development.Supports range from medical and mentalhealth services to extended day andweekend activities, such as sports,homework assistance centers and computerenrichment clubs.

Eat Smart Move More...North Carolina(ESMM NC): A statewide partnershipamong organizations, communities andindividuals to promote increasedopportunities for healthy eating andphysical activity. For more information, goto www.EatSmartMoveMoreNC.com.

Eat Smart School Standards: The Eat Smart:North Carolina’s Recommended Standards For AllFoods Available In School is a tool for parents,community leaders, educators, industryrepresentatives and policy makers. The EatSmart School Standards help move theconversation and stimulate change aroundthe important role of healthy eating inschools. This document can be viewed athttp://www.EatSmartMoveMoreNC.com/ESMMmaterials/SchoolFoodsStandards.pdf.

Exercise: A subset of physical activity that isplanned or structured. It is done to improveor maintain one or more of thecomponents of physical fitness—cardiorespiratory endurance (aerobicfitness), muscular strength, muscularendurance, flexibility and bodycomposition. Examples of exercise includerunning, lifting weights or stretching.

Extracurricular: Outside the regular courseof study but under the supervision of theschool.

Full Size Gym: The exact size of a full sizegym or multipurpose room will vary. An estimate would be 70' x 100', orapproximately 7,000 square feet.

Healthy Eating: A dietary pattern consistentwith the Dietary Guidelines for Americans.

Intramural Events: Team anddual/individual activities, tournaments,meets and/or special events, clubs, opengym days and dance activities that arelimited to participants and teams fromwithin a specific school or institutionalsetting.

Instructional Day: Time in which studentsare in class—typically five and a half hoursper day.

Local Education Agencies (LEAs): LocalEducation Agency is also referred to as theSchool District or School System.

Moderate Amount of Physical Activity: Anamount of activity sufficient to burnapproximately 150 calories of energy perday, or 1000 kilocalories per week. Theduration of time it takes someone toachieve a moderate amount of activitydepends on the intensity of the activitieschosen.

Moderate Intensity Physical Activity: Anyactivity performed at 50 to 69 percent ofmaximum heart rate. For most people, it isequivalent to sustained walking, is wellwithin most individuals’ current physicalcapacity, and can be sustained comfortablyfor prolonged periods of time (at least 60minutes). A person should feel someexertion but also should be able to carry ona conversation comfortably during theactivity.

Glossary

16 MOVE MORE

Modifiable Risk Factor: A risk factor is acharacteristic that increases a person’schance of having a disease. A risk factor fora disease is not necessarily a cause of thedisease, although at times it is. Modifiablerisk factors can be changed by treatment,intervention or changes in behavior andlifestyle.

National Association of State Boards ofEducation (NASBE): A non-profitorganization founded in 1958, NASBEworks to strengthen state leadership ineducational policymaking, promoteexcellence in the education of all students,advocate equality of access to educationalopportunity, and assure continued citizensupport for public education. For moreinformation, go to: www.NASBE.org.

National Association for Sport and PhysicalEducation (NASPE): A non-profitprofessional organization comprised ofindividuals engaged in the study of humanmovement and the delivery of sport andphysical activity programs. Through itsmembers as well as corporate and publicpartnerships, NASPE develops and supportsquality sport and physical activity programsthat promote healthy behaviors andindividual well-being. Educating theAmerican public about the importance ofphysical education for all children andyouth is a primary focus. NASPE’s 20,000members include K–12 physical educators,college and university faculty, researchers,coaches, athletic directors and trainers. For more information, go to:www.NASPEinfo.org.

National Board Certification: NationalBoard Certification assessments requireteachers to demonstrate teaching practice,content knowledge and educationalmethods—content knowledge. NorthCarolina continues to lead the nation in thenumber of teachers who earnedcertification by the National Board ofProfessional Teaching Standards, the mostaccepted symbol of teaching excellence inthe United States. Achieving NationalBoard Certification is a strong endorsementof teacher quality. To date, approximately250 North Carolina physical educationteachers hold National Board Certificationand the number continues to increaseyearly. For more information on NationalBoard Certification, visit www.NBPTS.org.

North Carolina Alliance for Athletics,Health, Physical Education, Recreation andDance (NCAAHPERD): A professionalassociation that provides advocacy andprofessional development for health,physical education, recreation, dance andathletic professionals. Under the Alliance,there are six associations working withNCAAHPERD to make North Carolina ahealthier and more active state. Theyinclude: The Dance Education Associationof North Carolina (DANCE), NorthCarolina Association for Athletic Education(NCAAE), North Carolina Association forthe Advancement of Health Education(NCAAHE), North Carolina Association ofIntramurals and Recreation (NCAIR),Physical Education Association (PEA) andStudent Majors Association (SMA). For moreinformation, visit www.NCAAHPERD.org.

NC Cooperative Extension Service: Aneducational partnership helping people putresearch-based knowledge to work foreconomic prosperity, environmentalstewardship and an improved quality of life.Their educational programs focus uponenhancing agricultural, forest and foodsystems; strengthening and sustainingfamilies; developing responsible youth;building quality communities andconserving and improving the environmentand natural resources.

North Carolina Healthful Living StandardCourse of Study: The Healthful LivingEducation curriculum promotes behaviorsthat contribute to a healthful lifestyle andimproved quality of life for all students. TheHealthful Living Education curriculum,when fully integrated, supports andreinforces the goals and objectives of its twomajor components—health and physicaleducation. When the concepts of these twoareas are integrated, learning is enhancedto its maximum. To view the HealthfulLiving Standard Course of Study, visit www.NCPublicSchools.org/curriculum/health.

North Carolina Healthy Schools: The goalof North Carolina Healthy Schools is tocreate a working infrastructure betweeneducation and health to enable schools andcommunities to create a CoordinatedSchool Health Program. A model schoolhealth program includes all eightcomponents: Comprehensive School HealthEducation; School Health Services; A SafePhysical Environment; School Counseling,Psychological and Social Services; PhysicalEducation; Nutrition Services; School-SiteHealth Promotion for Staff; Family andCommunity Involvement in Schools. For more information, visit www.NCHealthySchools.org.

North Carolina Nutrition and PhysicalActivity Surveillance System (NC-NPASS):A system that provides accurate, timelyinformation relevant to child healthindicators of nutritional status such asoverweight, underweight and anemia. Localpublic health departments and WICprograms routinely submit data on clientsto the NC Health Services InformationSystem (HSIS). NC-NPASS is a subset of thislarger HSIS database and includes height,weight, a few lab measures and limitedbehavioral data.

North Carolina Standard Course of Study:A program adopted by the State Board ofEducation that sets content standards anddescribes the curriculum which should bemade available to every child in NorthCarolina’s public schools. It includes thesubject or skills areas of arts education,English language arts, guidance, healthfulliving, information/computer skills,mathematics, science, second languagestudies, social studies and workforcedevelopment education.

No Child Left Behind (NCLB): The NoChild Left Behind Act, signed into law in2002, has expanded the federal role ineducation and set requirements in placethat affect every public school in America,including those in North Carolina. At thecore of No Child Left Behind are measuresdesigned to close achievement gaps betweendifferent groups of students. The NCLB website addresses key NCLB elements as theyare implemented in North Carolina,including methods of measuring progress instudents’ academic achievement, standardsfor teachers and ramifications for Title Ischools. For more information, visitwww.NCPublicSchools. org/nclb/.

Glossary, continued

North Carolina’s Recommended Standards For Physical Activity In School 17

NC Healthy Weight Initiative: The missionof the NC Healthy Weight Initiative is toshape the eating and physical activitypatterns of North Carolina children andyouth in ways that lead to healthy weightand reduce the risk for chronic disease.The NC Task Force for Healthy Weight in Children and Youth created acomprehensive state plan, Moving OurChildren Toward a Healthy Weight: Finding the Will and the Way, that providesrecommendations for action to addresschildhood overweight. For moreinformation and the state plan, visit www. NCHealthyWeight.com.

Obesity: A Body Mass Index (BMI) of 30 orgreater in adults. The terms obesity andoverweight are used interchangeably forchildren and youth and refer to children ator above the 95th percentile.

Overweight: A Body Mass Index (BMI)between 25 and 29 for adults. The termsobesity and overweight are usedinterchangeably for children and youth andrefer to children at or above the 95thpercentile.

Physical Activity: Describes any bodilymovement that is produced by movingmuscles and using energy.

Physical Education: A course taught by acertified physical education teacher, thatprovides the environment where studentslearn, practice and receive assessment ondevelopmentally appropriate motor skills,social skills and knowledge as defined in theNorth Carolina Healthful Living StandardCourse of Study. (HSP-S-000)

Physical Fitness: An outcome, generallyconsidered an ideal subset or form ofhealth and related to an individual’s abilityto perform physical activities that requireaerobic fitness, endurance, strength orflexibility and is determined by acombination of regular activity andgenetically inherited ability.

Policy: A principle plan or course of actionas pursued by an organization.

Quality Physical Education: According toNASPE guidelines, a high quality physicaleducation program includes the followingcomponents: opportunity to learn,meaningful content and appropriateinstruction. It is the unique role of qualityphysical education programs to develop thehealth-related fitness, physical competence,and cognitive understanding about physicalactivity for all students so they can adopthealthy and physically active lifestyles. For more information visitwww.AAHPERD.org/naspe.

Recess: A break during the school day setaside to allow children the time for activeplay. Schools vary in the number of recessperiods given children each day, the lengthof the periods, and the environmentsavailable. Typically recess occurs outdoorsand in a designated play area. Duringinclement weather, schools may have recessperiods in a game room, gymnasium, orinside the classroom. For more information,visit the National Association of EarlyChildhood Specialists in State Departmentsof Education website athttp://NAECS.crc.uiuc.edu/position/recessplay.html.

School Health Advisory Councils (SHACs):The group mandated by the NC StateBoard of Education to help plan,implement and monitor the State’s HealthyActive Children Policy as well as otherhealth issues as part of a CoordinatedSchool Health Program.

School Health Initiatives: All school healthactivities in the various sections of the NCDivision of Public Health that contribute tothe advancement of school health as one ofthe Division’s priorities. Leadership forSchool Health Initiatives is provided by theSchool Health Matrix and the SchoolHealth Unit.

Vigorous Intensity Physical Activity:Hard or very hard physical activity requiringsustained, rhythmic movements andperformed at 70 percent or moremaximum heart rate according to age.Vigorous activity is intense enough torepresent a substantial physical challenge toan individual and results in significantincreases in heart and respiration rate.

Glossary, continued

18 MOVE MORE

North Carolina State Board of Education Policy Manual POLICY IDENTIFICATIONPriority: High Student Performance Category: Healthy Schools Policy ID Number: HSP-S-000 Policy Title: Policy regarding physical education in the public schools Current Policy Date: 01/09/2003—Amended 4/07/2005 Other Historical Information: Statutory Reference: Administrative Procedures Act (APA) Reference Number and Category: HEALTHY ACTIVE CHILDREN: Section 1. LOCAL SCHOOL HEALTH ADVISORY COUNCIL a. Each school district shall establish and maintain a local School

Health Advisory Council to help plan, implement and monitorthis policy as well as other health issues as part of the coordinatedschool health plan.

b. The local School Health Advisory Council shall be composed ofcommunity and school representatives from the eight areas of acoordinated school health program mentioned in Section 4(a),representatives from the local health department and schooladministration.

Section 2. PHYSICAL EDUCATION a. To address issues such as overweight, obesity, cardiovascular

disease and Type II diabetes, students enrolled in kindergartenthrough eighth grade are to participate in physical activity as partof the district’s physical education curriculum. Elementaryschools should consider the benefits of and move toward having150 minutes per week with a certified physical education teacherthroughout the 180-day school year. Middle schools shouldconsider the benefits of and move toward having 225 minutes perweek of Healthful Living Education with certified health andphysical education teachers throughout the 180-day school year.

b. The physical education course shall be the environment in whichstudents learn, practice and receive assessment on developmentallyappropriate motor skills, social skills and knowledge as defined inthe North Carolina Healthful Living Standard Course of Studyand foster support and guidance for being physically active. Inorder to meet enhanced goals, these classes should be the sameclass size as other regular classes.

Section 3. RECESS AND PHYSICAL ACTIVITY a. Structured/unstructured recess and other physical activity (such

as, but not limited to, physical activity time, physical education orintramurals) shall not be taken away from students as a form ofpunishment. In addition, severe and/or inappropriate exercisemay not be used as a form of punishment for students.

b. A minimum of 30 minutes of moderate to vigorous physicalactivity shall be provided by schools for all K–8 students daily.This requirement can be achieved through a regular physicaleducation class and/or through activities such as recess, dance,classroom energizers or other curriculum based physicaleducation activity programs. However, such use of this timeshould complement and not substitute for the physical educationprogram.

c. The physical activity required by this section must involve physicalexertion of at least a moderate to vigorous intensity level and fora duration sufficient to provide a significant health benefit tostudents.

Section 4. COORDINATED SCHOOL HEALTH PROGRAMS (CSHP) a. The State Board of Education shall make available to each school

district a coordinated school health model designed to addresshealth issues of children. The program must provide forcoordinating the following eight components: 1. safe environment, 2. physical education, 3. health education, 4. staff wellness, 5. health services, 6. mental and social health, 7. nutrition services and 8. parental/family involvement.

b. The North Carolina Department of Public Instruction shall notifyeach school district of the availability of professionaldevelopment opportunities and provide technical assistance inimplementing coordinated school health programs at the locallevel.

Section 5. THIS AMENDED POLICY SHALL BE FULLYIMPLEMENTED BY THE 2006–2007 SCHOOL YEAR. a. Each local school district shall develop an action plan prepared

in collaboration with the local School Health Advisory Council toassist in the implementation of the policy. This action plan shallidentify steps that need to be taken each year to fully implementthe policy by the 2006–2007 school year and shall include areview and appropriate modification of existing physicaleducation and health curricula.

b. Action plans shall be submitted to the North CarolinaDepartment of Public Instruction by July 15, 2004.

c. Progress reports shall be submitted to the North CarolinaDepartment of Public Instruction by July 15, 2005 and 2006.

d. Beginning July 15, 2007, each local school district incollaboration with the local School Health Advisory Council shallprepare a report annually which will include the minutes ofphysical education and/or healthful living, physical activityreceived by students in each school within the district. Indicatorsthat will mark successful implementation and evidences ofcompletion shall be a part of the plan.

e. This report shall be completed by July 15th each year and remainon file for a period of 12 months to be provided upon request ofthe North Carolina Department of Public Instruction and localboards of education.

f. Progress reports and the annual reports shall also include anyother information that may be recommended from the StateBoard of Education’s Ad Hoc Committee studyingimplementation of the physical education and Healthful Livingprograms in kindergarten through eighth grades.

Existing Policy, Law and Regulation

North Carolina SBE PolicyTitle 16, North Carolina Administrative CodeSubchapter 6D—Instruction, Section .0100—Curriculum

Basic Education Program (BEP)Policy ID Number: HSP-G-003Policy Title: 16 NCAC 6D.0102 Policy delineating the curricularcomponents of the Basic Education Plan.Current Policy Date: 11/05/1998Other Historical Information: Previous board dates: 08/07/1991Statutory Reference: GS 115C-12(9)c.; GS 115C-81Administrative Procedures Act (APA) Reference Number andCategory: 16 NCAC 6D .0102a. Each LEA shall implement the BEP as developed by the

department, to the extent that state funds are made available toit. This rule covers the curricular component of the BEP.

b. The standard course of study includes, at least, a program ofstudies in the following areas:1. arts education,2. communication skills,3. guidance,4. healthful living,5. information and computer skills,6. mathematics,7. science, 8. second language studies,9. social studies and10. vocational education.

Graduation RequirementsPolicy IdentificationPriority: High Student PerformanceCategory: Student Accountability Standards/Graduation RequirementsPolicy ID Number: HSP-N-004Policy Title: 16 NCAC 6D .0503 State graduation requirementsCurrent Policy Date: 06/03/2004Other Historical Information: Previous board dates: 12/01/1999,05/04/2000, 06/01/2000, 07/12/2001, 10/04/2001, 03/07/2002,05/02/2002, 07/11/2002Statutory Reference: GS 115C-12(9b); GS 115C-81(b)(4); NCConstitution, Article IX, Section 5Administrative Procedures Act (APA) Reference Number andCategory: 16 NCAC 6D .0503

In order to graduate high school, students shall have at least onecredit in Healthful Living (health and physical education) in all ofthe four courses of study: career preparation, college technicalpreparation, college/university preparation or occupational.

Standard Course of Study for Healthful LivingPolicy ID Number: HSP-F-007Statutory Reference: GS 115C-81; Senate Bill 1, 1985 GeneralAssembly Session

There will be a standard course of study for all children in the areaof Healthful Living (health and physical education).

PHYSICAL EDUCATION LAWS

Duty-Free PeriodGeneral Statute 115C-301.1. ...all full-time assigned classroom teachers shall be provided a dailyduty-free period during the regular student contact hours. Theduty-free period shall be provided to the maximum extent that (i) the safety and proper supervision of children may allow duringregular student contact hours and (ii) insofar as funds are providedfor this purpose by the General Assembly. If the safety andsupervision of children does not allow a daily duty free periodduring regular student contact hours for a given teacher, the fundsprovided by the General Assembly for the duty-free period for thatteacher shall revert to the general fund.

Classroom Teacher Duties/Recess115C-307 (b)It shall be the duty of all teachers, including student teachers,substitute teachers, voluntary teachers, and teacher assistants whengiven authority over some part of the school program by theprincipal or supervising teacher, to encourage temperance,morality, industry and neatness; to promote the health of all pupils,especially of children in the first three grades, by providingfrequent periods of recreation; to supervise the play activitiesduring recess and to encourage wholesome exercises for allchildren.

Maximum Class Sizes115C-301 (c)The average class size for each grade span in a local schooladministrative unit shall at no time exceed the funded allotmentratio of teachers to students. At the end of the second schoolmonth and for the remainder of the school year, the size of anindividual class shall not exceed the allotment ratio by more thanthree students. At no time may the General Assembly appropriatefunds for higher unit-wide class averages than those for which Statefunds were provided during the 1984–85 school year.

Maximum Teaching Load115-C-301 (d)The average class size for each grade span in a local schooladministrative unit shall at no time exceed the funded allotmentratio of teachers to students. At the end of the second schoolmonth and for the remainder of the school year, the size of anindividual class shall not exceed the allotment ratio by more thanthree students.

At no time may the General Assembly appropriate funds for higherunit-wide class averages than those for which State funds wereprovided during the 1984–85 school year.

Alternative Maximum Class Sizes115C-301(e)The State Board of Education, in its discretion, may set highermaximum class sizes and daily teaching loads for classes in music,physical education and other similar subjects, so long as theeffectiveness of the instructional program in those areas is notthereby impaired. NOTE: This does not include the HealthEducation classes, only physical education.

North Carolina’s Recommended Standards For Physical Activity In School 19

Existing Policy, Law and Regulation, continued

20

Waivers and Allotment AdjustmentsSection 115-C-301 (g)Local boards of education shall report exceptions to the StateBoard of Education as provided in GDS 115-47C (10) and shallrequest allotment adjustments or waivers from the standards set outabove. Within 45 days of receipt of reports, the State Board ofEducation, within funds available, may allot additional positions orgrant waivers for the excess class size or daily load.

• If the exception resulted from (i) exceptional circumstances,emergencies or acts of God, (ii) large changes in studentpopulation, (iii) organizational problems caused by remotegeographic location or (iv) classes organized for a solitarycurricular area and

• If the local school board cannot organizationally correct theexception.

To Regulate Extra Curricular ActivitiesGS 115C-47(4)16 NCAC 6E.0202: Policy regarding interscholastic athleticsSS-D-002: Policy and regulations governing middle/junior highschool athleticsLocal boards of education shall make all rules and regulationsnecessary for the conducting of extracurricular activities in theschools under their supervision, including programs of athletics,where desired, without assuming liability therefore, provided thatall interscholastic activities shall be conducted in accordance withrules and regulations prescribed by the State Board of Education.

To Adopt Rules and Polices Limiting the Non-instructional Dutiesof TeachersGS 115C-47 (18a)Local Boards of Education shall adopt rules and policies limitingthe non-instructional duties assigned to teachers. A local board maytemporarily suspend the rules and policies for individual schoolsupon a finding there is a compelling reason the rules or policiesshould not be implemented. These rules and policies shall ensurethat:

a. Teachers with initial certification are not assigned extracurricularactivities unless they request the assignments in writing and thatother non-instructional duties assigned to these teachers areminimized, so these teachers have opportunity to develop intoskilled professionals.

b. Teachers with 27 or more years of experience are not assignedextracurricular activities unless they request the assignments inwriting and that other non-instructional duties assigned to theseteachers are minimized, so these teachers have opportunity toformally share their experience and expertise with theircolleagues.

c. The non-instructional duties of all teachers are limited to theextent possible given federal, State and local laws, rules andpolicies, and that the non-instructional duties required ofteachers are distributed equitably among employees.

To Provide In Service Training for TeachersGS 115C-47 (20) and GS 115C-300Local boards of education are authorized to provide for thetraining of teachers as provided in GS 115C-300. Local boards ofeducation are authorized to provide for the professional growth ofteachers while in service and to pass rules and regulations requiringthe improvement of instruction in the classroom and for promotingcommunity improvement.

To Implement guidelines to Support and AssistStudents with DiabetesGS 115C-47 (42)Local boards of education shall ensure that the guidelines adoptedby the State Board of Education under GS 115C-12(31) areimplemented in schools in which students with diabetes areenrolled. In particular, the boards shall require the implementationof the procedures set forth in those guidelines for the developmentand implementation of individual diabetes-care plans uponparental request. Local boards also shall make available necessaryinformation and staff development to teachers and schoolpersonnel in order to support and assist appropriately students withdiabetes in accordance with their individual diabetes-care plans.

Existing Policy, Law and Regulation, continued

“I believe we work a lot better after recess. So I believe we should have two recesses a day.”

—Jonah, 6th grader

Copies of this document can be downloaded from the following websites: www.EatSmartMoveMoreNC.com • www.NCPublicSchools.org • www.NCHealthySchools.org

Consensus PanelMembersKathy Andersen, MS, RDNC Division of Public HealthNutrition Services Branch

Kymm Ballard, MA*NC Department of Public InstructionPhysical Education, Athletics,Sports Medicine

Mott P. Blair, MDNC Academy of Family Physicians

Charlene Burgeson, MANational Association for Sport andPhysical Education (NASPE)

Dorothy Caldwell, MS, RD, LDN*NC Division of Public HealthSchool Health Initiatives

Melanie Champion, MABrunswick County Schools2001 NASPE Middle School Teacher of the Year

Carolyn Crump, PhDUNC Chapel Hill School of Public HealthDepartment of Health Behavior and Health Education

Carolyn Dunn, PhD*NC Cooperative Extension ServiceDepartment of Family and ConsumerSciences

Kelly Evenson, PhDUNC Chapel Hill School of PublicHealth Department of Epidemiology

Bonnie Ferneau, MANC Alliance for Athletics, Health,Physical Education, Recreation andDance (NCAAHPERD)

David Gardner, MA, DAWakeMed Health and HospitalsCorporate and Community HealthNC Action For Healthy Kids

Paula Hudson Collins, MHDL, RHEdNC Department of Public InstructionNC Healthy Schools

Dennis Johnson, EdD Wingate UniversitySport Sciences Department

Debi Kaclik, MEd, NBCTMyers Park High School,Mecklenburg County2002 NC Secondary High SchoolPhysical Education Teacher of the Year

Artie Kamiya, MATWake County Schools

Alice Keene, MAEdPitt County SchoolsCommunity Schools

Cathy Lowry, MA, NBCTNorth Ridge Elementary School,Wake County2002 NC Elementary PhysicalEducation Teacher of the Year

Karen Luken, MS, CTRSUNC Chapel HillNC Office on Disability and Health

Carol Mitchell, PhD, RD, LDNNC Cooperative Extension ServiceWake County Center

Ron Morrow, EdDNC Alliance for Athletics, Health,Physical Education, Recreation andDance (NCAAHPERD)

Jimmy Newkirk*NC Division of Public HealthPhysical Activity and NutritionBranch

Shellie Pfohl, MSBe Active North Carolina, Inc.

Jim Rich, MAEd NC Department of Public InstructionNC Healthy Schools

Michael Sanderson, MPH*NC Division of Public HealthNC Healthy Schools

Lori Schneider, MA, CHES*Gaston County Health DepartmentPhysical Activity and Nutrition

Sherée Thaxton Vodicka, MA, RD, LDN*NC Division of Public HealthPhysical Activity and NutritionBranch

Cathy Thomas, MAEd, CHES*NC Division of Public HealthPhysical Activity and NutritionBranch

Dianne Ward, EdDUNC Chapel Hill School of Public HealthDepartment of Nutrition

Clarie WhiteNC Parent Teacher Association

Elizabeth ZimmermanNC Prevention Partners

ReviewersJean Blaydes-Madigan, MEdAction Based Learning

Nilda Cosco, MSNC State UniversityNatural Learning Initiative

Jacqueline N. Epping, MEdCenters for Disease Control and PreventionDivision of Nutrition and Physical Activity

Sarah M. Lee, PhDCenters for Disease Control and Prevention

Matthew T. Maher, EdDEast Carolina UniversityPhysical Activity PromotionLaboratory

Robin C. Moore, PhDNC State UniversityNatural Learning Initiative

Kathy OlevskyMeredith CollegeDepartment of Exercise and Sports Science

Michele Wallen, MPHNC Department of Public InstructionHealth Education and Driver Education

Consenus Panel FacilitatorsMaria A. Castillo Clay, PhDEast Carolina University

Jessie Campbell, RDUNC Student Intern

Anne Hardison, MEd*NC Division of Public HealthPhysical Activity and Nutrition Branch

Julie HardisonNC Division of Public HealthPhysical Activity and Nutrition Branch

Student Intern ContributorsKaren Curtis, RDJessie Campbell, RDTerrance “Bear” RobinsonAmanda Smith

For more information contactNorth Carolina Department of Public Instruction6349 Mail Service CenterRaleigh, NC 27609919-807-3858www.NCPublicSchools.org 919-807-3859www.NCHealthySchools.org

Physical Activity and Nutrition BranchChronic Disease and Injury SectionNC Division of Public Health1915 Mail Service CenterRaleigh, NC 27699-1915Phone: 919-707-5215Email: EatSmartMoveMoreNC@ncmail.netwww.EatSmartMoveMoreNC.com

NC Cooperative Extension ServiceDepartment of Family and Consumer Sciences NC State UniversityBox 7605Raleigh, NC 27695-7605 Phone: 919-515-9142 Email: Carolyn_Dunn@ncsu.edu

*Denotes Writing Team

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