UC Berkeley

Objective

Compliance with elementary school physical education law is low. School district-led PE audit, feedback, and coaching (PEAFC), along with funding credentialed teachers, demonstrated the potential for improving compliance with law in New York City public schools. However, the likely scalable approach of PEAFC, alone, has not been rigorously tested in other districts.

Methods

Two-year pilot cluster-RCT in 10 Bay Area, California elementary schools (mean enrollment 421; 66 % Latino; 92 % free or reduced-price meal eligible). Five schools were randomized to receive PEAFC. Physical education lessons (n = 168) were observed using the System for Observing Fitness Instruction Time in Fall 2022, Spring 2023, and Spring 2024. Linear mixed effects models examined the impact of PEAFC on between-group changes in law compliance (using scheduled and estimated physical education minutes) and lesson time in moderate-to-vigorous physical activity (MVPA).

Results

There were no statistically significant differences in changes in scheduled or estimated minutes between times between groups. Students in both intervention (10 % increase; 95 % CI: 2.17 %, 17.41 %) and control (9 % increase; 95 % CI: 2.61 %, 14.42 %) schools increased lesson time in MVPA, but there was not a statistically significant difference in change between groups.

Discussion

PEAFC did not impact physical education law compliance or lesson time spent in MVPA. In the absence of credentialed physical education teachers to provide mandated minutes, PEAFC may be limited in its potential to increase compliance with state mandates. Hiring credentialed physical education teachers in elementary schools may be the most effective way to support compliance with state physical education laws.