Cultural Components of Physically Active Schools

Abstract

It is well known that a large majority of school-age children and adolescents are not active enough to gain the physical and psychological benefits associated with regular moderate-to-vigorous physical activity. Schools can play a pivotal role in reversing this trend due to the time students spend in this setting. The purpose of this article is to outline the characteristics of school cultures that inspire students and staff to make physical activity a part of their daily routine. Larger gymnasiums, manicured and modern outdoor play spaces, and new and plentiful sport equipment are important tools for promoting school-based physical activity. However, these artifacts are not as imperative as the values and the relationships among the people who use them. Physically active school cultures have school leaders who agree upon and promote common goals for school-based physical activities, educate new students and staff on the value of physical activity and encourage collegial relationships among students, teachers, parents, administrators, and community partners.