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The report also highlights long-term health benefits of regular PA, outlines key barriers to compliance, and provides recommendations for improving frequency, duration, and instructional practices while aligning with state guidance.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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capacity to support the development of lifelong habits of PA behaviors among their students. By developing and implementing PA policies and practices for students, schools can create environments supportive of not only the development of healthy American adults but also of increasing student academic outcomes.  \nPhysical Activity (PA) & Physical Education (PE)  \n2024–25 ANNUAL REPORT  \n83%  \npublic schools in compliance  \nthat integrate the required PAinto the instructional school day  \nTypes of Physical Activities Used to Meet the PA Requirement  \n71% of schools report using classroom brain breaks  \n71% report using recess  \nOther methods: walking breaks, Go Noodle, sensory pathways, action-based learning labs, PowerUp, The Walking Classroom, and curriculum support for classroom teachers and PE teachers  \nINSTALLED OR UPDATED:  \n 33 new walking tracks  \n 44 student fitness rooms  \n 202 playgrounds  \n71%  \n1,453  \ntotal school playgrounds in the state  \n\n|  |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- |\n\n44%  \n41%  \n40%  \n30%  \n51%  \n52%  \n43%  \n58%  \n57%  \nLack of time available for implementation  \nTeacher & administration concerns about the decrease in instructional time  \nLack of appropriate space  \nElementary  \nHigh  \nMiddle  \nTop Reported Barriers to Compliance  \n© Tennessee Department of Education  \n1  \n2  \n3  \nCSH • PA & PE • ANNUAL REPORT 2024-25  \nInnovative Methods that Schools Use to Comply with the PA Requirement  \nRelevant Data or Studies Showing Whether Increased PA or PE Lead to Better Health Outcomes  \nLONG-TERM EFFECTS INCLUDE ...  \nBENEFITS  \nof regular PA  \nHelps build and maintain healthy bones and muscles  \nHelps reduce the risk of developing obesity and chronic diseases, such as diabetes, cardiovascular disease, and colon cancer  \nReduces feelings of depression and anxiety and promotes psychological health  \nCONSEQUENCES  \nof physical inactivity  \nBeing overweight and obese, which are influenced by physical inactivity and poor diet and can increase one’s risk for diabetes, high blood pressure, high cholesterol, asthma, arthritis, and poor health status  \nIncreased risk for premature death, death by heart disease, development of diabetes, colon cancer, and high blood pressure  \nPhysical Activity Guidelines Advisory Committee (2018)  \nCompliance with the PA Requirement in School Districts with Average Daily Membership of 25,000 or More Students  \n 5 of the 8 urban districts are compliant for the 2024-25 school year, staying consistent with the same percentage in 2023-24.  \nFOR GRADUATION, TENNESSEE REQUIRES  \n0.5 + 1.0  \nHIGHSCHOOL CREDITS in PE  \nCREDIT ina Lifetime Wellness course*  \n*This is a health education course with its own set of standards. It is not a PE class.  \nMore than half the nation  \n(30 states) requires one creditor more of PE for high school students to graduate.  \nSome of these credit totals represent a cumulative total of annual requirements.  \nShape of the Nation Report (2016)  \nResearchers have been examining the association between PA and academic achievement for almost  \n50 YEARS  \nFindings conclude that PA has been shown to have a significant positive association with students' cognitive functioning (concentration and memory).  \nStudents participating in PA had improved academic achievement, including better concentration and attention, higher achievement test scores, and higher math scores compared with students who did not.  \nMichael et al. (2015)  \n© Tennessee Department of Education  \nCSH • PA & PE • ANNUAL REPORT 2024-25  \nSummary & Recommendations  \nPA and PE requirements are in place to:  \nSupport the physical and mental well-being of students through meaningful movement opportunities  \n\n| Provide important developmentally appropriate academic instruction in PE |\n| --- |\n| Better prepare the brain and body to learn |\n\nOpportunities for Improvement Tennessee PE teachers stated:  \nDistricts or schools that do not meet the","cbCaiaztRX2ht5As","https://ap.wps.com/l/cbCaiaztRX2ht5As","pdf",486802,"English","# Types of Physical Activities Used to Meet the PA Requirement\n## Installed or Updated Facilities\n# Top Reported Barriers to Compliance\n# Innovative Methods Used to Comply\n## Relevant Evidence on Health Outcomes\n# Compliance in School Districts (Average Daily Membership 25,000+)\n## Graduation Credits for High School PE\n# Summary & Recommendations\n## Opportunities for Improvement","[{\"question\":\"What is the purpose of the PA \\u0026 PE requirements described in the report?\",\"answer\":\"The requirements are intended to support students’ physical and mental well-being through meaningful movement opportunities, provide developmentally appropriate academic instruction in PE, and better prepare students’ brains and bodies to learn.\"},{\"question\":\"What methods do many schools use to meet the PA requirement?\",\"answer\":\"The report highlights classroom brain breaks and recess as widely used approaches, along with other methods such as walking breaks, Go Noodle, sensory pathways, and action-based learning labs.\"},{\"question\":\"What are the most commonly reported barriers to compliance?\",\"answer\":\"The report lists barriers including lack of time available for implementation, teacher and administration concerns about reduced instructional time, and lack of appropriate space.\"}]","Physical Activity (PA) & Physical Education (PE) - Annual Report 2024-25 - CSH | PDF"]