Office of Population Health
RESEARCH BRIEF
A healthier public through prevention.
January 2014
Mississippi In-School Physical
Activity Policy
Introduction
In 2007, the Mississippi legislature acted to reduce childhood obesity through
the Healthy Students Act (SB 2369).1 One condition of the Healthy Students
Act requires a minimum period of physical activity-based instruction for
school-aged children (grades K-8) and ½ Carnegie unit (60-hours) for High
School graduation. The underlying assumption is that when this requirement
and nutritional requirements are met, students will accumulate the recommended amount of in-school physical activity (ISPA) and engage in dietary
practices to prevent and reduce childhood obesity and improve overall health.
However, not all schools, particularly those in predominantly rural, low-income,
racially concentrated communities are meeting ISPA requirements.2 The purpose of this research brief is to provide a synthesis of research conducted in
Mississippi regarding ISPA, student weight status, academic achievement, and
the Healthy Students Act. This research brief draws on previous and current
research to provide an overview of the weight status of students in Mississippi,
key research results from investigations conducted in the Mississippi Delta,
and policy implications for the State of Mississippi. This research brief may be
used by policymakers, administrators, and others to inform decisions regarding
ISPA, childhood obesity, and related health disparities.
Office of Population Health | RESEARCH BRIEF | January 2014
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Methods

A mixed-methods approach was used to garner a rich understanding of ISPA
policy and practices in Mississippi Delta schools and to examine students weight
status in a high risk pediatric population.

Qualitative data collection procedures included: 1) two focus groups with school
principals (n=11); 2) two focus groups with PE teachers (n=21); 3) two focus
groups with forth and fifth grade students (n=16); and 4) in-depth interviews with
state (n=2), district (n=4) and school (n=7) level personnel.

Height, weight, and waist circumference were measured on 1,136 children in
first through fifth grades at 11 public schools in three districts representing two
counties in the Mississippi Delta.

The System for Observing Fitness and Instruction Time (SOFIT) was used to
measure children’s ISPA during PE.

A literature search of ISPA and childhood obesity research in Mississippi was
conducted and two papers 3,4 are included in the synthesis of this report.
Key Research Results
Overview of students’ weight status in Mississippi

The prevalence of overweight and obese students in Mississippi decreased from
43.9% to 40.9% between 2005 and 2011.3

The percentage of White students who are overweight or obese significantly decreased from 40.6% to 34.8% (2005 – 2011), while the percentage of African
American students remained steady at approximately 47% (2005 – 2011).3 This
disparity is present and significant across all grade levels.3
Students perspectives and ISPA in the Mississippi Delta
(Results from focus groups conducted in fall 2013)
 Fourth and fifth grade students are aware of the relationship between ISPA participation and being a successful academic learner.

Students express great enthusiasm for classroom-integrated physical activity.

Most female and male students prefer dance activities relative to other ISPA.

Students report great interest for organized, competitive, and supervised
physical activities that take place during physical education class, recess, and
other times.
Mississippi Delta school observations

In a sample of elementary school students from 11 public schools in the Mississippi Delta, 47.1% of first through fifth graders were overweight (18.3%) or
obese (28.8%).5

Schools with the most overweight and obese students also showed the highest
amount of PE class time spent in moderate-to-vigorous physical activity
(MVPA).2 Therefore, when given the opportunity to participate in PE, the students at the schools with the highest proportions of overweight and obesity
spent more time in MVPA than other schools. Higher amounts of MVPA are associated with improved physical fitness and health in youth and national recommendations suggest youth spent a minimum 50% of PE class time in MVPA.6
Office of Population Health | RESEARCH BRIEF | January 2014

When the students at the schools with the most overweight and obese students
participated in PE, they were also the most active during unstructured free
play.2 Unstructured free play is time when PE instruction is not intended and resembles recess where participation is optional.7 While this observation is contrary to evidence that suggests students prefer structured activities, these students
were among the schools with deficient ISPA policy and demonstrates students
desire to engage in ISPA when given the opportunity, whether during structured
or unstructured time.

Some students believed they have ample time for ISPA while others did not.
This belief emerged at the school-level and suggests that some schools were
implementing effective ISPA policy while others were not.

Some Mississippi Delta schools struggle to implement ISPA policy but are interested in learning how to implement effective ISPA policy and practices.
Physical fitness and student academic achievement

Students who are more physically fit are less likely to be absent from school and
more likely to do well on standardized tests.4

The most physically fit students are three to four times more likely to have higher academic test scores.4
Opportunities for ISPA : Barriers and facilitators

PE teachers report deficient PE policy to support daily or frequent PE participation. School-level PE schedules do not provide adequate time for students to
learn, practice, and master skills.

PE teachers do not have the financial resources to support staff to accommodate large class size. Many PE teachers report having up to 50 students in PE
class.

Most schools do not have indoor space that is adequate and safe for ISPA engagement or durable equipment that can be used for indoor and outdoor activities.

PE teachers report a general lack of state, district, and school administrative
support for PE programs and would like to be considered as equals to their
classroom teacher counterparts.

In the most rural, underserved areas, PE teachers need assistance to establish
partnerships with community or regional organizations. There are schools that
are interested in partnerships with universities in the region, but reported distance as a barrier to forging collaborations and to accessing resources.
Principals can create a school culture supportive of ISPA

PE teachers that report successful PE programs felt supported and respected
by their principals.

Principals that champion ISPA recognize the importance of ISPA for academic
success.

Principals that recognize the relationship between physical activity and academic performance implement ISPA policies that meet the Health Students Act requirements, which creates a school culture that values ISPA and have students and staff who are physically active.
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Office of Population Health | RESEARCH BRIEF | January 2014
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Conclusions and Considerations

An obesity disparity gap between African American and White students exists statewide.3

ISPA promotes student academic achievement; hence, a good investment in the future of
public education may be through an investment in enhancing student fitness.4

Mississippi Delta schools with the highest proportions of obesity do not have ISPA policies that reflects the Healthy Students Act.

Approximately 44% of the schools studied did not have a recess policy.2

School-level PE policies reflect an average 75-minutes per week of PE which is half of
the required number of minutes mandated by the Healthy Students Act.2

Students would like to be active at school and Mississippi Delta schools with the highest
proportions of obesity have the most active students when given the opportunity.

Most Mississippi Delta school personnel recognize the importance of ISPA for academic
success but acknowledge there are challenges. Despite these challenges, there are
schools in the Mississippi Delta with successful ISPA programs that meet State mandates.

An important component of a successful ISPA program is having a principal that serves as
an “ISPA champion” and plays an integral role in creating a school culture that values ISPA.
The principals’ excitement inspires teachers and students to support ISPA.
Policy and Practice Implications

Successful implementation of the Healthy Students Act is not occurring for all Mississippi schools.

The most rural and disadvantaged schools need assistance in developing and implementing ISPA policy to provide the most disadvantaged, at-risk students with adequate ISPA opportunities.

If schools provide the time for students to engage in ISPA they are likely to use it to be physically active.

There is need for specific policy to address rural and racial child health disparities in Mississippi.
This policy brief was prepared by Abigail Gamble, PhD, University of Mississippi Medical Center, Jeffrey S. Hallam, PhD,
Kent State University, and Michael L. Cormack, Ed.M, M.Ed, Quitman County Elementary School. Contribution was provided by Anne Travis, the Bower Foundation, Therese Hanna, Center for Mississippi Health Policy, Dale Diekman, Mississippi Office of Healthy Schools, Scott Clements, Mississippi Office of Healthy Schools, and Victor D. Sutton, PhD, MPPA,
Mississippi State Department of Health.
Office of Population Health
University of Mississippi Medical Center
2500 North State Street
Jackson, MS 39216
Phone: 662-815-9000
This research brief was supported by a grant from the
Active Living Research program of the Robert Wood
Johnson Foundation.
References
1. Mississippi Healthy Students Act, SB 2369 Available at http://billstatus.ls.state.ms.us/documents/2007/pdf/SB/23002399/SB2369SG.pdf . Accessed October 18, 2013.
2. Gamble A. The role of policy on children’s in-school physical activity in the Mississippi Delta. Unpublished doctoral dissertation, The University of Mississippi, University.
3. Kolbo JR, Zhang L, Fontenot Molaison E, et al. Prevalence and trends in overweight and obesity among Mississippi
public school students, 2005-2011. J MSMA. 2012; 53: 140-146.
4. Blom LC, Alvarez J, Zhang L, Kolbo J. Associations between health-related physical fitness, academic achievement and
selected academic behaviors of elementary and middle school students in the state of Mississippi. J Research. 2011; 6
(1): 28-34.
5. Gamble A, Waddell D, Ford MA, et al. Obesity and health risk of children in the Mississippi Delta. J Sch Health. 2012;
82: 478-483.
6. U.S. Department of Health and Human Services. Strategies to improve the quality of physical education. Washington,
DC. 2010. Available at http://www.cdc.gov/healthyyouth/physicalactivity/pdf/quality_pe.pdf. Accessed October 18, 2013.
7. McKenzie T. System for observing fitness instruction time: generic description and procedures manual. 2012. Available
at http://activelivingresearch.org/files/SOFIT_Protocols_09.14.12.pdf. Accessed October 18, 2013.