Guidelines for Appropriate Physical Activity
for Elementary School Children
2003 Update
A Position Statement
Council for Physical Education for Children (COPEC)
of the
National Association for Sport and Physical Education
an association of the
American Alliance for Health Physical Education and Recreation
Primary Authors:
Charles B. Corbin
Department of Exercise and Wellness
Arizona State University-East
Mesa, AZ 85212
Robert P. Pangrazi
Department of Kinesiology
Arizona State University
Tempe, AZ 85287-0701
1
Secondary Authors
Aaron Beighle
Guy Le Masurier
Chuck Morgan
Invited Reviewers
Kenneth R. Fox
University of Bristol, UK
Sharon A. Plowman
Northern Illinois University
Thomas W. Rowland
Baystate Medical Center
Springfield, MA
Susan Vincent
Brigham Young University
James R. Whitehead
University of North Dakota
COPEC, NASPE and AAHPERD Reviewers
Kim Rampmeyer
Anchorage, AK
Melanie Hart
University of Northern Iowa
Gloria Napper-Owen
University of New Mexico
Rhonda Clements
Hofstra University
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Important Note to Readers
While it is typical to include an executive summary at the beginning of a document such
as this, a summary can be misleading. To understand the guidelines it is important to understand
key terms such as intermittent physical activity and accumulated physical activity. It is also
important to understand the evidence supporting the guidelines. For this reason those who plan to
use the guidelines when working with children are encouraged to read the entire document.
Members of the media are cautioned to consider all of the guidelines, as well as the supporting
materials, when making presentations to the public.
It is also important to note that these guidelines are intended to be used in the promotion
of physical activity with the intent of improving current health, fitness and wellness of children
(ages 6-12) as well in promoting lifelong physical activity. The guidelines can be used for
designing activity programs for children, but they are not intended as comprehensive guidelines
for physical education, youth sports, or any other specific program.
Executive Summary
Rationale
Extensive evidence has accumulated to document the health benefits of regular physical activity.
Chronic diseases, once thought to be present only among adults, are becoming more prevalent
among children. The evidence suggests that many more children are considered overweight
today than 20 years ago, in part because of low physical activity levels among some children.
Research also indicates that Americans become increasingly less active with each year of age.
Inactivity among children has now been linked to sedentary living among adults. For these
reasons, efforts to promote active lifestyles among children has become an important goal of the
Centers for Disease Prevention and Control (CDC) as well as other groups interested in the
health and well-being of all Americans. For the sake of promoting lifetime activity habits early in
life, developmentally appropriate guidelines for activity of elementary school children are
outlined. A more detailed rationale for the recommendations is included in the attached
comprehensive report.
The Guidelines (with interpretations).
Guideline 1: Children should accumulate at least 60 minutes, and up to several hours, of
age-appropriate physical activity on all, or most days of the week. This daily accumulation
should include moderate and vigorous physical activity of which the majority being
intermittent in nature.
Interpretation: Sixty minutes is the minimum amount of daily activity recommended for
children. To attain optimal benefits, children need to accumulate more than 60 minutes
per day. Physical activity minutes accumulated each day should include some moderate
activity equal in intensity to brisk walking and some vigorous activity of greater in
intensity than brisk walking. Most physical activity accumulated throughout the day will
come in intermittent activity bursts ranging from a few seconds to several minutes in
length alternated with rest periods. Continuous vigorous physical activity of several
minutes in length should not be expected for most children, nor should it be a condition
for meeting the guidelines.
3
Guideline 2: Children should participate in several bouts of physical activity lasting 15
minutes or more each day.
Interpretation: Much of a child’s daily activity will be in short bursts and accumulated
throughout the waking hours. However, if optimal benefits are to accrue, as many as 50%
of the accumulated minutes should be in bouts of 15 minutes or more. Examples of
physical activity bouts are recess, physical education, play-periods, and sport’s practices.
Typically, most bouts of activity include both physical activity and time for rest and
recovery for participants. For example, a child at recess may be active for 5 minutes and
inactive for 10 minutes.
Guideline 3: Children should participate each day in a variety of age-appropriate physical
activities designed to achieve optimal health, wellness, fitness, and performance benefits.
Interpretation: Three different levels of physical activity are described in the
Physical Activity Pyramid (see Figure 1). It is recommended that children select from all
of the first three levels of activities in the pyramid each week. A special section on the
Physical Activity Pyramid provides information that can be useful in implementing
Guideline 3.
Guideline 4: Extended periods (periods of two hours or more) of inactivity are discouraged
for children, especially during the daytime hours.
Interpretation: Research suggests that people (including children) who watch excessive
amounts of television, play computer games, work on computers for extended periods of
time, or engage in other low energy expenditure activities will likely fail to meet
guidelines 1, 2 and 3 (Gordon-Larsen, McMurray, & Popkin, 2000). In general, extended
periods (two hours or more in length) of sedentary behavior (in and out of school) are
discouraged. Because many positive things can happen during times of relative inactivity
(homework, studying, learning to read, write and think, and family time), some periods of
relative inactivity may be necessary in a typical day. It is the accumulation of excessive
inactivity (lack of activity accumulation) that is of concern. It is important that children
be active when opportunities to be active are available such as before and after school, at
appropriate times during school, and on weekends.
Contents of the Comprehensive Report
The complete report contains the following information in addition the guidelines.
 Introduction
 Purpose Statement
 Operational Definitions of Key Terms
 The Guidelines with Interpretations
 Extended Rationale
 Important Concepts About Physical Activity for Children
 Appropriate Activity Models for Children
 Using the Physical Activity Pyramid to Help Children Make Activity Choices
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 Recommendations for Promoting Physical Activity in Schools and Physical
Education
 Cited References
 Suggested Readings
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Guidelines for Appropriate Physical Activity
for Elementary School Children
2003 Update
The Comprehensive Report
Introduction
This report contains several sections. After a statement of purpose, several key terms are
defined. The operational definitions are provided to help the user interpret and use the guidelines
for prescribing physical activity for children. The guidelines follow the definitions. The
guidelines section also contains interpretations of the brief guideline statements. Other sections
include a rationale for the guidelines, important concepts about physical activity for children,
appropriate activity models for children, using the physical activity pyramid to help children
make activity choices, recommendations for promoting physical activity in schools and physical
education, and selected references. Before using these guidelines, it is important to read all
sections of this report.
Purpose
The purpose of this document is to provide meaningful physical activity guidelines for
parents, physical education teachers, classroom teachers, youth physical activity leaders,
administrators, physicians, health professionals, and all others dedicated to promoting physically
active lifestyles among children. Specifically, the guidelines provide information concerning
how much physical activity is appropriate for children ages 6-12.
Definitions
Accumulated Physical Activity: Accumulated physical activity refers to the total number of
minutes of physical activity done during the waking hours. Accumulated physical activity
includes the minutes from short periods of activity performed during the day and the physical
activity done in “bouts” (longer periods of time).
Age or Developmentally Appropriate Physical Activity: Age or developmentally appropriate
physical activity refers to activity of a frequency, intensity, duration and type that leads to
optimal child growth and development and contributes to the development of future physically
active lifestyles.
Bout. A period of time of several minutes or more, set aside specifically for physical activity. A
15 minute bout (as described in this document) could include bursts of activity alternated with
rest periods.
Continuous Physical Activity: Continuous physical activity is movement that lasts at least
several minutes without rest periods. An example of continuous phys ical activity is 20 minutes
of continuous jogging without a rest break. Long periods of continuous vigorous physical
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activity are not considered to be age and developmentally appropriate for children (6-12) unless
self-selected (chosen by the child rather than prescribed or imposed by an adult). Some types of
moderate continuous physical activity are considered appropriate (see Table 1).
Exercise: Exercise is physical activity conducted with the intention of developing physical
fitness.
Health: Health is a state of being associated with freedom from disease and illness that also
includes a positive component (wellness) that is associated with a quality of life and positive
well-being. 1
Health-related Physical Fitness: Health-related physical fitness consists of those components of
physical fitness that have a relationship with good health. The components are commonly
defined as body composition, cardiovascular fitness, flexibility, muscle fitness (muscular
endurance, and strength). 1
Intermittent Physical Activity: Intermittent physical activity refers to relatively short bursts of
movement (several seconds or minutes) interspersed with rest periods. An example of a bout of
intermittent physical activity would be 15 minutes of play that includes alternating bursts of
activity alternated with short periods of rest. Both moderate and vigorous intermittent physical
activity is considered to be age and developmentally appropriate for preadolescent children.
Table 1. Examples of Appropriate Intermittent and Continuous
Physical Activity for Children
Activity Type
Moderate Activities
Vigorous Activities
Intermittent
-low intensity games
such as hop scotch and
four square.
-playing low activity
positions in sports such
as playing goalie in
soccer or the outfield in
softball.
-some chores and yard
work.
-active games involving
running, chasing, etc.
-playing sports
Continuous
-walking to school
-bike riding
-some chores and yard
work.
-self selected activities
such as jogging.
Moderate Physical Activity: For typical children moderate physical activity is defined as
activity of an intensity equal to brisk walking. Activities of moderate intensity can be performed
for relatively long periods of time without fatigue.
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Motor Skills: Motor skills are movement abilities that improve with practice (learning) and
relate to one's ability to perform specific sports and other motor tasks such as walking, running,
striking, and throwing. 1
Physical Activity Pyramid: The physical activity pyramid is a conceptual model that describes
four different types of physical activities and the benefits of each. The pyramid is conceptually
adapted from the Food Guide Pyramid and is used to describe appropriate amounts of activity
needed to achieve specific physical activity bene fits. The pyramid is presented later in this
document to describe activities appropriate for children of different ages.
Physical Activity: Physical activity is bodily movement that is produced by the contraction of
skeletal muscle and that substantially increases energy expenditure. Physical activity is a broad
term that includes exercise, sport, dance, as well as other movement forms. 1
Physical Fitness: A set of physical attributes that people have or achieve relating to their ability
to perform physical activity. These attributes provide the foundation for tasks of daily living, are
associated with reduced risk of chronic diseases, and provide a basis for involvement in leisure
time physical activity. 1
Vigorous Physical Activity: For typical children, vigorous physical activity is movement that
expends more energy or is performed at a higher intensity than brisk walking. Some forms of
vigorous physical activity, such as running, can be done for relatively long periods of time while
others may be so vigorous (e.g., sprinting) that frequent rests are necessary.
Wellness: Wellness is an individual and personal state of positive health exemplified by
biological and psychological well-being and quality of life. 1
1
Definitions from Corbin, C. B., Pangrazi, R. P. & Franks, B. D. (2000). Definitions: Health,
fitness and physical activity. President's Council on Physical Fitness and Sports Research
Digest. 3(9), 1-8.
Guidelines for Appropriate Physical Activity: (with Interpretations)
Guideline 1: Children s hould accumulate at least 60 minutes, and up to several hours, of
age-appropriate physical activity on all, or most days of the week. This daily accumulation
should include moderate and vigorous physical activity of which the majority of is
intermittent in nature.
Interpretation: Sixty minutes is the minimum amount of daily activity recommended for
children. To attain optimal benefits, children need to accumulate more than 60 minutes
per day. Physical activity minutes accumulated each day should include some moderate
activity equal in intensity to brisk walking and some vigorous activity of greater in
intensity than brisk walking. Most physical activity accumulated throughout the day will
come in intermittent activity bursts ranging from a few seconds to several minutes in
length alternated with rest periods. Continuous vigorous physical activity of several
minutes in length should not be expected for most children, nor should it be a condition
for meeting the guidelines.
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Guideline 2: Children should participate in several bouts of physical activity lasting 15
minutes or more each day.
Interpretation: Much of a child’s daily activity will be in short bursts and accumulated
throughout the waking hours. However, if optimal benefits are to accrue, as many as 50%
of the accumulated minutes should be in bouts of 15 minutes or more. Examples of
physical activity bouts are recess, physical education, play-periods, and sport’s practices.
Typically, most bouts of activity include both physical activity and inactivity for
participants. For example, a child at recess may be active for 5 minutes and inactive for
10 minutes.
Guideline 3: Children should participate each day in a variety of age-appropriate physical
activities designed to achieve optimal health, wellne ss, fitness, and performance benefits.
Interpretation: Three different levels of physical activity are described in the
Physical Activity Pyramid (see Figure 1). It is recommended that children select from all
of the first three levels of activities in the pyramid each week. A special section on the
Physical Activity Pyramid provides information that can be useful in implementing
Guideline 3.
Guideline 4: Extended periods (periods of two hours or more) of inactivity are discouraged
for children, especially during the daytime hours.
Interpretation: Research suggests that people (including children) who watch excessive
amounts of television, play computer games, work on computers for extended periods of
time, or engage in other low energy expenditure activities will likely fail to meet
guidelines 1, 2 and 3 (Gordon-Larsen, McMurray, & Popkin, 2000). In general, extended
periods (two hours or more in length) of sedentary behavior (in and out of school) are
discouraged. Because many positive things can happen during times of relative inactivity
(homework, studying, learning to read, write and think, and family time), some periods of
relative inactivity may be necessary in a typical day. It is the accumulation of excessive
inactivity (lack of activity accumulation) that is of concern. It is important that children
be active when opportunities to be active are available such as before and after school, at
appropriate times during school, and on weekends.
Rationale for Guidelines
The first statement of Guidelines for Appropriate Physical Activity for Elementary
School Children was published in 1998. Prior to that statement, it was common to use adult or
adolescent guidelines when prescribing physical activity for children of elementary school age.
As was the case with the first statement of guidelines, this report presents physical activity
guidelines specifically designed to meet the developmental needs of children. The guidelines are
based on the needs of children and the benefits that can be derived from age-appropriate physical
activity. Each of the factors described below were considered in determining appropriate levels
of physical activity.
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 Physical activity and chronic disease prevention and risk reduction. The health benefits
of physical activity are well documented in the Surgeon General’s Report on Physical
Activity and Health (U.S. Department of Health and Human Services, 1996). Among the
benefits outlined in the report were reduced risk of premature death, lower risk of heart
disease, colon cancer, hypertension, diabetes, osteoporosis, as well as improved mental
health and physical fitness. More recent reports have provided updated information
concerning the health benefits of active living and the health costs of sedentary living (Booth,
Gordan, Carlson, & Hamilton, 2000; Booth & Chakravarthy, 2002). Other important reports
have documented the health and wellness benefits of regular physical activity including
Healthy People 2010, (U.S. Public Health Service, 2000) that outlined important health goals
for our nation. Ten years ago the American Heart Association (American Heart Association,
1992) recognized sedentary living as a primary risk factor for heart disease along with
elevated blood lipids, hypertension, and smoking. Clearly the evidence supporting the
benefits of physical activity is strong.
The health benefits of physical activity are most applicable to adults because it is in
adulthood that many of the health problems associated with inactivity are manifested. Recent
evidence suggests that risk factors for, and symptoms of chronic illnesses such as heart
disease and diabetes, begin in childhood (Dietz, 1998; Freedman, et al., 2001). Type II
diabetes, a condition of adults in years past, is an increasing pediatric problem
(Kaufman[AEB8], 2002). The evidence suggests that sedentary living among children is a
contributing factor. Evidence also exists to indicate that back problems are becoming
increasingly common among youth (Balague, et al., 1988; Balague, et al., 1994; Gunzburg, et
al., 1999; [AEB9]). Regular physical activity, with the healthy fitness level that accompanies
it, has been shown to be associated with back health (Plowman, 1993). Other health benefits,
described in the sections that follow, include the contribution of physical activity to bone
density (reducing risk of osteoporosis) and to energy balance (reducing risk of obesity).
 Physical activity and obesity prevention. Data from the National Center for Health
Statistics of the Centers for Disease Control and Prevention (2002) indicate that the incidence
of overweight among children reached 13% in 1999. This represents a 300% increase over
the past 40 years. A more recent study indicates that 15.3% of children ages 6-11 are
overweight (Ogden, Flegal, Carrol, & Johnson, 2002). These increases in weight have been
associated with increased caloric intake and lack of caloric expenditure (inactivity) among
children in the United States (Berkey, et al., 2000). Further the increase in Type II diabetes
among children has been associated with the increase in overweight among children and
adolescents (Kaufman, 2002). The Food and Nutrition Board of the Institute of Medicine
(2002) has recently noted the importance of physical activity to maintaining a healthy weight
recommending at least 60 minutes of physical activity for children as one method of
maintaining an appropriate caloric balance.
 Physical activity and physical growth and development. There is evidence that bone loss
(osteoporosis) that occurs later in life is associated with physical inactivity early in life
(USDHHS, 1996). Regular weight bearing and/or bone stressing physical activity in
childhood is important for the development of peak bone mass (the highest mass in the
bones). Peak bone mass is achieved early in life. Those who are active achieve a higher mass
10
and are less likely to have low bone mass (osteoporosis) later in life. In addition to its
contribution to skeletal growth and development, regular physical activity is important to
muscle fitness development (strength and muscular endurance) as well as to development of
other systems of the body (e.g., circulatory, respiratory, nervous).
 Physical activity and physical fitness. Regular physical activity has been shown to
contribute to improvement in health-related fitness components among children. However,
the relationship between physical activity and fitness is not strong among preadolescents
(Payne & Morrow, 1993) and it is for this reason that many experts emphasize the
importance of promoting active lifestyles rather than over-emphasizing high levels of fitness
among this age group. Factors such as age, maturation level, and heredity (as well as physical
activity) are factors that contribute to fitness in childhood. Nevertheless, the components of
health-related physical fitness (cardiovascular fitness, strength, muscular endurance,
flexibility and body fatness) are important to chronic disease reduction and optimal
performance. For these reasons, health related physical fitness resulting from regular physical
activity is beneficial to children. The levels of fitness associated with good health have been
identified for children and attainment of those healthful levels—rather than a blanket
insistence on high performance levels, should be the emphasis for children (Welk, Morrow,
& Falls, 2002).
 Physical activity and motor skills. Many types of motor skills are important to human
functioning. It is through regular involvement in physical activity that these skills are learned
and refined. Motor skills of daily living include locomotion (walking, running), writing,
performing daily chores, performing tasks related to personal hygiene, to name but a few.
Motor skills of work for children, including school work and household chores that involve
activities such as lifting, and carrying. Another classification of motor skills is skills of
leisure including sports, games, and recreational activities. Examples include throwing,
kicking, striking, catching, and running. A wide variety of experiences in physical activity
can contribute to the development of all types of motor skills. There is evidence that leisure
skills learned early in life enhance a child's ability to participate in activities later in life
(Malina, 1996).
 Physical activity and cognitive function. Children learn through movement. Just as
physical activity is important to the physical aspects of growth and development, it is
important to cognitive functioning. A recent summary of the results of many different studies
(meta-analysis) indicates that physical activity in childhood is related to general cognitive
functioning and academic achievement in school. Time spent on physical activity in school
may contribute to cognitive functioning and does not detract from academic achievement
even though academic time is reduced (Sibley & Etnier, In press; Trudeau et al., 1998;
Shephard, ).
 Physical activity and wellness. Wellness, the positive component of good health, is
associated with positive states of well-being such as self- esteem, self-efficacy, and positive
mood states. The state of wellness, commonly associated with good mental health, is
enhanced by regular physical activity among people of all ages. Research suggests that
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positive experiences in physical activity can enhance wellness among children (Fox, 2000;
Gruber, 1985).
 Unique characteristics of children. Children are not little adults. They are growing and
developing rapidly and have unique needs and characteristics. Research suggests that
intermittent activity, mixed with brief periods of rest, are important to normal growth and
development (Bailey, et al., 1995). At the same time, extensive inactivity can detract from
normal development. Some concepts describing characteristics of children that are important
to this report are described in another section. The concepts provide evidence that children
are active in ways that are different from adults. Also some of the benefits of physical
activity will be manifested in ways that are different from those of adolescents or adults. For
example, children can benefit from overloading (using the muscles to do tasks over and
above normal) muscles to increase strength and muscular endurance (as well as bone
integrity), but the way they perform physical activity to achieve these benefits is different
from adults (Rowland, 1996). Also the benefits of muscle overload will be different for
children than adults (strength gains of children are more associated with enhanced muscle
cell recruitment rather than increased muscle cell size).
Epstein, et al., 2001 reviewed studies of childhood physical activity using heart rate
monitoring and concluded, not only that children are more active than adults but that they
need to be more active. They concluded that children should perform at least 60 minutes of
activity each day and up to 120 to 150 minute per day depending on age. They suggested
that at least 30 minutes of daily activity should be accumulated in vigorous activities. Their
findings, that children are more active and can be expected to be more than adults, are
consistent with the findings of Trost, et al., 2002 who assessed activity patterns of children
using accelerometers. Pangrazi and Vincent (2002) have shown children are considerably
more active than adults when step counts using pedometers are the criterion for phys ical
activity.
 Decreasing physical activity across the lifespan. Research evidence indicates that habitual
physical activity levels decreases over the lifespan (Sallis, 2000; Casperson, Pereira, &
Curran, 2000). Children are more active than adolescents (Trost, et al., 2002). Physical
activity patterns decrease considerably during adolescence, but adolescents are still more
active than adults. Biological explanations have been proposed for the decrease in physical
activity, including changes in neurotransmitters from childhood to adulthood (Sallis, 2000).
Other studies (Malina, 1996; Pate, et al, 1999) show that sedentary behaviors track into
adulthood, for a combination of biological and social/psychological reasons (Sallis,
Prochaska, & Talor, 2000). Re gardless of the reasons, it is clear that adults are less active
than children. Thus, it is reasonable to expect that children will be more active than adults.
Children who do not develop patterns of regular physical activity are at risk of being
sedentary adults.
 Need for Bouts of Physical Activity. Experts now suggest that to achieve optimal health
benefits, the recommended minutes of daily activity for adults should be accumulated in
bouts of 10 minutes or more (Coleman et al., 1999; Fulton et al., 2001; Murphy, Nevill,
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Neville, Biddle, & Hardman, 2002; Thomas, Lewis, McCaw, & Adams, 2001). Since
children typically do not do continuous physical activity, the length of time in activity bouts
will need to be longer to achieve similar benefits.
Important Concepts about Physical Activity for Children
To help understand some of the reasons for the physical activity guidelines for children,
important typical characteristics of children are reviewed.
• Young animals, including humans, are inherently active. Young children are considerably
more active than adults. As children grow older they are less likely to be active. The most
dramatic drops in activity occur during the teen years. As a group adults are less active than
teens. Given the opportunity to be active young children will do so. If opportunities for activity
involvement decrease, so will activity for people of all ages.
• Children usually have a relatively short attention span for tasks compared to adults. With
each passing year in school, children increase the length of time that they can maintain interest in
any specific activity. Long duration activities typically do not capture the attention of young
children.
• Children are concrete rather than abstract thinkers. Children need concrete reasons for
persisting in an activity. If the reasons for doing an activity are too abstract (future health for
example) they are unlikely to continue to perform it consistently. Children and youth need
concrete feedback and evidence of success in activity if they are to persist.
• Children are typically active intermittently and need frequent periods of recovery. The
normal activity patterns of children are intermittent. They perform vigorous bursts of energy
followed by rest or recovery periods. Alternating bursts of energy followed by recovery may,
however, persist for long periods of time. This pattern of activity is biologically normal and
appears to be a necessary condition for stimulating optimal growth and development.
• The relationship between physical activity and physical fitness is not strong in childhood
and youth. Factors such as chronological age, physiological age (maturation), and hereditary
predisposition all greatly influence who will achieve high fitness scores. With children and youth
the highest fitness tests scores are not necessarily present in those who do the most physical
activity. Failure to meet comparative expectations even after persistence in activity can be a
reason why some children and youth do not persist in activity. This point emphasizes the need
for spending as much time as possible on developing motor skills in youth. Youngsters who
leave school with a feeling of competence and success in motor performance have the tools and
motivation to stay active as adults.
• Physical activity is a significant medium for learning for children and youth. Young
children initially master their environment predominantly by learning to perform physical tasks.
For example, learning to walk provides mobility and control over the environment while
manipulating implements provides confidence and a means for achievement. Successfully
meeting the challenge of mastering the physical environment is a principal source of effectance
or intrinsic motivation in children and youth (Fox, 1997; Harter, S., 1978; White, 1959).
• Many, if not most, of the skills used in adult recreation and leisure are learned during the
school years. Though it is never too late to learn motor skills many, if not most, of the skills
used in adult recreation and leisure are learned early in life. People who do not learn these skills
early in life are less likely to learn them and less likely to use them than skilled people, and for
this reason will be less likely to reap the health and wellness benefits of lifelong physical
activity.
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• High intens ity physical activity has benefits, but may reduce persistence among some
people including children and youth. High intensity activity has been shown to have benefits
in addition to those from moderate activities such as lifestyle activities. However, there is
evidence that high intensity activities may reduce adherence in some groups. For children these
activities may be perceived as too difficult for the benefits received, especially if continuous
participation is involved with little time for recovery and rest.
• Inactive children and youth are more likely to become sedentary as adults than children
and youth who are active. Activity in childhood tracks to adulthood to some extent but
predicting who will be active as adults based on activity in childhood is less accurate than
predicting inactivity in adulthood based on childhood inactivity. Children who are inactive are
very likely to become inactive adults.
• Self-efficacy (a feeling that you can be successful) in physical activity is one of the factors
that is strongly associated with lifetime physical activity adherence. It has been shown that
those people who think they can be successful in physical activity are more likely to be active.
For this reason it is important to build feelings of efficacy in activity early in life.
• Children and youth who have active parents and family members and do regular
activities with them are more likely to be active than those who are not active in the family
setting. Meeting the guidelines in this paper will be more likely for children if they come from
active families.
• Just as children and youth can learn the habit of regular activity involvement; they can
learn to be inactive if they are not given opportunities to be active when young. Young
puppies are active. Those who grow up being active are more likely to be active as adult animals.
Puppies that are trained to be inactive through long periods of restricted activity become inactive
adult animals. Children can also be taught to be active or inactive by lifestyle.
Note: Some of the concepts described above were adapted from Corbin, C. B. and Pangrazi, R.
P. (1994). Toward an understanding of appropriate physical activity levels for youth. The
President’s Council on Physical Activity and Sports Physical Activity and Fitness Research
Digest, 1(8), 1-8.
Appropriate Activity Models for Children
The following statements provide the basis for the selection of the specific physical
activity recommendations made in this report. The conceptual models used to determine
appropriate physical activity for adults are not necessarily the ones most appropriate for planning
activity for children. Three models will be described here and suggestions will be made
concerning applications of these models when prescribing physical activity for children.
For much of the last half of the 20th century the Exercise Prescription Model (ACSM
1978, 1990, 1998) was the model most used in prescribing physical activity. This model was
based on sound research principally on adults. It was, and still is, appropriate for adults and
individuals interested in high level performance as well as accompanying health benefits.
Because this model recommends relatively high intensity continuous physical activity (bouts of
high heart rate continuous activity), it is not the best model for use in planning the activities of
children.
Epidemiological research led to the development of another model, the Lifetime Activity
Model in the 1980s and 1990s. Like the Exercise Prescription Model, the Lifetime Activity
Model is used to determine physical activity levels for adults, but it can be modified to provide
14
the basis for activity schedules for children and youth. The Lifetime Activity Model suggests
that moderate activity accumulated over most days of the week can be beneficial to the health of
most adults. The recommendations in The Surgeon General’s Report on Physical Activity and
Health (U.S. Department of Health and Human Services, 1996) are based on this model.
The basic premise of this model is that the total volume of moderate physical activity
performed in a period of time provides a good indicator that health benefits have been accrued.
For adults the activity requirements outlined in the Surgeon General’s report (e.g., 30 minutes of
brisk walking or raking leaves, in several perio ds of 10 minute or more). Epidemiological
research on which these values are based can be found in The Surgeon General’s Report (U.S.
Department of Health and Human Services, 1996) as well as many of the other selected
references. Greater amounts of activity are recommended for children based on the rationale
presented earlier in this document.
The guidelines for children presented in this report differ from those for adolescents. A
consensus statement (Sallis, Patrick, & Long, 1994) concerning physical activity for adolescents
recommends a minimum of 30 minutes of moderate physical activity most days of the week and
involvement in more vigorous activity at least three days per week for 20 minutes. This
document on adolescent activity uses one recommendatio n based primarily on the Lifetime
Activity Model (30 minutes of moderate physical activity most days of the week) and one
recommendation based on the Exercise Prescription Model (20 minutes of more vigorous
physical activity three days a week).
Because yo ung children are less inclined to voluntarily self-select continuous vigorous
physical activity, the recommendations for children deviate from those for adolescents and
adults. As the guidelines indicate, both moderate and vigorous physical activities are
recommended for children but they typically will be intermittent in nature. Neither model
(Exercise Prescription or Lifestyle Physical Activity) provides for physical activity to build
muscle fitness and flexibility that are also important to children.
The Physical Activity Pyramid
A third model is the Physical Activity Pyramid. This model suggests that physical
activity be accumulated from five different types of activities. It allows for moderate and
vigorous physical activity designed specifically for children and provides for muscle fitness and
flexibility activities. This model is described in detail in the section that follows.
The Physical Activity Pyramid, as pictured in Figure 1, is a schematic model that is
designed to help users prescribe physical activity for children. The Physical Activity Pyramid is
a conceptual model for physical activity choices modeled after the Food Guide Pyramid (for
making good food choices). The general idea is to accumulate 60 or more minutes a day from the
first three levels of the pyramid. In doing so, a child achieves variety and many benefits accrue.
Just as more servings are recommended for foods at the base of the Food Guide Pyramid,
it is recommended that children perform many of their accumulated activities at the base (Level
1) of the Pyramid (Guideline 1). This is true for all children, but is particularly true for young
children (ages 5-9). As noted in the figure, moderate forms of play are considered to be lifestyle
physical activities for children.
Insert Figure 1Here
15
As Guideline 2 clearly indicates, some of children’s weekly activity should be vigorous
in nature (Level 2), though it need not be continuous. As the asterisk in Figure 1 indicates, young
children (5-9) will typically do less sport related physical activity than older children (10-12).
Older children will begin to make more vigorous activity choices (Level 2) that are similar to
those of adolescents and adults, such as running/jogging and sports. While these choices are
appropriate for children who self-select these activities, it is not expected nor necessary that all
children choose these activities. The important factor is that children, regardless of age,
accumulate some vigorous physical activity during the week. As the American College of Sports
Medicine indicates, there is an art as well as a science of physical activity prescription. The
needs and interests of the child, rather than the requirements of a sport or activity (or desires of
an adult), should be the primary factors for programming activity for children.
Finally, consistent with Guideline 2, it is important that some of the child's accumulated
weekly activity overload the muscle in a way that promotes muscle fitness and flexibility
development (Level 3). As indicated in the Physical Activity Pyramid, this includes
developmentally appropriate exercises for each of the age groups. For young children this
typically includes climbing, jumping, stunts, tumbling, and developmentally appropriate
calisthenics. For older children this may include calisthenics, resistance exercises with exercise
bands, resistance training with light equipment, as well as regular stretching exercises. Some
children may self- select more formal and vigorous resistance training programs.
Recent evidence suggests that resistance training is safe for preadolescents if performed
properly. However, the fact that training does not harm the child does not make it
developmentally appropriate. For children who self- select them, formal types of vigorous and
regimented muscle fitness and flexibility exercises can be appropriate. However, compliance
with vigorous and regimented muscle fitness exercise programs is not a condition for meeting
these guidelines.
Consistent with Guideline 3, inactivity or sedentary living, at the top of the pyramid
should be minimized just as eating simple sugars and foods high in fat (peak of Food Guide
Pyramid) should be used in moderation.
Guidelines for Promoting Physical Activity in Schools and Physical
Education
There are a number of things teachers can do to increase the possibility of students being
“turned on” to activity. How fitness activities are taught contributes to the attitudes students
develop about being active for a lifetime. The following are ways activities can be promoted in
the physical education setting.
Provide Time for Activity in the School Setting
Since children spend a large amount of their waking hours in schools, it is reasonable to
expect that schools and physical education can play a significant role in meeting the
recommendations in this report. Regular physical education programs (preferably daily) should
provide a significant amount of the time in activity necessary to meet the guidelines in this
16
report. In addition to physical education, opportunities should be provided for children to
participate in regular physical activity throughout the school day, i.e. recess and short activity
periods.
Encourage Self-Monitoring of Physical Activity
For the majority of youngsters, giving them time to play and be active will assure they
accumulate enough physical activity. However, less active children often do not accumulate
enough daily physical activity and see little need for change. Teaching youngsters to self- monitor
their activity behaviors can help them to see how active they are and help them set goals for
increasing the amount of physical activity they accumulate. Once children know “what it takes”
to reach their daily activity level, self- monitoring becomes less important or even unneeded.
Several methods of self- monitoring are available for children including: use of pedometers, use
of computer monitoring software, and use of daily activity logs. Some details of each of these are
described below.
• Pedometers measure the number of steps youngsters accumulate throughout the day.
They are easy to use and youngsters seem to enjoy the technology. The point of using
pedometers is to give children personal feedback about their activity levels. They can
begin to set personal goals rather than try to achieve a single standard. As with most
activity goals, a baseline level of step counts should be established and then a reasonable
(usually a 10% increase) goal set for the future.
•
Activity monitoring software (ActivityGram) is available with the FitnessGram (Cooper
Institute, 2002). This software asks children to recall their physical activity over a threeday period. The software is student- friendly and offers insight to students regarding the
amount of activity they have accumulated.
•
Daily activity logs can be used to help students increase their awareness about the amount
of time they are active or the number of steps they have accumulated. Recently, the
President’s Council on Physical Fitness and Sports (2002) instituted the Presidential
Active Lifestyle Award. This award is given to youth who keep a log and accumulate 60
minutes of daily physical activity for six weeks.
Individualize Activities
Lifetime activity is a personal choice. Students who find themselves unable to perform
exercises or not play certain sports well may not develop positive attitudes toward activity.
Activity experiences should be presented so youngsters can choose the workload that best suits
their needs. Too often, teachers set one “dosage” for all students such as the mile run or 25 pushups, only to see a large majority fail. Instead of speed and repetitions, use time to set workload
and ask students to do the best they can within the time limit. People dislike being coerced or
manipulated by others. Voluntary long-term exercise is more probable when individuals are
internally motivated to do their best. Activity experiences that allow students to control the
intensity of their workouts offer better opportunity for development of positive attitudes toward
activity.
17
Expose Youngsters to a Variety of Physical Activities
Presenting a variety of activity opportunities avoids the monotony of doing the same
thing week after week and increases the likelihood that students will experience activities they
find personally enjoyable. In addition to variety, it is important that activities be presented with a
purpose. Activities in physical education classes must go beyond cursory instruction; there must
be an opportunity for repetition and quality learning. Youngsters are willing to accept activities
they dislike if they know there will be a chance to experience some they enjoy in the near future.
Focus Instructional Feedback on Process, not Product
Feedback (information about success in an activity) is important. Feedback from teachers
is especially important. For too many years, feedback about activity has focused on the product
of how many, how fast, and how difficult. Students, who were genetically limited but gave their
best efforts, often received little feedback. Instead of reinforcing only students who score the
highest, direct feedback to students who are doing their best. Some students will never be able to
run as fast or perform as many repetitions of exercises as more gifted students, however, if they
do their best the activity is of great benefit to them. The process of activity is paramount. This
means being involved, doing one’s best, and participating regularly. Offer feedback that
reinforces efforts to be active. Provided in a positive manner, this feedback can stimulate
children to extend their participation habits outside the confines of physical education.
Continue to Teach Physical Skills
Physical education programs should concentrate on teaching physical skills. Because of
the strong concern for fitness and health, the skill developme nt portion of physical education is
often sacrificed to allow for increased time for teaching fitness. Two major objectives of physical
education are lifetime health/fitness and skill development. Skills are the tools that many adults
use to maintain health and fitness. Many individuals maintain fitness through skill-based
activities such as tennis, badminton, swimming, golf, basketball, aerobics, bicycling, and the
like. Students will have a much greater propensity to participate as adults if they graduate feeling
competent in one or more activities. In fact, perceptions of competence are an important positive
influence on factors that promote of future physical activity. School programs must graduate
students with requisite entry skills in a variety of activities.
Be an Active Role Model
Appearance, attitude, and actions speak loudly about teachers and their values regarding
fitness. Teachers who display physical vitality, take pride in being active, participate in activities
with students, and are fit positively influence youngsters to maintain an active lifestyle. Living it
is part of teaching it. Take time to tell students why you choose to be active and what benefits
you receive from such behavior. Share how you structure activity into your daily routine.
Care about the Attitudes of Students
When adults choose to be physically active and stay fit, they do it on a voluntary basis.
Most adults resent being forced to do something against their will. That is a good principle to
follow when encouraging youngsters to be active. Guide students toward a lifetime of activity
rather than pushing them into an activity they resent. If youngsters are trained without concern
for their feelings, it may result in a strong dislike of physical activity. Once a negative attitude is
developed, it is difficult to change. The activity experience works best when it is a challenge
18
rather than a threat. A challenge is an experience that participants feel they can accomplish. In
contrast, a threat appears to be an impossible undertaking; one in which there is no use trying.
Whether an activity is a challenge or a threat depends on the perceptions of the learner, not the
instructor. Help students design activity goals that are within the realm of challenge.
Teach Positive Approaches to Lifetime Activity
Helping students to become fit and active when they are young is important, but of equal
importance is helping students to remain fit and active for a lifetime. Help students learn about
the values of different activities and how to develop personal workouts they can accomplish.
When students successfully accomplish activities, they develop a system of self- talk that looks at
their exercise behavior in a positive light. This minimizes the practice of self-criticism where
students fail to live up to their own or others’ standards. Particular attention should be given to
students who have special needs such as those who are obese, inactive, or possess physical or
mental disabilities.
Promote Activity outside the School Environment
The school environment restricts the activity level of youngsters. They spend most of
their time sitting in a classroom learning a variety of cognitive skills. The classroom of the
physical educator must be expanded beyond the physical education lesson. Physical educators
should show leadership in coordinating and promoting activity experiences at their schools.
There is time for activity before, during, and after the formal school day. Lunch- hour intramural
programs can be designed to help less able students become participants. Teaching active
playground games during physical education will give students activities to play during their free
time. Activity at home can be encouraged through an activity monitoring program. Students need
to know about the many possibilities for activity outside of school such as community recreation
centers, Y Family Centers, and Boys and Girls Clubs.
Consider Lifetime Activities
Certain activities are more likely to be done outside of school. There is some evidence that if the
following activity conditions are met, physical activity becomes a habitual and a necessary part
of one’s life. These steps imply that many individual activities like walking, jogging, hiking,
biking and the like are activities that students will use for fitness during adulthood.
•
•
•
•
•
•
•
Consider activities that are noncompetitive; that the student chooses and wants to do.
Consider activities that promote enjoyment.
Consider activities that do not require a great deal of mental effort.
Consider activities that can be done alone, without a partner or teammates.
Consider activities that promote a belief in the value of the physical activity for improving
health and general welfare.
Consider activities that promote the belief that the activity will become easier and more
meaningful over time.
Consider activities that help the participant avoid self-criticism.
Physical Activity Promotion Among Children: References
Efforts to promote regular physical activity among children are supported by the Surgeon
General’s Report on Physical Activity and Health (USDHHS, 1996), Healthy People 2010
19
(USDHHS, 2000), the Centers for Disease Control and Prevention (CDC) in its Guidelines for
Promoting Physical Activity and Reducing Sedentary Living Among Youth, (U.S. Department of
Health and Human Services; Centers for Disease Control and Prevention, 1997) as well as other
important scientifically based documents. Evidence in these documents has provided a rationale
for appropriate levels of activity for adolescents (see Sallis, et al., 1994). Similarly, they provide
a rationale for promoting regular physical activity among elementary school children.
Developmentally Appropriate Physical Activity for Children: References
For information concerning developmentally appropriate activities for children in physical
education the reader is referred to two booklets: Appropriate practices for elementary school
physical education (NASPE, 2000) and Looking at physical education from a developmental
perspective: A guide to teaching (NASPE, 1994).
Activity Guidelines for Infants and Adolescents: References
Information concerning physical activity guidelines for infants and toddlers are available in a
document entitled, Physical Activity Guidelines for Infants and Toddlers (NASPE, 2002).
Information concerning physical activity guidelines for teens are available in an article entitled,
An overview of international consensus conference on physical activity guidelines for
adolescents (Sallis, Patrick, & Long, 1994).
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Avoid long
periods of
Inactivity/
Sedentary Living
Flexibility
Exercise *
Play games that
make you stretch,
do stretching
exercises.
LEVEL 4
Muscle Fitness
Exercise*
Play games that
overload your
muscles, do muscle
fitness exercises,
climb and jump.
At least three days a week
LEVEL 3
Active Aerobics
Active Sports and Recreation*
Do activities that make
Do sports or recreational
your heart beat fast and
activities that make your heart
make you sweat, run, jump, bike.
beat fast and make you sweat.
LEVEL 2
At least some of your daily activity
Lifestyle Activities
Walk to school, work in the yard, do chores around the house,
play outside, play games, walk with your parents,
Accumulate many of your 60+ minutes each day from this category
* Less emphasis in these areas for children ages 5-9.
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LEVEL 1