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ERIC Number: EJ887623
Record Type: Journal
Publication Date: 2010-Jul
Pages: 7
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0022-4391
Examination of Trends and Evidence-Based Elements in State Physical Education Legislation: A Content Analysis
Eyler, Amy A.; Brownson, Ross C.; Aytur, Semra A.; Cradock, Angie L.; Doescher, Mark; Evenson, Kelly R.; Kerr, Jacqueline; Maddock, Jay; Pluto, Delores L.; Steinman, Lesley; Tompkins, Nancy O'Hara; Troped, Philip; Schmid, Thomas L.
Journal of School Health, v80 n7 p326-332 Jul 2010
Objectives: To develop a comprehensive inventory of state physical education (PE) legislation, examine trends in bill introduction, and compare bill factors. Methods: State PE legislation from January 2001 to July 2007 was identified using a legislative database. Analysis included components of evidence-based school PE from the Community Guide and other authoritative sources: minutes in PE, PE activity, teacher certification, and an environmental element, including facilities and equipment. Researchers abstracted information from each bill and a composite list was developed. Results: In total, 781 bills were analyzed with 162 enacted. Of the 272 bills that contained at least 1 evidence-based element, 43 were enacted. Only 4 bills included all 4 evidence-based elements. Of these 4, 1 was enacted. Funding was mentioned in 175 of the bills introduced (37 enacted) and an evaluation component was present in 172 of the bills (49 enacted). Conclusions: Based on this analysis, we showed that PE is frequently introduced, yet the proportion of bills with evidence-based elements is low. Future research is needed to provide the types of evidence required for development of quality PE legislation. (Contains 3 tables and 1 figure.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A