Physical activity: Interventions in schools

Physical activity is an activity that sets the body in motion and results in energy expenditure—for example, recreational, sports, functional or travel activities. Physical activity is a lifestyle habit: movement, in various forms, is part of daily life.

Interventions in schools related to physical activity should:

• Support young people in adopting a physically active lifestyle by providing appropriate opportunities for physical activity of varying type, frequency, duration and intensity.
• Ensure that the different ways of being physically active are valued and integrated into daily life.
• Create supportive environments that encourage a love and enjoyment of movement and make being active the easiest choice for young people.

• active play
• active transportation
• motor development
• outdoor activity
• physically active lifestyle
• physical education
• recreation
• safety
• sportsmanship
• sports

Note: Physical activity can be a substitute for alcohol, drug or tobacco use.

• Preschool
• Elementary 2
• Elementary 5
• Secondary II

• Maximize physical activity:
  • Increase the amount of time allocated to outdoor recess and physical education and health classes.
  • Incorporate activity breaks at various points throughout the day.
  • Promote learning through motor skills.
  • Provide one or more occasions during the day for all students to be active at the same time.
  • Offer a variety of physical activities during daycare and extracurricular activities (sports and outdoor activities) for all ages and interests.
• Promote active and safe transportation to school.
• Avoid the use of screens (television, computer, audiovisual equipment) for anything other than educational purposes.
• Ensure that activities are developmentally appropriate to prevent injuries in the short to medium term. For example, strength training should begin in secondary school, with an emphasis on movement control rather than weight.
• Provide young people with physical activities that are adapted to their abilities, but that present challenges or difficulties to overcome.
• Be sensitive to the fact that, starting in Elementary Cycle Three as well as in secondary school, girls and boys may prefer completely different physical activities.
• Do not leverage physical activity as a means of punishment.
• Do not weigh students, calculate their body mass index (BMI) or take anthropometric measurements (skin folds, waist circumference, etc.).
• Lend physical education clothing to students who have forgotten it.
• Avoid using fitness assessment activities as a means of evaluation for physical education and health class. Where appropriate, focus on personal comparison and growth rather than on the student’s performance in relation to national standards.
• Find appropriate activities for students with injuries rather than cancelling their participation.
• Avoid talking about obesity prevention as an objective of the class. Such an approach may stigmatize young people who are overweight and encourage the adoption of risky behaviours such as dieting and excessive physical activity.
  • Ensure that young people set goals related to things they have power to change, such as lifestyle habits rather than weight.
  • Help young people understand that their weight or body composition does not necessarily reflect their level of physical activity, lifestyle habits or physical fitness.