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Published on: December 9, 2022
Examination of trends and evidence-based elements in state physical education legislation: a content analysis
Amy A Eyler1, Ross C Brownson, Semra A Aytur
1George Warren Brown School of Social Work, Washington University in St. Louis, St. Louis, MO 63110, USA. aeyler@wustl.edu
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.
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