Time for Elementary Physical Education and Estimated Energy Expenditure Based on U.S. Teacher Reporting: Implications for Strong Policy Development

Purpose : We examined differences in teacher-reported weekly elementary physical education (PE) minutes by state policy type and updated previous estimates of energy expenditure (in kilocalories [kcal]) in PE. Method : Comparisons between states based on their PE time policies (no, nonspecific, noncodified, and codified) were conducted for PE minutes per week—as reported by 7,006 U.S. physical educators—and time discrepancies (teacher reported – policy-stated minutes per week). Using the same reported times, boys’ and girls’ energy expenditure were calculated overall and by state using a standard equation. Results : States with codified time policies had significantly lower time discrepancies between teacher-reported and policy-stated PE minutes per week ( p = .01). Boys and girls could expend an estimated 47,419 and 40,978 kcal, respectively, during PE across 6 years (Grades K–5). Discussion/Conclusion : Codified PE time policies with strong language (e.g., “required” and “shall”) and institutionalized accountability measures could diminish gaps between policy-recommended versus teacher-delivered PE minutes and potentiate energy expenditure.