Building buy-in and capacity can promote widespread and sustainable classroom physical activity practices at the district, school and classroom levels. Initial steps include identifying existing physical activity champions and experts and cultivating potential champions; identifying existing classroom physical activity policies and practices; and equipping teachers and other physical activity champions with the skills and knowledge to conduct classroom physical activity through professional development and support.

Leveraging existing relationships and forging new ones can create the infrastructure for advancing classroom physical activity practices in a school and district (Baker et al., 2017; Webster, Beets, Weaver, Vazou, & Russ, 2015). District- and school-level administrators, wellness teams, and physical activity champions can implement or strengthen existing policies pertaining to classroom physical activity (such as through a local wellness policy) and identify classroom physical activity policies or practices that can be adopted (Ward, 2011). Examples of policies might include requirements for regular classroom physical activity or reporting the number of daily minutes of activity. CDC’s School Health Index can also be used to assess and strengthen policies and practices related to physical education and physical activity (CDC, 2017a, 2017b).

Physical education teachers, teachers who already integrate physical activity into their classrooms, physical activity champions, and other community-based or educational institutions can serve as resources to promote professional development, best practices, and techniques for classroom physical activity.

Students taught by teachers who have received training on classroom physical activity have higher levels of physical activity per week than those taught by teachers without this training (Ward, 2011). Yet the 2014 School Health Policies and Practices Study found that only 37% of classes or courses across all school levels had a teacher who received professional development on helping classroom teachers integrate physical activity into their classroom (CDC, 2015). Therefore, identifying and engaging champions who can provide such training and supporting them to build capacity would increase the likelihood that classroom physical activity would be provided to all students (CDC, 2011).

Building buy-in among students, particularly in the upper-elementary, middle and high school levels, is essential for the success of classroom physical activity. Students can be engaged as student champions to design, select and lead activities. As Terry Jones of Wellness Training Specialists in Colorado stated, “At the middle school and high school levels…student-led physical activity opportunities will be the most beneficial. It is important to put leadership in their hands” (National Network of Public Health Institutes & Health Resources in Action, 2018c).

Parents and community members can also be cultivated as champions to communicate with administrators and teachers about the benefits of classroom physical activity, advocate for and volunteer to help with activities, and share specific ideas with teachers (CDC, 2012). Creating community-level partnerships with universities and community-based organizations can also expand support and potentially provide resources and training for classroom physical activity (R. D. Michael et al., 2018). As Jennifer Woolard at the Vermont Department of Health shared, “For teachers who do not have the confidence or need support for classroom physical activity, look to the community and to parents — they offer new perspectives and new skills” (National Network of Public Health Institutes & Health Resources in Action, 2018b).

To build a culture of physical activity in the classroom, teachers can integrate physical activity into planned academic instruction to reinforce the desired content and academic standards as well as provide physical activity outside of planned academic instruction (Kuczala & Lengel, 2018; Reed, 2018). These approaches help limit sedentary time and improve learning (Watson, Timperio, Brown, Best, et al., 2017; Watson, Timperio, Brown, & Hesketh, 2017). Teachers can identify how these approaches fit their teaching style and pre-plan, so they can easily incorporate them during class (Webster, Buchan, et al., 2015).

Other approaches teachers can use to increase physical activity in the classroom include encouraging physical activity as students move between activities or classrooms; using physical activity as an incentive for appropriate classroom behavior; adding physical activity at the beginning of the school day — for example, schoolwide exercise during morning announcements; and identifying ways to turn sedentary activities, such as waiting in line, into time for physical activity (Russ et al., 2017).

Another important strategy to create a culture of physical activity is for teachers to be able to identify opportunities and appropriate times to incorporate physical activity (Goh, Hannon, Webster, & Podlog, 2017). Teachers can intentionally plan for it by adding physical activity into daily lessons and creating prompts. Classroom physical activities should be supportive of positive classroom management; simple and easy to organize, requiring little preparation; and doable in any clothing worn by teachers and students (McMullen, Kulinna, & Cothran, 2014; Watson, Timperio, Brown, Best, et al., 2017; Whitt-Glover, Han, & Yancey, 2011). Teachers also can determine appropriate times for classroom physical activity by assessing which approaches work best for them and how their students respond at different times during the school day.

Adding physical activity to the classroom requires little or no materials or equipment (Reed, 2018). Music can be used to energize and motivate students and to serve as a signal to start and stop activities. Increasingly, digital platforms such as YouTube provide videos that teachers can use for classroom physical activity. Some schools might be able to add equipment or furniture that promotes movement — such as balance balls, learning mats, standing desks or bicycle chairs — to their classrooms (Minges et al., 2016). Teachers need to identify the resources they feel comfortable using as well as appropriate physical activities for their classroom’s physical space and then ask students to choose activities they would enjoy.

While classroom space has been identified as one of the main challenges for teachers who want to add classroom physical activity, a thoughtfully considered physical arrangement can safely include and increase physical activity (Brittin et al., 2015). Teachers can have students do most physical activities at or next to a student’s desk (Reed, 2018). Teachers also can use outdoor spaces or can advocate for their school to have a dedicated room where students can rotate through active learning stations to help them be more engaged in the learning process. Dr. Collin Webster at the University of South Carolina offered this practical tip: “Put students’ materials for different subject areas on different sides of the room. For example, place math material on one side of the room, science on another side, etc. When students have to retrieve materials for different subjects, they can walk, hop, or jog to the different sides of the room” (National Network of Public Health Institutes & Health Resources in Action, 2018e).

In addition, by setting and communicating safety and behavioral expectations, teachers ensure that classroom physical activity is appropriate and safe for all students (CDC, 2011). Teachers can use the school’s code of conduct or individually set classroom physical activity expectations for students. These expectations could include participating in the classroom physical activity to the best of their ability; being respectful of different levels of abilities; being aware of their proximity to other students and objects in the classroom; and helping others if needed. Physical education teachers also can be a good resource to help identify activities that are developmentally appropriate and safe to use in a limited space and provide guidance on variations and modifications to make physical activities inclusive of all students. Dr. Kristen Ford of Concordia College, MN and Dr. Jenny Linker of North Dakota State University, ND offered this practical strategy to ensure the safety of students for classroom physical activity: “When planning classroom physical activity approaches, consider the 3 S’s: 1) Safety – Is this physically and emotionally safe? 2) Skills – Are we teaching students skills? And 3) Success – Are we setting students up for success?” (National Network of Public Health Institutes & Health Resources in Action, 2018a).

Collecting and sharing information on classroom physical activity and its effects can promote a continuous learning culture (Dunn, Venturanza, Walsh, & Nonas, 2012; Holt, Bartee, & Heelan, 2013). This allows teachers, administrators and other physical activity champions to make improvements, strengthen what works, and facilitate ongoing buy-in for long-term sustainability. Teachers can track the types of physical activities they use in their classroom and include information such as preparation time, ease of implementation, whether students enjoyed the activity, and the length of the activity. No software or formal methods are required to collect such information, although funding and partnerships could help make such methods possible (Dunn et al., 2012; Holt et al., 2013). In addition, the information collected can guide best practices for both sustainability and improvement (CDC 2011). Such information also can help with future planning, guide professional development needs, and promote and expand buy-in among teachers and administrators. As Jessica Yoder from the Indiana Department of Health shared, “Classroom physical activity data can be used to identify ways to support teachers, celebrate schools, encourage new partnerships, and leverage more funding” (National Network of Public Health Institutes & Health Resources in Action, 2018f).