Comprehensive Review and Physical Activity Design Guidelines
Comprehensive Review and Physical Activity Design Guidelines for School Architecture
Note: A version of this chapter was published in the journal PLoS ONE on July 31, 2015
Increasing physical activity in U.S schools is a national priority to combat childhood obesity Despite existing research linking school environments to student activity levels, there is a lack of synthesized evidence for school designers and policymakers This article introduces the Physical Activity Design Guidelines for School Architecture, a practical tool aimed at architects, school planners, and public health professionals to create K-12 environments that encourage healthy physical activity The guidelines are based on a qualitative review process, offering evidence-based strategies across 10 design domains to foster increased physical activity among students By bridging the gap between research and design practice, these guidelines aim to establish new standards in the education and industry sectors.
Regular physical activity (PA) is essential for optimal functioning of the human body and is closely linked to health, mental alertness, and overall quality of life Research indicates a significant connection between children's PA levels and academic achievement, alongside a wealth of studies that highlight the relationship between PA and both current and future health outcomes, particularly concerning obesity and related diseases Obesity, a major risk factor for chronic illnesses such as type 2 diabetes, heart disease, and various cancers, has seen a troubling rise in prevalence among children in the U.S., which has tripled in recent years.
Between 1980 and 2000, the prevalence of overweight and obesity among U.S children and youth surged, with one-third of this demographic now classified as overweight or obese Simultaneously, a concerning trend is observed as only a small fraction of children meet the U.S guidelines of engaging in at least 60 minutes of moderate to vigorous physical activity (MVPA) daily.
In recent years, research on childhood obesity has increasingly focused on transdisciplinary approaches [10], and ecological models with environmental correlates
Individual-focused prevention and treatment strategies aimed at promoting physical activity and dietary changes have proven challenging to maintain and have shown limited impact on the population level In public health, the built environment encompasses various environmental domains—physical, legal, policy, social, and cultural—that significantly affect health-related behaviors The interplay between the built environment and human behaviors is supported by theories from diverse fields, including proxemics, architectural theory, environmental psychology, and behavioral geography Furthermore, social theories introduce concepts like observational learning and environmental determinism, suggesting that individuals can learn from their surroundings.
4 social structure and human action are interdependent in time and space [25]
Research has explored the connections between children's physical activity (PA) and neighborhood characteristics, as well as how classroom environments influence teacher and student behaviors and psychosocial outcomes Previous studies have demonstrated that school settings significantly affect learning and achievement, both directly and indirectly Additionally, numerous investigations have highlighted the relationship between various school environmental factors and student learning outcomes.
Scientists link the obesity epidemic to "chair-enticing environments" and advocate for policy changes that encourage physical activity (PA) in schools, homes, and workplaces Reducing sedentary behavior and modifying how it accumulates are crucial, as breaks from sitting are associated with lower body mass index (BMI) and improved blood lipids and glucose tolerance Additionally, increasing energy expenditure through daily activities, beyond traditional exercise, can positively influence energy balance and help prevent fat gain and obesity Effective environmental design may support these everyday activities, promoting a healthier lifestyle.
Numerous studies highlight the connection between the built environment and public health, leading to recommendations for both regulatory and non-regulatory policies aimed at fostering health-promoting behaviors In response to the growing issue of physical inactivity among U.S populations, various national and local initiatives have emerged, with "Healthy and safe community environments" identified as one of the four key strategic directions by the National initiative.
Prevention Strategy, focusing on transforming community settings, including schools, to make healthy choices the “easy” choices National Prevention Strategy
To enhance public health, it is essential to integrate health criteria into decision-making across various sectors, adopt proven strategies, and conduct research in areas lacking clear evidence The City of New York has taken significant steps by implementing Active Design Guidelines that encourage active and healthy lifestyles among residents Additionally, the city collaborates with partners to establish safety strategies for active living and promote housing designs that support physical activity The National Collaborative on Childhood Obesity Research (NCCOR), alongside the American Institute of Architects (AIA) and the U.S Green Building Council (USGBC), advocates for the creation of evidence-based guidelines within the building industry to foster physical activity.
In partnership with the City of New York, the USGBC has also created a Leadership in Energy and Environmental Design (LEED) green building rating system pilot credit,
“Design for Active Occupants,” [49] and is developing an Active Design Index [50]
Schools play a crucial role in shaping policies that affect youth health, as highlighted by various studies A 2012 Institute of Medicine (IOM) report stated that children spend up to half their waking hours in school, making it an ideal setting to promote physical activity (PA) in an increasingly sedentary society Consequently, enhancing children's PA within schools has become a national priority to combat childhood obesity The 2013 IOM report called for high-quality research on how school design influences PA and advocated for a comprehensive "whole-of-school" approach to address obesity Research shows that children are sedentary for 70% of class time, including physical education (PE), and remain inactive during breaks and lunch, indicating a significant opportunity to boost PA throughout the school day There is a notable correlation between school-based PE curricula and overall student physical activity levels.
Research indicates that incorporating physical activity (PA) throughout the school curriculum, beyond just physical education classes, positively impacts students' overall health, social well-being, and academic performance.
Evidence-based school physical activity (PA) interventions, particularly those that enhance physical education (PE) curricula and incorporate regular activity breaks and family engagement, have proven effective for children However, the impact of the built environment on these interventions remains unclear Collaborative efforts between public health and architecture highlight the importance of school design in obesity prevention Despite increasing research on PA-related outcomes linked to the school physical environment, there is a lack of consolidation in findings to guide school design practices and future research.
Each year, the U.S invests billions in public school construction, including new buildings, expansions, and renovations, creating significant opportunities to implement health-promoting designs that cater to diverse student populations To maximize these opportunities, it is essential for designers and decision-makers to access concise and dependable resources, while scientists play a crucial role in influencing and assessing the facility-related choices made by designers, school administrators, and communities.
The Healthy Eating Design Guidelines for School Architecture outline strategies to foster healthy eating habits within school environments This article offers a practical synthesis of evidence-based design strategies across ten key domains, aimed at enhancing physical activity behaviors among school communities By integrating these design principles, schools can create spaces that support and encourage healthier lifestyle choices.
Activity Design Guidelines for School Architecture provide a valuable reference for evidence-based school design practices aimed at promoting physical activity (PA) These guidelines also serve as a resource for researchers to formulate testable hypotheses regarding the influence of school design on PA outcomes in children and adolescents.
The investigator undertook an extensive literature review focusing on K-12 school physical designs and their impact on student physical activity (PA) outcomes The goal was not to establish a direct relationship between specific variables but to explore a wide range of research that could inform the creation of a translational tool for design practitioners and researchers This tool aims to enhance the evidence base for PA-promoting school designs The databases searched included PubMed/Medline, psycINFO, CINAHL, ERIC, Physical Education Index, and the Avery Index to Architectural.
Periodicals, and Educational Administration Abstracts In PubMed, we employed Medical Subject Headings (MeSH) code, using the following search structure: (Schools[mesh]
OR school*) AND (“facility design and construction”[mesh] OR architecture OR
Impact of Active School Design on School-Time Sedentary
Impact of Active School Design on School-Time Sedentary Behavior and Physical Activity:
A study conducted in rural Virginia examined the impact of a newly designed elementary school environment on students' physical activity (PA) and sedentary behaviors Utilizing accelerometers, researchers tracked changes in PA and sedentary time over 14 months, comparing a longitudinal intervention group to a similar group from two rural New York State schools Results indicated a non-significant downward trend in daily sedentary time for the intervention group, contrasting with a significant increase in the comparison group Notably, 3rd graders in the new school environment exhibited significantly less sedentary time (p= 95
Overweight >=.85 and =.05 and