Changing the School Environment to Increase Physical Activity in Children

We examined the hypothesis that elementary school‐age children will be more physically active while attending school in a novel, activity‐permissive school environment compared to their traditional school environment. Twenty‐four children were monitored with a single‐triaxial accelerometer worn on the thigh. The students attended school in three different environments: traditional school with chairs and desks, an activity‐permissive environment, and finally their traditional school with desks which encouraged standing. Data from the school children were compared with another group of age‐matched children (n = 16) whose physical activity was monitored during summer vacation. When children attended school in their traditional environment, they moved an average (mean ± s.d.) of 71 ± 0.4 m/s2. When the children attended school in the activity‐permissive environment, they moved an average of 115 ± 3 m/s2. The children moved 71 ± 0.7 m/s2 while attending the traditional school with standing desks. Children moved significantly more while attending school in the activity‐permissive environment compared to the amount that they moved in either of the traditional school environments (P < 0.0001 for both). Comparing children's activity while they were on summer vacation (113 ± 8 m/s2) to school‐bound children in their traditional environment showed significantly more activity for the children on summer vacation (P < 0.0001). The school children in the activity‐permissive environment were as active as children on summer vacation. Children will move more in an activity‐permissive environment. Strategies to increase the activity of school children may involve re‐designing the school itself.