| Abstract |
Purpose: This study evaluated student access to physical education in 26 U.S. states, examining weekly minutes, class sizes, and policy implementation practices. Methods: The U.S. Physical Education and Physical Activity Policy questionnaire was distributed to 40,970 physical education teachers across 26 states. Data were collected on weekly minutes, days/week, class sizes, and policy-related practices. Responses were analyzed to assess physical education access and its correlation with class sizes. Results: Findings revealed that student physical education access is below recommendations, with significant between-state variability. Average weekly minutes were 92.8 in elementary, 151.8 in middle school, 185.9 in high school, and 157.8 for students with disabilities. Positive correlations between minutes/week and class sizes suggest that some schools increase class sizes to maintain instructional time. Conclusion: To address declining physical education access, future efforts should focus on engaging educators and policymakers through advocacy, professional development, and best practices in state policies. |
, Wesley J. Wilson 
