From Policy to Practice: Using State Data to Strengthen Physical Education Advocacy

Across the United States, physical education policies look very different from one state to the next. Some states require minimum instructional minutes. Others leave decisions entirely to local districts. Some specify teacher certification, class size or accountability measures, while others do not address these issues at all.

The State of the States Policy Report, published in the January 2026 special issue of JOPERD, provides a clear and comprehensive picture of how physical education and physical activity policies are written across all 50 states, Washington, D.C., and U.S. territories. For many educators, the findings confirm long-standing concerns about uneven access to physical education and physical activity and weak (or absent) accountability. For others, the report reveals gaps they may not have realized existed.

Yet understanding policy language alone is not enough. What ultimately matters is how those policies are carried out in schools and classrooms. For physical educators who want to advocate for stronger programs, the most powerful insights emerge when policy data is paired with real-world implementation data.

What the State of the States Report Tells Us About Policy

The State of the States Policy Report examines whether states require physical education, how much instructional time is specified, whether substitutions or waivers are allowed, and whether accountability mechanisms are in place. When viewed collectively, several patterns become clear.

Many states do not require as law the nationally recommended instructional time benchmarks for physical education. Requirements for teacher certification and professional preparation vary widely. Policies addressing class size, facilities or funding are often absent. In addition, opportunities for students to substitute other activities for physical education credit or to be exempted entirely remain common, particularly at the secondary level.

These findings are important because they shape the conditions under which physical educators work. Policy language signals priorities. When expectations are vague or optional, physical education is more likely to be reduced, interrupted or overlooked. When policies are specific and measurable, programs are easier to protect and defend.

For educators, knowing what their state requires is a critical first step. It provides context for conversations with administrators, families and school boards — and helps clarify whether challenges stem from policy limitations or from failures in implementation.

Why Implementation Data Matters Just as Much as Policy

Even strong policies do not automatically lead to strong programs. Across the country, physical educators regularly report that required minutes are not met, classes are oversized, or instructional time is replaced by other priorities. These realities highlight a persistent gap between policy intent and daily practice.

This is where implementation data becomes essential. The School Health Map complements the State of the States report by showing how physical education and physical activity policies are actually being implemented in schools, based on reports from educators themselves. Together, these tools allow users to see not only what should be happening, but what IS happening.

When policy and practice align, it strengthens the case that a system is working. When they do not align, the gap becomes a powerful point for advocacy. Data showing consistent shortfalls across districts or grade levels indicates structural issues rather than isolated problems. That distinction matters when advocating for change.

For physical educators, implementation data provides credibility. It helps move conversations beyond individual experiences and toward patterns that demand attention and action.

Using the State of the States Report and School Health Map Together

The true value of these tools emerges when they are used in combination. Educators can begin by reviewing their state’s policy profile to understand what is required. They can then explore School Health Map data to see whether schools are meeting those expectations.

This comparison helps answer important questions.

1. Are schools delivering the instructional time required by law?
2. Are physical education class sizes conducive to quality instruction?
3. Are students losing access to physical education instruction due to substitutions, waivers/exemptions or online credits?
4. Are students losing access because of scheduling practices or disciplinary policies?
5. Are certain grade levels or communities more affected than others?

By grounding advocacy in both policy language and implementation data, educators can clearly identify where systems are falling short. This clarity helps focus advocacy efforts on issues that are realistic, relevant and impactful at the local or state level.

Rather than arguing broadly for more support, educators can point to specific discrepancies and explain why addressing them matters for students.

Data + Action = Effective Advocacy

Effective advocacy starts with a clear purpose, and data helps educators define that purpose. Once policy requirements and implementation gaps are identified, the next step is translating those findings into specific and action-oriented goals. This is where the combination of the State of the States report and the School Health Map becomes especially powerful.

Educators and advocates can use these tools to move beyond general concerns and focus on concrete issues, such as protecting scheduled physical education time, eliminating the use of physical activity as punishment, strengthening accountability systems, or ensuring instruction is delivered by qualified professionals. Some of these changes require new resources, but many depend primarily on awareness, alignment and leadership.

A recent example from Texas illustrates how implementation data can directly inform policy change. During the development and passage of Texas Senate Bill 25, which prohibits schools from withholding physical education and recess as punishment, advocates used School Health Map data to demonstrate that these practices were occurring across the state despite their negative impact on student well-being. By pairing educator-reported implementation data with student-centered messaging, advocates were able to clearly show lawmakers that the issue was not isolated to individual schools but represented a widespread and systemic practice. That evidence helped build consensus and support for the legislation, ultimately contributing to its successful passage.

Advocacy Across School, District and State Levels

Policy decisions affect physical education at multiple levels, and advocacy can occur at each one.

• At the school level, teachers can work with administrators to protect instructional time, improve scheduling, or ensure facilities are appropriate and safe. Participation in school wellness teams or improvement planning committees provides opportunities to share data and elevate physical education as a priority.
• At the district level, educators can advocate for stronger wellness policies, transparent reporting, and professional support. District health councils are often an entry point for influencing decisions that affect multiple schools. Implementation data can help district leaders understand where supports are needed and why.
• At the state level, physical educators can partner with state associations, university faculty, and community advocates to support stronger policies and accountability measures. Using state-level comparisons from the State of the States report can help policymakers see how their state compares nationally and where improvement is possible.

Going Big — Aligning Advocacy With Broader Efforts

National initiatives such as SHAPE America’s SPEAK Out! Day offer timely opportunities to connect local advocacy to a larger movement. When educators use shared data and consistent messaging during these moments, their voices are amplified.

Advocacy is most effective when it is ongoing rather than reactive. Regularly sharing data, engaging in dialogue, and building relationships with decision-makers helps ensure that physical education remains visible and valued.

The State of the States report and School Health Map provide tools that educators can return to year after year as part of sustained advocacy efforts.

Moving Forward With Clarity and Purpose

The State of the States report shows that progress in physical education policy has been uneven and, in many areas, limited. At the same time, the availability of educator-reported implementation data creates new opportunities for informed advocacy.

By understanding what policies require and how they are implemented, physical educators can engage more confidently in conversations about program quality, equity and access. These tools help move advocacy from general concerns to specific, evidence-informed action.

That is how policy becomes practice, and how data becomes a catalyst for meaningful change.

Educators as Policy Actors and Stewards of the Discipline

Knowing what state law actually says about physical education and physical activity is a professional responsibility. Too often, physical educators assume that school or district practice reflects state law, when in reality, the two do not always align. This lack of clarity makes it harder to protect instructional time, challenge inappropriate substitutions, and advocate for students’ access to quality programs.

With this knowledge, however, comes responsibility. All members of the profession are policy actors, whether they recognize it or not. Educators influence policy through their actions, their voices, and sometimes their silence. Remaining passive allows the status quo to continue.

Embracing the role of policy actor requires stewardship of the discipline. Stewardship means committing to leaving the physical education field stronger than we found it by recognizing its essential role in student development, equity and health. It means asking whether students are receiving the instructional time they are entitled to, whether instruction is delivered by qualified professionals, and whether data is being used to elevate the status of physical education.

Educators do not need to be policy experts to make a difference. They need access to clear information, practical tools and the confidence to speak up for their students.

Additional Resources

• State of the States Policy Report: Physical Education and Physical Activity Policy in the United States and Its Territories: Explore policies nationwide
• School Health Map: Compare state policy with educator-reported implementation data
• SHAPE America SPEAK Out! Day: Learn how to participate in national advocacy efforts for health and physical education
• SHAPE America Advocacy Resources: Find tools and guidance for engaging in policy and advocacy work

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