R ESEARCH A RTICLE State Physical Education Policy Changes From 2001 to 2016 BRIAN DAUENHAUER, PhD a XIAOFEN KEATING, PhD b PETER STOEPKER, MA c ROBERT KNIPE, MA d ABSTRACT BACKGROUND: State policies influence the quantity and quality of educational programs delivered in schools. This study examined state physical education policy changes from 2001 to 2016 by analyzing data reported in The Shape of the Nation Report. METHODS: Policies related to state mandates for physical education, time/credit requirements, assessment and fitness testing requirements, adoption of state standards, and allowance of substitutions were analyzed over 5 editions of the report using repeated measures statistics. RESULTS: A majority of state physical education-related policies have not changed over the past 15 years despite calls by numerous public health agencies for enhanced physical education in schools. There was, however, a significant increase in the number of states adopting teaching standards and requiring assessment and fitness testing in physical education, mirroring a broader shift in education toward standards, assessment, and accountability. CONCLUSIONS: Despite improved rigor in physical education through the adoption of standards and assessment practices, physical education continues to be marginalized in schools by a lack of curricular time and inappropriate substitution policies. Stronger policies are needed for physical education to have a substantial impact on school health. Keywords: standards; assessment; mandates; repeated measures. Citation: Dauenhauer B, Keating X, Stoepker P, Knipe R. State physical education policy changes from 2001 to 2016. J Sch Health. 2019; 89: 485-493. DOI: 10.1111/josh.12757 Received on December 22, 2017 Accepted on October 10, 2018 A ccording to the Society of Health and Physical Educators (SHAPE) America (2015), physical education is an academic subject that ‘‘provides students with a planned, sequential, K-12 standards- based program of curricula and instruction designed to develop motor skills, knowledge and behaviors for active living, physical fitness, sportsmanship, self-efficacy, and emotional intelligence.’’ 1 Physical education programs are valuable not only because they contribute to a Whole School, Whole Community, Whole Child approach to school wellness, but they serve as a foundation for comprehensive school physical activity programs. 2,3 In 2013, the Institute of Medicine recommended that schools strengthen and improve physical education policies and programs to help children achieve 60 minutes of health-enhancing physical activity. 4 This recommendation was built a Associate Professor, (brian.dauenhauer@unco.edu), University of Northern Colorado, Gunter Hall 2650, Campus Box 39, Greeley, CO 80639. b Associate Professor, (xk93@austin.utexas.edu), The University of Texas at Austin, 1912 Speedway Stop, D5000, Austin, TX 78712. c Assistant Professor, (peter.stoepker@unco.edu), University of West Georgia, 1601 Maple Street, Carrollton, GA 30118. d Doctoral Student, (rknipe@austin.utexas.edu), The University of Texas at Austin, 1912 Speedway Stop D5000, Austin, TX 78712. Address correspondence to: Brian Dauenhauer, Associate Professor, (brian.dauenhauer@unco.edu), University of Northern Colorado, Gunter Hall 2650, Campus Box 39, Greeley, CO 80639. upon numerous preceding calls for physical education to play an expanded role in public health. 4-8 Despite calls for enhanced physical education programs in schools, physical education remains ‘‘The Pill Not Taken.’’ 9 Results from the Youth Risk Behavior Surveillance suggest that only 51.6% of high school students attend physical education class 1 or more days per week and less than one third attend physical education classes 5 days per week. 10 Similarly, data from the School Health Policies and Practices Survey suggest that less than 4% of American schools require daily physical education for the entire school year and physical education grade- level requirements get less demanding as children get older. 11 Furthermore, many states allow waivers, exemptions, and/or substitutions that further detract from participation in physical education programs. 11,12 Journal of School Health • June 2019, Vol. 89, No. 6 •  2019, American School Health Association • 485