Implementing a Physical Activity Curriculum into the School Day: Helping Early Childhood Teachers Meet the Challenge


In Fall 2006, North Carolina kindergarten teachers were charged with the task of meeting the NASPE guidelines for providing daily physical activity to their kindergarten students. In turn, the teachers researched resources and consulted experts to design and develop a developmentally appropriate physical activity and physical play environment for their students. The purpose of this article is to disseminate useful information one group of kindergarten teachers believed would help other teachers in similar situations. The article discusses the planning process, suggestions for activities and necessary equipment for program implementation, and vignettes regarding the experiences the teachers and students have had during the physical activity and physical play program’s inaugural year.

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    Teachers are encouraged to contact universities for help and assistance in such efforts. Many university faculty and students today are involved in service learning and outreach projects and are looking for opportunities to partner with schools in the community.

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    They are fortunate enough to have access to a track on their recess grounds, however at schools without a track, running in a large circle around the recess grounds is acceptable. It may be wise to place cones or other raised markers around the perimeter of the recess space (e.g. about six feet from the fence or “off limits area”) to mark the path the students should follow while running since young children have trouble with Euclidean or flat boundaries.


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Correspondence to Casey Marie Breslin.

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Breslin, C.M., Morton, J.R. & Rudisill, M.E. Implementing a Physical Activity Curriculum into the School Day: Helping Early Childhood Teachers Meet the Challenge. Early Childhood Educ J 35, 429–437 (2008).

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  • Early childhood physical education
  • Curriculum
  • Motor skill development