During the 2009 session, the Legislative Assembly passed Senate Bill 348 (SB348), codified as ORS 336.485, in response to the serious problem of sports-related concussions resulting from inappropriate treatment and diagnosis. This law requires that people who train in sports in Oregon be trained annually to recognize the signs and symptoms of a concussion and to seek appropriate medical treatment for a person suspected of having a concussion. It also requires student-athletes to exhibit signs, symptoms or behaviours consistent with a concussion; or who have been diagnosed with a concussion, do not participate in a sporting event or training session until medical clearance is obtained. Oregon Administrative Rule 581-022-0421 outlines these legal requirements. Senate Bill 4 includes an implementation plan that progressively classifies the number of sports minutes schools must allocate each week. Colleges currently have a minimum requirement for the 2021-22 school year of 180 minutes/week for the entire school year. In the 2022-2023 school year, colleges must adhere to the full implementation of 225 minutes per week throughout the school year. Students in kindergarten to grade six must have at least 120 minutes of physical education per week. Grade six students in a K-6, K-8, or K-12 school follow the elementary school requirements.

Depending on your student`s grade level, they may have physical education on different days of the week: Senate Bill 4 (ORS 329.496) requires physical education for all public school students from kindergarten to grade 8 for the entire school year and meets certain weekly minute requirements. 12. In December 2017, the ministry sent another letter to schools reminding them of the applicable legal requirements regarding the length of the school day. Physical education requirements will be phased in over the next four school years, starting in the 2019-2020 school year, and all K-8 classes will eventually be fully compliant. Minutes are prorated for schools on a 4-day school week schedule. For more information about implementation, see How to follow physical education protocols. Studies have shown that students in states where laws set sports time requirements have increased their participation in physical education and time spent in physical education [15-18], and that state and district laws and policies can influence sports practices at the district level, especially those that regulate the frequency and duration of physical education [15]. Browse a list of revised Oregon Statutes (ORS) and Oregon Administrative Rules (OAR) regarding physical education requirements, reporting, and funding. Practical: Physical education schools and teachers can increase the physical education time allotted to students each week to ensure they meet at least their state`s requirements. In addition to examining physical education time requirements, this study also contributes to the literature by linking another component of state physical education laws — if the laws require daily physical education attendance — to schools where at least some students attend physical education daily. The results show that in a state where laws require daily participation in physical education, the situation was nearly five times higher than the likelihood of at least some students taking physical education classes every day, and nearly six times more likely that all students would exercise daily.

giving students more opportunities to be physically active. Programs and resources that can help your school meet sport requirements can be found in the Physical Education Kit. By the end of 2014, all states except Hawaii were involved in the provision of physical education at all three levels of state law. Physical education was required in all remaining states except Oklahoma, where it was recommended in middle and high school. PE time, if necessary, varied considerably from state to state and from grade level to grade (Table 1). Most often, physical education was required with an indefinite or minimal time requirement (less than 60 minutes per week in SE; less than 90 minutes per week in middle and high school). Six-, three- and two-state laws have met the national recommendation for the duration of physical education at the primary, middle and secondary levels. Similarly, the laws of four states in ES, the laws of five states in middle school, and the laws of two states in high school dealt with the daily provision of physical education (not shown in the tables). The regression results in Table 3 show that in a state where laws require at least 90 minutes/week of physical education for HEs or 150 minutes/week for middle and high school, the situation was almost seven times higher than the probability of structured physical education classes at the school level (odds ratio [OR]: 6.93, 95% confidence interval [CI]: 1.33, 36.15). Secondary schools were less likely to require structured physical education at the school level than ES (OR: 0.29, 95% CI: 0.09, 0.91).

Other characteristics at school, district and AFS levels were not significantly associated with this outcome. Without this state legal requirement, the adjusted prevalence of schools requiring structured physical education was 94.4 percent, compared to 99.1 percent with a state law. The results in Table 4 show that in a state where laws require daily participation in physical education, the situation was almost five times more likely that at least some students would exercise daily (OR: 4.85, 95% CI: 2.58, 9.12) and almost six times more likely that all students would take PE daily (OR: 5.89, 95% CI: 3.46, 10.02). Without a state law, the adjusted prevalence of at least some students who took daily physical education classes was 50.9 percent, compared with 77.7 percent with a state law requiring daily participation in physical education, and the adjusted prevalence of all students taking daily physical education classes was 20.5 percent without a state law versus 56.5 percent with a daily law on physical education requirements. Middle schools (OR: 5.05, 95% CI: 3.29, 7.75) and secondary schools (OR: 12.70, 95% CI: 6.78, 23.79) were more likely to have at least a few students attending physical education classes daily than HEs. Schools in Hispanic-majority districts, compared to districts that were at least 66% white (OR: 2.94, 95% CI: 1.18, 7.28), those in a district with a child poverty rate of at least 20% (OR: 1.80, 95% CI: 1.06, 3.05) and those in rural areas compared with urban areas (OR: 3.28, 95% CI: 1.55, 6.93) were all more likely to have at least some students exercise daily. Schools in the northeast were less likely to have at least a few students taking daily physical education than in the west (OR: 0.38, 95% CI: 0.17, 0.87). The statistically significant covariate relationships with all students who received daily physical education were similar (although of lesser magnitude or significance) to those presented here and in Table 4 for at least some students who took daily physical education classes, with a few notable exceptions: There was a lower probability that all students would take daily physical education classes in high school compared with elementary school (OR: 0.42, 95% CI: 0.23, 0.76) and there were no statistically significant rates of child poverty or regional differences in the likelihood that all students would receive physical education.