MSU Extension Champion School Wellness

Many children and teens do not get enough physical activity for healthy growth and development. Their days, including school days, often include limited movement and long periods of sitting.

If a need that should be addressed exists for students' physical activity, it is often identified by observation or evaluation of current practices. It may be something a single person or a group feels needs to be addressed. Pay attention to a normal school day and notice where physical activity could be increased, or other gaps could be addressed. For example, a teacher may notice children sit on benches at recess instead of participating in active play. A principal may attend a training focused on exercise-based brain breaks and wonder if it may benefit their school.

Tools for Identifying the Need

• Visit step 1 of MSU Extension's 6-Step Community Change Model for more guidance on how to identify a need. Access the corresponding worksheet for suggested questions, ideas, and examples of how to clarify a specific need, why it matters, and what benefits it could have for staff, families, and volunteers.  

Start by identifying two to four people who care about the issue and have influence in the setting you want to improve. Depending on your focus, this could include classroom teachers, recess supervisors, physical education staff, school nurses, coaches, after school staff, building leaders, parents, students, or community volunteers.

This does not need to be a formal committee. An initial “movement team” can start with one short conversation and a shared goal around:

• What is the need we are trying to address ?

• What is one realistic change we can try?

• How will we communicate the goal and encourage participation?

• Who will help support the change, so it does not rely on one person?

It is important to note that not every school or program has the capacity to form a team right away. If you are leading the change on your own, you can still make a change. Many teams start with one quick win that is easy to try and easy for others to support. Often, one person’s first step becomes an example that helps others see what is possible and builds support over time.

Ways to Build Buy-In  

• Share one key message: movement supports learning and wellness

• Ask staff what feels realistic before choosing the first quick win

• Start with one classroom, grade level, or program team, then expand over time

• Include student voice when possible to understand what activities feel fun and inclusive

When a few people share the message and support the effort, it becomes part of school culture and is more likely to continue over time.

Tools for Bringing People Together

• Use the “Bring People Together” guide and worksheet to identify people to include in your action team.   

• Consider completing the Organizational Readiness to Implement Change (ORIC) Assessment with your action team. The ORIC measures how ready your team is to make a change, like sourcing locally or adding another outdoor recess to the schedule. A high score means people think the change is important and are motivated. A lower score may mean people don't understand why the change is needed. In this case, more communication and relationship-building may be needed to build buy-in before implementing a change. 

Real-world examples can help school teams develop plans based on practical strategies that last, including policy, systems, and environmental changes. Exploring these can also help teams build momentum and take action in ways that work for their settings.

What Works: Real changes schools have made in partnership with MSU Extension

Example 1: Movement breaks become a routine

A teacher adds two daily movement breaks. Over time, the grade level team agrees to do the same, so movement breaks become consistent across classrooms. 

Why it works: This turns movement into a shared routine rather than a one-time idea. Use the examples below as activity inspiration for breaking up seated time in classrooms.  

Source: https://www.canr.msu.edu/news/physical_activity_breaks_keep_it_up 

Source: https://www.canr.msu.edu/news/pump_up_your_classroom_and_meetings_with_physical_activity_breaks 

Example 2: Recess cart system

A school sets up a recess cart with jump ropes, balls, cones, chalk, and other supplies, along with a simple plan for storage, monitoring, and rotation. 

Why it works: Equipment is easier to access, and staff have a simple system to support active recess. 

Example 3: School walking loop

A school creates a walking route with cones, signs, or painted markings. Staff use it during transitions, indoor recess, or classroom breaks. 

Why it works: It creates a built-in option for movement that staff can use in many ways. 

Example 4: Recess upgrades for older students

A school notices older students are not engaged at recess. Staff introduce equipment and games that match older students’ interests such as soccer goals, organized stations, and peer leaders. 

Why it works: Recess becomes more relevant, engaging, and inclusive for older students. 

Source: https://www.playworks.org/utah/2025/09/23/5-fun-easy-recess-games-to-kick-off-the-school-year/ 

Tools for Exploring What’s Working

• Use the “Explore What’s Working” guide and worksheet to guide you through this conversation.  

• Check out MSU Extension’s SNAP-Ed Success Stories for more ideas. 

Use trusted resources to help you plan, implement, and sustain your work. Each resource below offers tools and examples that can be adapted to fit the needs, capacity, and culture of your school or organization.

Michigan State University Extension School Physical Activity Resources 

• MSU Extension Physical Activity Website: Articles and information that support physical activity across the lifespan with practical, realistic guidance. Find simple explanations and ideas that can support individuals and organizations looking to build healthier routines. Look for: short articles, movement tips, and basic guidance on physical activity. 

• MSU Extension Get Moving Facilitator Guide: A ready to use set of lessons that support adults in building healthy movement habits and can be adapted for wellness education, community programs, or staff support efforts. Pair with the Get Moving Participant Activity Guide.

Other School Physical Activity Resources

• CDC Comprehensive School Physical Activity Program (CSPAP): A national framework that helps schools plan physical activity opportunities across the full school day, not only during Physical Education periods.  

• SHAPE America CSPAP Resources: Professional tools and guidance that schools trust, especially when building a strong schoolwide approach. This resource offers practical tools and planning supports to help schools implement and sustain schoolwide physical activity efforts.  

• Active Schools (Active Schools US): A practical, idea-rich resource with examples and strategies from real schools, ranging from simple, quick wins to more complex ideas. 

• InPACT (Interrupting Prolonged Sitting with ACTivity): A school and home-based program that helps children move more through brief, structured activity breaks. Find lesson ideas and videos.

Alliance for a Healthier Generation: Tools and planning supports to connect physical activity improvement with wellness planning and long-term school goals. 

Tools for Exploring What’s Working

• Use the “Gather Resources” question guide and worksheet to focus your goals and find reliable resources to help you implement your change.   

A strong plan does not need to be complicated. The most effective approach is to choose one goal, select one strategy, and test it for four to six weeks. To customize your plan, consider the following:

1: Choose the setting you want to improve. For example: 

• My classroom 

• My sports team or after school program 

• Recess time 

• My grade level team 

• The whole school 

2: Pick one clear goal in the specific setting. This helps prevent the process from feeling overwhelming and support steady progress. For example:

• Students move more during the school day

• Recess includes more active play, with fewer conflicts

• Youth spend less time sitting for long stretches

• Staff feel more confident supporting physical activity opportunities

• Physical activity becomes part of school culture

3: Choose a win that is realistic, that you can test for four to six weeks. For example:

• Classroom ideas

  • Add two movement breaks per day

  • Use a routine such as movement after 20 to 30 minutes of sitting

  • Pair movement with learning using stand, stretch, and movement cues

• Recess ideas

  • Improve access to equipment using a recess cart system

  • Add simple game options, especially for older grades

  • Create a simple routine that supports active and inclusive play at recess

• Schoolwide ideas

  • Create a walking route indoors or outdoors

  • Adopt and promote a shared schoolwide message that movement supports learning

  • Build a small physical activity team of two to four people to support the quick wins and promote the message to the school community

4: Make the change last. Look for ways to build it into everyday practice in these three main categories:

• Policy: written documents that share expectations and consistent messages with staff and families regarding school goals and practices

• Systems: routines and schedules that make daily movement easier to maintain

• Environment: spaces and equipment that support physical activity

To make changes to those areas last in the long-term, use sustainability strategies. You may use all of the below, or may choose just one or two as you are starting out:

• Leadership commitment: visible support, shared expectations, and follow-through

• Clear ownership: maintenance is integrated into a specific job description or an existing team's official responsibilities

• Training and onboarding: new staff learn the approach as part of normal onboarding or professional development

• Communication and reinforcement: reminders, signage, shared norms, and consistent messaging are used with staff, families, and other stakeholders

Tools for Making a Plan and Taking Action

• Use the “Make A Plan and Act” guide and worksheet to map out an action plan and identify simple steps to start.  

Reflect on what worked, what felt realistic, and what you might adjust moving forward. Reflection helps you strengthen your approach and builds momentum over time. Sharing what you learn can also help others see what is possible.

Some reflection questions are:

• What worked well for students and staff?

• What challenges came up and what helped?

• What would make this easier to continue?

• What is one next step to keep going or expand the change?

Consider sharing what you have achieved and learned with others. Even a short message at a staff meeting, email, or informal conversation can help maintain buy-in and encourage wider participation.

Tools for Reflecting and Sharing

• The Reflect and Share Guide and Worksheet can guide you through this step.