type

  • Feature Article
  • Podcast
  • Research

theme

  • Instant Activity
  • Food Literacy
  • Outdoor Learning
  • Physically Active Learning
  • Social Emotional Learning
  • Cross-Curricular Learning
  • Models-Based Approach
  • PHE Community
  • Healthy School Communities
  • Fundamental Movement Skills
  • Dance Education
  • Digital Literacy
  • Health Education
  • Financial Literacy
  • Physical Education
  • Sex Education
  • Educational Leadership
  • Equity, Diversity and Inclusion
  • Teacher Education
  • Mental Health
  • Substance Use
  • Truth & Reconciliation

Search Results

SORT BY:

Seriously Folks—Why Are We Taking Learning Sitting Down?

April 5, 2022
ipadsitting

Seriously Folks—Why Are We Taking Learning Sitting Down?

It's been on the news, in the papers, and it should come as no surprise that movement is good for our bodies, increases oxygen flow, and promotes our ability to learn and be productive. But despite all we know, a typical school day still tends to be largely sedentary, with screen time taking on an increasingly important role for many students since the onset of the COVID-19 pandemic.

One’s gotta ask—Why are we taking this sitting down?

To be sure, it's never been our (educators’) job before to mitigate the health impacts of sedentary behaviour or screen use on students. The World Health Organization has developed guidelines for minimizing the health impacts of sedentary behaviour, focusing on overall sedentary behaviour and recreational screen time. These health guidelines did not provide recommendations specifically related to sedentary behaviours at school—where teachers and students spend the majority of their waking hours!

To address this key information gap, PHE Canada was part of a project led by the Sedentary Behaviour Research Network (SBRN). The result is the release of the world’s first evidence-based recommendations for school-related sedentary behaviours.

The goal of these recommendations is to provide guidance on how much sedentary behaviour is too much and to kick-start a new set of classroom norms around movement and lesson plans that incorporate movement, including school-related activities such as homework.

Sedentary Behaviour

To be sure, our classrooms and lesson plans are currently designed to keep students in their seats and altering this approach without careful planning can run the risk of disrupting learning. PHE Canada knows as well that it is challenging to integrate changes on top of the other expectations of teachers, especially in typical school schedules based around short learning blocks. And with more and more schoolwork moving online, it is increasingly challenging to limit screen-based learning. A lot of administrative support, creativity and out-of-the-box thinking will need to be employed to start moving in the other direction.

These recommendations provide a starting block for school administrators and empower educators and students to move forward in this work. And remember, as you do move forward, tap a Physical and Health Educator for inspiration—they’ve been doing this work all along!

Who do these recommendations apply to?

These recommendations are for children and youth attending school (typically 5–18 years of age) inclusive of gender, culture, nationality, and socio-economic status.

Who can use these recommendations?

Anyone with an interest in student health and well-being can use these voluntary recommendations to counter sedentary behaviours—including students, educators, school administrators, policymakers, parents/guardians, caregivers, physicians and other healthcare providers.

What are the recommendations?

A healthy school day includes: 

  • Breaking up periods of extended sedentary behaviour with both scheduled and unscheduled movement:
    • At least once every 30 minutes for ages 5–11 years
    • At least once every hour for ages 12–18 years 
  • Incorporating different types of movement into homework whenever possible
  • Limiting sedentary homework to no more than 10 minutes per day, per grade level.     

Screen Use

Regardless of the location, school-related screen time should be meaningful, mentally or physically active, and serve a specific pedagogical purpose that enhances learning compared to alternative methods. When school-related screen time is warranted:

  • Limit time on devices, especially for students 5–11 years of age. 
  • Take a device break at least once every 30 minutes.
  • Discourage media multi-tasking in the classroom and while doing homework.
  • Avoid screen-based homework within an hour of bedtime.

Replacing sedentary learning activities with movement-based learning activities and replacing screen-based learning activities with non-screen-based learning activities can further support students’ health and wellbeing.

How can these recommendations be implemented?

Educators, school administrators, policymakers, parents/guardians, caregivers, physicians and healthcare providers can implement these recommendations using the four Ms approach:

  1. Manage sedentary behaviour.
    • In the classroom and during homework, include light activities that require movement of any body parts and moderate-to-vigorous activities that require greater physical effort.
  2. Encourage Meaningful screen use.
    • Prioritize face-to-face interactions over screen use.
    • Use screens when they are the best pedagogical tool for the job and likely to enhance learning.
    • Prioritize screens for mental and physical engagement, rather than for passive viewing.
    • Turn screens off when not in use, including background TV or videos while doing school or homework.
    • Avoid screen use during meal and snack times.
    • Avoid using screens as the default method for content delivery or classroom management. 
    • Encourage students to review and self-regulate their screen use, and plan time for outdoor play and physical activity.
  3. Educators, healthcare providers, parents and caregivers should Model healthy and meaningful screen use.
  4. Monitor for signs of problematic screen use and follow up with a physician or healthcare provider if concerns arise. Signs of problematic screen use can include:
    • Complaints about being bored or unhappy without access to technology
    • Difficulty accepting screen time limits
    • Screen use that interferes with school, family activities, sleep, physical activity, offline play, or face-to-face interactions
    • Negative emotions following time spent playing video games, texting or using social media

Where can I find the recommendations?

The recommendations are available at sedentarybehaviour.org

Are the recommendations available in other languages?

Yes! Visit sedentarybehaviour.org for a list of all the current translations, including French, Inuktitut, and several others. If you’d like to help us to translate the recommendations into additional languages, please contact us at [email protected].

How were these recommendations created?

These recommendations were developed by an international expert panel convened to develop recommendations to counter sedentary behaviour. The recommendations were informed by research on the relationship between sedentary behaviour and both health and academic outcomes, as well as existing national and international sedentary behaviour guidelines for school-aged children and youth.  The recommendations considered the above research, the views of the expert panelists, and feedback from key stakeholders. Full details on the process used to develop these recommendations can be found in our recent publication in the International Journal of Behavioural Nutrition and Physical Activity and at sedentarybehaviour.org.

Recent Posts

A woman engages with a group of individuals in a library setting, fostering discussion and collaboration among them.
Emerging Scholars – Where are they now?
[ Feature Article ] Since 2015, PHE Canada’s Research Council has honored graduate students with the Emerging Scholar Award for excellence in teaching, research, and leadership. As the 2025 Research Forum approaches, past recipients shared how the award shaped their careers, their proudest recent work, the value of staying connected to the Council, and advice for future scholars.
Authored by: Martha Gumprich
child catching a balloon
Balloons: Adding Accomplishment, Joy, and Challenge for Physical Education Students
[ Feature Article ] Balloons are an often-overlooked gem in the world of Physical Education (PE). Not only are they inexpensive, but they stay afloat for much longer than most balls, giving students ample time to strike, catch, and improve their coordination. Balloons are also versatile and offer a fun way to develop physical literacy while playing games that are engaging for students of all ages.
Authored by: Dr. John Byl
1 teacher and 8 students behind her
The True Sport Experience: A values-based tool for educators
[ Feature Article ] Can you tell us a little about The True Sport Experience and what inspired the development of this resource? The True Sport Experience is a three-volume resource designed for educators working with...
Authored by: Sarah Bennett
Several people in canoes are positioned on the shore, engaging in recreational activities by the water's edge.
Sharing Teaching Experiences (Part Three): Logistics of Studying PHE Abroad
[ Feature Article ] This is the third and final article in a series about two teacher education programs, Western Norway University of Applied Sciences (HVL) in Norway and Mount Royal University (MRU) in Calgary, collaboration in the field of Physical and Outdoor Education in teacher education. Written by three teacher educators, these articles are useful to those in the PHE field(s) in schools and in higher education. They demonstrate how there is much to learn from looking beyond our own borders through international partnerships engagement which can support everyone’s professional development, practice and pedagogy, philosophies of learning and teaching, and friendships.
Authored by: Dr. Shannon Kell
student playing toppletubes
Innovative Toppletubes or Cups for Activity and Numeracy
[ Feature Article ] Toppletubes are an exciting and versatile addition to any physical education or classroom experience. Originally designed to make the popular warm-up game of "cup flip" easier and fairer, Toppletubes offer a variety of uses beyond the traditional activity.
Authored by: Dr. John Byl
5 boys celebrating together
Are Boys and Young Men Being Left Behind in Our Classrooms? - A PHE Canada Thinkers Report
[ Feature Article ] In May 2024, PHE Canada hosted the PHE Thinkers Gathering in Saskatoon, bringing together 100+ leaders to address a key challenge in education. This year’s focus was on boys and young men struggling in schools. PHE Canada is committed to fostering empathy, accountability, and resilience in boys while promoting gender equity and social justice. Changing the narrative on masculinity requires collective reflection and action.
Authored by: PHE Canada