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Comprehensive Strategies for Managing School-Based Physical Activity during Extreme Heat

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Title: Comprehensive Strategies for Managing School-Based Physical Activity during Extreme Heat
Language: English
Authors: Omar Albaloul (ORCID 0009-0002-3529-3571), Pamela Hodges Kulinna (ORCID 0000-0002-0355-0695), Marissa Schulke (ORCID 0000-0003-1964-3949), Hyungsik Min (ORCID 0009-0002-6549-5772), Jongseon Kim (ORCID 0009-0000-7445-314X), Umar Hassan (ORCID 0009-0003-6480-4606), Luke Pearson, Allison Poulos (ORCID 0000-0002-9645-7691)
Source: Journal of Physical Education, Recreation & Dance. 2025 96(6):7-14.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 6
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Physical Activities, Heat, School Safety, Risk Management, At Risk Persons, Child Health, Elementary Secondary Education, Environmental Influences, Climate Control, Physical Environment
DOI: 10.1080/07303084.2025.2507573
ISSN: 0730-3084
2168-3816
Abstract: Students spend the majority of their waking hours at school, making it a critical setting for promoting physical activity across multiple contexts (e.g., recess, physical education, before- and after-school programs, and sports). However, extreme heat conditions pose significant challenges for schools in ensuring these PA opportunities remain both safe and accessible. To ensure students can stay active in hot conditions, school staff should be aware of the risks posed by heat-related illnesses and be equipped with strategies to modify outdoor activities and environments to reduce those risks. This article provides a summary of the risks associated with heat-related illnesses, particularly for vulnerable populations, and outlines a multi-tiered approach to managing these risks in school settings, including physical separation, environmental modifications, administrative controls, and student actions.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502047
Database: ERIC
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  Value: <anid>AN0187098040;erd01aug.25;2025Aug05.05:40;v2.2.500</anid> <title id="AN0187098040-1">Comprehensive Strategies for Managing School-based Physical Activity during Extreme Heat </title> <p>Students spend the majority of their waking hours at school, making it a critical setting for promoting physical activity across multiple contexts (e.g., recess, physical education, before- and after-school programs, and sports). However, extreme heat conditions pose significant challenges for schools in ensuring these PA opportunities remain both safe and accessible. To ensure students can stay active in hot conditions, school staff should be aware of the risks posed by heat-related illnesses and be equipped with strategies to modify outdoor activities and environments to reduce those risks. This article provides a summary of the risks associated with heat-related illnesses, particularly for vulnerable populations, and outlines a multi-tiered approach to managing these risks in school settings, including physical separation, environmental modifications, administrative controls, and student actions.</p> <p>The Centers for Disease Control and Prevention (CDC; 2020) recommends that children and adolescents engage in at least 60 minutes of moderate-to-vigorous physical activity (PA) daily. Because students spend a large part of their waking hours at school — ranging from half the day in elementary school (Kohl & Cook, [<reflink idref="bib22" id="ref1">22</reflink>]) to as much as 15 hours in middle and high school (Siedentop & van der Mars, [<reflink idref="bib37" id="ref2">37</reflink>]) — schools play a critical role in promoting PA to help students meet these guidelines (Lounsbery et al., [<reflink idref="bib25" id="ref3">25</reflink>]). Beyond physical education, schools provide various opportunities for PA through before- and after-school programs, recess, and sports.</p> <p>However, providing opportunities for safe and effective PA during school is becoming increasingly challenging due to the rise of extreme heat conditions. These challenges can disrupt the various settings where students engage in PA throughout the school day (Poulos et al., [<reflink idref="bib31" id="ref4">31</reflink>]), potentially limiting their ability to meet daily recommendations. Heat stress and related health risks can occur not only in extreme heat but also through physical exertion, even when temperatures seem moderate (Leyk, [<reflink idref="bib23" id="ref5">23</reflink>]), underscoring the potential risks that students may face during outdoor PA even when the weather appears safe. Careful planning of school schedules, implementation of school policies, and proactive measures are essential to reduce the risks associated with extreme heat across different school settings. Although not all heat-related risks can be eliminated, preparing school staff to support safe PA while managing heat incidents is vital.</p> <p>This article includes a summary of the risks associated with heat-related illnesses (HRI) and their impact on vulnerable populations. It outlines a multi-tiered approach to mitigating these risks in school settings, including indoor relocation, environmental modifications, administrative controls, and student actions. These strategies align with a hierarchy of controls model developed by the National Institute for Occupational Safety and Health (NIOSH) as a guide to implementing effective controls that protect workers from occupational hazards that was adapted by the Arizona Department of Health Services to apply to school settings (Figure 1). By adopting these strategies, schools can strike a balance between preserving essential PA time and ensuring student safety under extreme heat conditions.</p> <p>PHOTO (COLOR): Figure 1. Hierarchy of Controlling Environmental Heat as a Hazard at Schools (Adapted from Arizona Department of Health Services, [<reflink idref="bib3" id="ref6">3</reflink>], p. 4).</p> <hd id="AN0187098040-2">Understanding the Risks</hd> <p>Prolonged heat exposure, which includes spending long hours in high temperatures, direct sunlight, or poorly ventilated areas without adequate hydration, can harm K-12 students' health and well-being, especially during warm days at the start and end of the school year, after school when temperatures are higher, and in hotter climates. Students can experience high heat in many settings, such as physical education, recess, after-school programs, and sports. Students engaged in PA in these settings can have higher levels of excessive body perspiration, increasing the risk of dehydration. Symptoms of dehydration, such as dizziness and fatigue, can progress to an HRI in these students (CDC, [<reflink idref="bib8" id="ref7">8</reflink>]). Heat-related illness occurs when a person is subject to extreme heat, and the body temperature rises faster than it can cool down (CDC, [<reflink idref="bib8" id="ref8">8</reflink>]). Heat-related illness manifests in three forms: <emph>heat cramps</emph>, <emph>heat exhaustion</emph>, and <emph>heatstroke</emph> (Figure 2).</p> <p>PHOTO (COLOR): Figure 2. Extreme Heat Preparedness Checklist (Adapted from American Red Cross, [<reflink idref="bib2" id="ref9">2</reflink>], p. 2).</p> <p> <emph>Heat cramps</emph> are heat-induced muscle spasms caused by high levels of dehydration, typically from strenuous exercise (Nelson & Churilla, [<reflink idref="bib29" id="ref10">29</reflink>]). <emph>Heat exhaustion</emph> happens when one's core body temperature rises from 101 °F (38.3 °C) to 104 °F (40 °C; Johns Hopkins Medicine, [<reflink idref="bib19" id="ref11">19</reflink>]). Symptoms of heat exhaustion include heavy sweating; cold, pale, or clammy skin; fast or weak pulse; nausea and/or vomiting; muscle cramps; tiredness or weakness; dizziness; headache; and fainting (passing out) (Bowder, [<reflink idref="bib4" id="ref12">4</reflink>]; CDC, [<reflink idref="bib8" id="ref13">8</reflink>]). If heat exhaustion is left untreated, the student could be at risk of life-threatening heatstroke. <emph>Heatstroke</emph> happens when a person's internal body temperature reaches 104 °F (40 °C) or higher (Mayo Clinic, [<reflink idref="bib26" id="ref14">26</reflink>]). Such elevated temperatures can result in severe nervous system dysfunction, including encephalopathy, delirium, seizures, or even coma (Danzig et al., [<reflink idref="bib12" id="ref15">12</reflink>]). Common symptoms of heatstroke include rapid breathing, an increased heart rate, low blood pressure, headache, confusion, loss of coordination, and fainting (Danzig et al., [<reflink idref="bib12" id="ref16">12</reflink>]). Although the three HRIs — heat cramps, heat exhaustion, and heatstroke — and their associated symptoms are serious and insidious, they are preventable. Adults and students should be aware of these HRIs and their symptoms to take vigilant actions that safeguard students' well-being.</p> <hd id="AN0187098040-3">Vulnerable Populations</hd> <p>Although extreme heat can severely impact the health of all students, younger students are particularly at risk. As students engage in PA throughout the school day, they are less aware of their hydration status compared with adults (Casa et al., [<reflink idref="bib6" id="ref17">6</reflink>]). Therefore, young students may be less likely to hydrate independently and may need direction from adults during structured or nonstructured play periods (e.g., recess) to take a water break. Researchers, such as Malmquist et al. ([<reflink idref="bib27" id="ref18">27</reflink>]) and Danzig et al. ([<reflink idref="bib12" id="ref19">12</reflink>]), have found that children are more vulnerable to HRIs compared with adults because children have a higher body surface area to body mass ratio, a slower rate of sweating, higher production of metabolic heat relative to their body weight, and lower cardiac output at a given metabolic rate.</p> <p>Some children and adolescent groups have additional factors that could increase their vulnerability to HRIs. These factors include poor physical conditioning, lack of heat acclimation, concurrent febrile illness, and increased body mass index (Danzig et al., [<reflink idref="bib12" id="ref20">12</reflink>]). Students with mental health disabilities (e.g., anxiety) and chronic medical conditions (e.g., diabetes, heart disease) are also at risk of exacerbating their conditions with extended exposure to high heat. Students becoming increasingly dehydrated in high-heat environments may feel fatigue, discomfort, and increased irritability and concentration difficulties (Amoadu et al., [<reflink idref="bib1" id="ref21">1</reflink>]; Rony & Alamgir, [<reflink idref="bib35" id="ref22">35</reflink>]).</p> <hd id="AN0187098040-4">Strategies to Mitigate Heat During School Physical Activity</hd> <p></p> <hd id="AN0187098040-5">Physical Separation</hd> <p>Physical separation from the heat is the most effective way to prevent HRI in children. Ideally, students are moved to a cool indoor environment that allows for PA to continue; however, accessing thermally comfortable indoor spaces that can support movement for large numbers of students can be challenging. If this type of space is not available, creative solutions can help maintain activity levels, even in less traditional spaces like classrooms or libraries. Table 1 provides a categorized list of indoor activities that educators can implement based on available space, with the type of space defined as follows:</p> <p>Table 1. Indoor Physical Activities for Extreme Heat</p> <p> <ephtml> <table><thead><tr><td>Activity (Type of Space)</td><td>Equipment</td><td>Instructions</td></tr></thead><tbody valign="top"><tr><td>Desk/Chair Yoga (Small Space)</td><td>None</td><td>Students perform simple seated/standing stretches (e.g., twists, overhead reaches); emphasize mindfulness and control.</td></tr><tr><td>Fitness Bingo (Variable Space)</td><td>Fitness activities list, bucket, bingo card</td><td>Draw activities; students perform and mark them on their cards; first to finish a row wins.</td></tr><tr><td>Hallway Hopscotch (Small/Medium Space)</td><td>Floor tape, optional markers</td><td>Create hopscotch squares; students hop through; modify with one-foot hops or added markers.</td></tr><tr><td>Obstacle Course (Medium/Large Space)</td><td>Cones, ropes, scarves, other objects</td><td>Arrange equipment creatively for balance and movement challenges; add team relays for engagement.</td></tr><tr><td>Dance Transitions (Small/Medium Space)</td><td>Music source</td><td>Play music during transitions; students dance, skip, or wiggle briefly between activities.</td></tr><tr><td>Rock, Paper, Scissors (Variable Space)</td><td>None</td><td>Students use body poses (rock, paper, scissors); play in pairs; optional competition for last standing.</td></tr><tr><td>Movement Videos (Small Space)</td><td>Projector, Internet (optional)</td><td>Use platforms like GoNoodle or short exercise routines to get students moving in small spaces.</td></tr><tr><td>Recess Stations (Medium/Large Space)</td><td>Jump ropes, hula hoops, cones</td><td>Set up stations for activities; students rotate through each every few minutes.</td></tr><tr><td>Low-Equipment Games (Medium/Large Space)</td><td>Balloons, foam balls, parachutes</td><td>Students perform balloon volleyball or parachute activities; encourage cooperative, high-energy play.</td></tr><tr><td>Yoga/Meditation Corners (Small/Medium Space)</td><td>None</td><td>Create a calm corner for yoga/mindfulness</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note.</emph> Additional resources for indoor movement activities can be found at: https://<ulink href="http://www.azdhs.gov/documents/preparedness/epidemiology-disease-control/extreme-weather/heat/kids-play-book.pdf">www.azdhs.gov/documents/preparedness/epidemiology-disease-control/extreme-weather/heat/kids-play-book.pdf</ulink>.</p> <p></p> <ulist> <item> <emph>Small Spaces:</emph> Designed for compact areas, such as classrooms, library corners, or narrow hallways, where movement is limited.</item> <p></p> <item> <emph>Medium-to-Large Spaces</emph>: Suitable for gyms, multipurpose rooms, or cafeterias, offering more room for group activities and dynamic movement.</item> <p></p> <item> <emph>Variable Spaces</emph>: Flexible activities that adapt to various indoor settings, ensuring versatility for diverse school en-v-iro-nm-ents.</item> </ulist> <hd id="AN0187098040-6">Modification of the Environment</hd> <p>Changing the natural and built outdoor environment to be more thermally comfortable can support safe PA during school. Cooling outdoor schoolyards can be accomplished by adding natural (e.g., trees) or non-natural (e.g., fabric sails) shade. Although all shade is beneficial, purposefully shading areas where children play most may be more effective for PA impact. For example, younger children are generally most active on play structures and fields and adjust their play to adapt to shaded areas (Poulos et al., [<reflink idref="bib31" id="ref23">31</reflink>]). Older children and youth participating in sports, however, are most active when playing established games on courts and fields (Poulos et al., [<reflink idref="bib32" id="ref24">32</reflink>]), areas that are generally unshaded and most in need of environmental improvements for safe PA in the heat.</p> <hd id="AN0187098040-7">Administrative Controls</hd> <p>Administrative controls refer to "changing <bold><emph>when, how,</emph></bold> and <bold><emph>for how long</emph></bold> students are exposed to environmental heat" (Arizona Department of Health Services, [<reflink idref="bib3" id="ref25">3</reflink>], p, 6). In this section, recommendations are offered on <bold><emph>how</emph></bold> to modify various aspects of students' exposure to hot weather conditions. The focus here is on institutional-level controls that schools can implement to manage heat exposure effectively.</p> <p></p> <hd1 id="AN0187098040-8"> • How to change spaces: </hd1> <p></p> <ulist> <item> Ensure indoor spaces are well ventilated during hot weather (Cheng et al., [<reflink idref="bib9" id="ref26">9</reflink>]; Teli et al., [<reflink idref="bib39" id="ref27">39</reflink>], [<reflink idref="bib38" id="ref28">38</reflink>]).</item> <p></p> <item> Avoid using materials that exhibit radiant heat on playgrounds, including artificial turf, steel, aluminum, asphalt, concrete, or rubberized synthetic surfaces (Hyndman, [<reflink idref="bib18" id="ref29">18</reflink>]; Vanos et al., [<reflink idref="bib42" id="ref30">42</reflink>]).</item> <p></p> </ulist> <hd1 id="AN0187098040-9"> • How to change time and schedules: </hd1> <p></p> <ulist> <item> Reschedule outdoor activities to cooler times of the day such as in the morning. Try to avoid mid-day from around 11:00 am to 3:00 pm when the heat is extreme (Kerr et al., [<reflink idref="bib21" id="ref31">21</reflink>]; Rodgers et al., [<reflink idref="bib34" id="ref32">34</reflink>]).</item> <p></p> <item> Schedule recess prior to lunch. This approach also provides students with an opportunity to rest and rehydrate before heading back to the classroom (Casa et al., [<reflink idref="bib6" id="ref33">6</reflink>]; Rodgers et al., [<reflink idref="bib34" id="ref34">34</reflink>]; Yeargin et al., [<reflink idref="bib43" id="ref35">43</reflink>]).</item> <p></p> <item> Allow time for students' bodies to acclimatize to hot conditions. Research strongly supports that acclimatization can significantly lower the risk of heat-related injuries among student athletes (Casa et al., [<reflink idref="bib6" id="ref36">6</reflink>]). In a similar way, schools might consider applying an acclimatization phase for activities like recess and physical education (Arizona Department of Health Services, [<reflink idref="bib3" id="ref37">3</reflink>]).</item> <p></p> <item> To ensure student safety during times of high heat, schools may consider implementing water breaks where students play for 5–10 minutes, take a mandatory water break under shade, and then resume playing for another 5–10 minutes. This process may not decrease the activity level, but will enforce a recovery time where children do not overexert themselves during outdoor play.</item> <p></p> </ulist> <hd1 id="AN0187098040-10"> • How to gather support from parents/guardians and health experts: </hd1> <p></p> <ulist> <item> Encourage parents/guardians to send their children to school with sun and heat protection (e.g., frozen water, sunscreen; Dadlani & Orlow, [<reflink idref="bib11" id="ref38">11</reflink>]; Dobbinson et al., [<reflink idref="bib13" id="ref39">13</reflink>]; New South Wales Department of Education, [<reflink idref="bib30" id="ref40">30</reflink>]).</item> <p></p> <item> Work with parents, guardians, and health experts to adapt school uniforms for hot weather by incorporating UV protection and cooling fabrics, and encourage students to wear light-colored, breathable clothing to help regulate body temperature.</item> <p></p> <item> Share heat guidance with parents/guardians, students, and staff prior to expected hot weather (Hyndman, [<reflink idref="bib18" id="ref41">18</reflink>]).</item> <p></p> <item> Collaborate with school and local health experts to get information on local heat-protective procedures.</item> <p></p> <item> Seek grants and opportunities to raise funds for heat-protective facilities (Hyndman, [<reflink idref="bib18" id="ref42">18</reflink>]).</item> </ulist> <hd id="AN0187098040-11">Student Actions</hd> <p>Because children are a vulnerable group to heat, education on how to stay safe in extreme heat situations is encouraged (United States Environmental Protection Agency, [<reflink idref="bib41" id="ref43">41</reflink>]). Such education should cover the risks associated with heat exposure, the symptoms of HRI, and the appropriate responses and treatments (United States Environmental Protection Agency, [<reflink idref="bib41" id="ref44">41</reflink>]). Educational strategies to support student actions to prevent HRI during outdoor activity can be targeted toward children, caregivers, and school staff. However, heat-related modifications that depend solely on individuals, such as relying on children and parents to supply and carry sunscreen and water bottles, may be more effective when coupled with interventions implemented at higher levels of the hierarchy to manage and protect students' health during high-heat outdoor physical activities (Arizona Department of Health Services, [<reflink idref="bib3" id="ref45">3</reflink>]). Education to promote heat safety among students can include the following:</p> <p></p> <ulist> <item> Ensuring students use effective personal heat protection gear (e.g., sunscreen, wide-brimmed hat, sunglasses, and cooling towel; Shortridge et al., [<reflink idref="bib36" id="ref46">36</reflink>]).</item> <p></p> <item> Encouraging students to drink adequate amounts of water (Kenney et al., [<reflink idref="bib20" id="ref47">20</reflink>]; Pryor et al., [<reflink idref="bib33" id="ref48">33</reflink>]). Drinking water and adhering to a consistent hydration routine, especially during PA in high temperatures, benefits the body and promotes better student health (Griban et al., [<reflink idref="bib16" id="ref49">16</reflink>]).</item> <p></p> <item> Promoting sufficient sleep for recovering from heat exposure (Hatori, [<reflink idref="bib17" id="ref50">17</reflink>]).</item> </ulist> <p>Multiple organizations are involved in promoting heat safety education. For example, the Arizona Department of Health Services developed the Heat Illness Prevention School Project (HIPSP), which provides a toolkit for effective prevention of HRI at the school level (Arizona Department of Health Services, [<reflink idref="bib15" id="ref51">15</reflink>]). In addition, the Global Heat Health Information Network offers specialized e-learning courses on extreme heat and health (Global Heat Health Information Network, [<reflink idref="bib15" id="ref52">15</reflink>]). The National Weather Service provides educational materials such as heat safety brochures, interactive quizzes, and lessons tailored to teach students about heat dangers and ways to stay safe (National Weather Service, [<reflink idref="bib28" id="ref53">28</reflink>]).</p> <hd id="AN0187098040-12">Emergency Preparedness</hd> <p>Students experiencing symptoms of HRI should immediately cease all PA and move to a cool place (e.g., shade, indoors). If teachers (staff) notice any HRI symptoms in a student, they should take emergency action. Reducing a student's temperature quickly should be the initial response (California Department of Public Health, [<reflink idref="bib5" id="ref54">5</reflink>]). This temperature reduction can be accomplished in several ways: (a) moving to shade or inside; (b) applying ice packs or cooling towels to the neck, armpits, and groin; and (c) giving small sips of cool water (The University of Winnipeg, [<reflink idref="bib40" id="ref55">40</reflink>]). However, if the student is unconscious or if the student's level of awareness changes (e.g., confused or unresponsive), call an emergency center immediately for medical assistance (California Department of Public Health, [<reflink idref="bib5" id="ref56">5</reflink>]). Schools should establish emergency contact platforms, such as through phone, texts, or email, to quickly communicate updates in the event of a heat-related emergency (Lowe et al., [<reflink idref="bib24" id="ref57">24</reflink>]). Expanding the hours of the contact line could also be a way for school administrations to prepare for the heat, especially during forecasted heat waves.</p> <hd id="AN0187098040-13">Resources and Further Reading</hd> <p>Table 2 provides additional resources that offer tools and guidelines for managing heat in school settings.</p> <p>Table 2. Additional Resources for Heat Safety in Schools</p> <p> <ephtml> <table><thead><tr><td>Resource</td><td>Resource Type</td><td>Link</td></tr></thead><tbody valign="top"><tr><td>Centers for Disease Control and Prevention (CDC) First Aid for Heat Illness</td><td>Guidelines on recognizing and treating heat-related illnesses</td><td><ext-link ext-link-type="url" href="https://www.cdc.gov/niosh/docs/mining/UserFiles/works/pdfs/2024-100.pdf" /></td></tr><tr><td>Occupational Safety and Health Administration (OSHA) Heat Safety Tool App</td><td>Mobile app providing heat index information and safety precautions</td><td><ext-link ext-link-type="url" href="https://www.osha.gov/heat/heat-app" /></td></tr><tr><td>UVLens — UV Index Forecast App</td><td>Ultraviolet light index forecasts to help plan safe outdoor activities and promote sun safety</td><td><ext-link ext-link-type="url" href="https://www.uvlens.com/#forecast" /></td></tr><tr><td>National Oceanic and Atmospheric Administration (NOAA) Heat Index Calculator</td><td>Online tool to calculate heat index based on current temperature and humidity</td><td><ext-link ext-link-type="url" href="https://www.wpc.ncep.noaa.gov/html/heatindex.shtml" /></td></tr><tr><td>First Aid —American Red Cross App</td><td>Advice for everyday emergencies, including heat-related illnesses</td><td><ext-link ext-link-type="url" href="https://www.redcross.org/get-help/how-to-prepare-for-emergencies/mobile-apps.html" /></td></tr><tr><td>National Weather Service WBGT Data</td><td>Location-specific Wet Bulb Globe Temperature (WBGT) data, which can be used to assess heat risk and make informed decisions for outdoor activities</td><td><ext-link ext-link-type="url" href="https://www.weather.gov/rah/WBGT" /></td></tr></tbody></table> </ephtml> </p> <hd id="AN0187098040-14">Conclusion</hd> <p>This article discussed the risks related to heat-related illnesses, especially in vulnerable populations such as children in schools, and offered practical solutions to help school personnel create environments for safe play during extreme heat. Comprehensive strategies for managing heat risk in schools include physical separation, environmental modifications, administrative controls, and student actions. Schools are a key setting for encouraging and promoting PA (Corbin et al., [<reflink idref="bib10" id="ref58">10</reflink>]). As extreme heat events and persistent features of summer seasons become increasingly frequent globally (Ebi et al., [<reflink idref="bib14" id="ref59">14</reflink>]), ensuring that schools can continue to offer PA opportunities, even during extreme heat, is crucial for students' health and well-being. By understanding the risks and employing the strategies discussed in this article, schools can balance the importance of PA while protecting students from HRI.</p> <hd id="AN0187098040-15">Disclosure Statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0187098040-16"> <title> References </title> <blist> <bibl id="bib1" idref="ref21" type="bt">1</bibl> <bibtext> Amoadu, M., Ansah, E. W., Sarfo, J. O., & Hormenu, T. (2023). Impact of climate change and heat stress on workers' health and productivity: A scoping review. The Journal of Climate Change and Health, 12, 100249. https://doi.org/10.1016/j.joclim.2023.100249</bibtext> </blist> <blist> <bibl id="bib2" idref="ref9" type="bt">2</bibl> <bibtext> American Red Cross. (2021). 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Medicine & Science in Sports & Exercise, 48 (8), 1523 – 1529. https://doi.org/10.1249/MSS.0000000000000934</bibtext> </blist> </ref> <aug> <p>By Omar Albaloul; Pamela Hodges Kulinna; Marissa Schulke; Hyungsik Min; Jongseon Kim; Umar Hassan; Luke Pearson and Allison Poulos</p> <p>Reported by Author; Author; Author; Author; Author; Author; Author; Author</p> <p></p> <p>Omar Albaloul is a PhD candidate in the Mary Lou Fulton College for Teaching and Learning Innovation at Arizona State University in Mesa, AZ, and in the College of Education at Kuwait University in Kuwait City, Kuwait.</p> <p>Pamela Hodges Kulinna is a professor in the Mary Lou Fulton College for Teaching and Learning Innovation at Arizona State University in Mesa, AZ.</p> <p>Marissa Schulke is a PhD candidate in the College of Health Solutions at Arizona State University in Phoenix, AZ.</p> <p>Hyungsik Min is a PhD student in the Mary Lou Fulton College for Teaching and Learning Innovation at Arizona State University in Tempe, AZ.</p> <p>Jongseon Kim is a PhD student in the Mary Lou Fulton College for Teaching and Learning Innovation at Arizona State University in Mesa, AZ.</p> <p>Umar Hassan is a PhD student in the College of Health Solutions at Arizona State University in Phoenix, AZ.</p> <p>Luke Pearson is a graduate research aide in the Mary Lou Fulton College for Teaching and Learning Innovation at Arizona State University in Mesa, AZ.</p> <p>Dr. Allison Poulos is an assistant professor in the College of Health Solutions at Arizona State University in Phoenix, AZ.</p> </aug> <nolink nlid="nl1" bibid="bib22" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib37" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib25" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib31" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib23" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib29" firstref="ref10"></nolink> <nolink nlid="nl7" bibid="bib19" firstref="ref11"></nolink> <nolink nlid="nl8" bibid="bib26" firstref="ref14"></nolink> <nolink nlid="nl9" bibid="bib12" firstref="ref15"></nolink> <nolink nlid="nl10" bibid="bib27" firstref="ref18"></nolink> <nolink nlid="nl11" bibid="bib35" firstref="ref22"></nolink> <nolink nlid="nl12" bibid="bib32" firstref="ref24"></nolink> <nolink nlid="nl13" bibid="bib39" firstref="ref27"></nolink> <nolink nlid="nl14" bibid="bib38" firstref="ref28"></nolink> <nolink nlid="nl15" bibid="bib18" firstref="ref29"></nolink> <nolink nlid="nl16" bibid="bib42" firstref="ref30"></nolink> <nolink nlid="nl17" bibid="bib21" firstref="ref31"></nolink> <nolink nlid="nl18" bibid="bib34" firstref="ref32"></nolink> <nolink nlid="nl19" bibid="bib43" firstref="ref35"></nolink> <nolink nlid="nl20" bibid="bib11" firstref="ref38"></nolink> <nolink nlid="nl21" bibid="bib13" firstref="ref39"></nolink> <nolink nlid="nl22" bibid="bib30" firstref="ref40"></nolink> <nolink nlid="nl23" bibid="bib41" firstref="ref43"></nolink> <nolink nlid="nl24" bibid="bib36" firstref="ref46"></nolink> <nolink nlid="nl25" bibid="bib20" firstref="ref47"></nolink> <nolink nlid="nl26" bibid="bib33" firstref="ref48"></nolink> <nolink nlid="nl27" bibid="bib16" firstref="ref49"></nolink> <nolink nlid="nl28" bibid="bib17" firstref="ref50"></nolink> <nolink nlid="nl29" bibid="bib15" firstref="ref51"></nolink> <nolink nlid="nl30" bibid="bib28" firstref="ref53"></nolink> <nolink nlid="nl31" bibid="bib40" firstref="ref55"></nolink> <nolink nlid="nl32" bibid="bib24" firstref="ref57"></nolink> <nolink nlid="nl33" bibid="bib10" firstref="ref58"></nolink> <nolink nlid="nl34" bibid="bib14" firstref="ref59"></nolink>
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  Data: Comprehensive Strategies for Managing School-Based Physical Activity during Extreme Heat
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  Data: <searchLink fieldCode="AR" term="%22Omar+Albaloul%22">Omar Albaloul</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-3529-3571">0009-0002-3529-3571</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pamela+Hodges+Kulinna%22">Pamela Hodges Kulinna</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0355-0695">0000-0002-0355-0695</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marissa+Schulke%22">Marissa Schulke</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1964-3949">0000-0003-1964-3949</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hyungsik+Min%22">Hyungsik Min</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-6549-5772">0009-0002-6549-5772</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jongseon+Kim%22">Jongseon Kim</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-7445-314X">0009-0000-7445-314X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Umar+Hassan%22">Umar Hassan</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-6480-4606">0009-0003-6480-4606</externalLink>)<br /><searchLink fieldCode="AR" term="%22Luke+Pearson%22">Luke Pearson</searchLink><br /><searchLink fieldCode="AR" term="%22Allison+Poulos%22">Allison Poulos</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9645-7691">0000-0002-9645-7691</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Physical+Education%2C+Recreation+%26+Dance%22"><i>Journal of Physical Education, Recreation & Dance</i></searchLink>. 2025 96(6):7-14.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Physical+Activities%22">Physical Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Heat%22">Heat</searchLink><br /><searchLink fieldCode="DE" term="%22School+Safety%22">School Safety</searchLink><br /><searchLink fieldCode="DE" term="%22Risk+Management%22">Risk Management</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Persons%22">At Risk Persons</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Health%22">Child Health</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Influences%22">Environmental Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Climate+Control%22">Climate Control</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Environment%22">Physical Environment</searchLink>
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  Data: 0730-3084<br />2168-3816
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  Data: Students spend the majority of their waking hours at school, making it a critical setting for promoting physical activity across multiple contexts (e.g., recess, physical education, before- and after-school programs, and sports). However, extreme heat conditions pose significant challenges for schools in ensuring these PA opportunities remain both safe and accessible. To ensure students can stay active in hot conditions, school staff should be aware of the risks posed by heat-related illnesses and be equipped with strategies to modify outdoor activities and environments to reduce those risks. This article provides a summary of the risks associated with heat-related illnesses, particularly for vulnerable populations, and outlines a multi-tiered approach to managing these risks in school settings, including physical separation, environmental modifications, administrative controls, and student actions.
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      – TitleFull: Comprehensive Strategies for Managing School-Based Physical Activity during Extreme Heat
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          Identifiers:
            – Type: issn-print
              Value: 0730-3084
            – Type: issn-electronic
              Value: 2168-3816
          Numbering:
            – Type: volume
              Value: 96
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Journal of Physical Education, Recreation & Dance
              Type: main
ResultId 1