Schools in this arm will receive a PE audit and feedback tool delivered by the school district's teacher on special assignment for PE, which will consist of an audit of the school's existing PE program; Feedback on ways to improve the PE program; and technical assistance to help improve the PE program.

Schools in this arm will receive district-level support for PE as is typically provided by the school district.

The intervention consists of a Physical Education (PE) Audit and Feedback tool, which was adapted from work done through the PE Works program in the New York City Department of Education. A district-level PE program leader in Oakland Unified School District will deliver the tool, which consists of auditing the current status of PE in intervention schools, providing feedback on the status to help improve PE, and providing technical assistance to bring schools up to code and ensure support for PE programming.

Linear mixed effects models with random effects for school and grade were used to determine within group difference in change between baseline and follow up in scheduled minutes of physical education/week

Linear mixed effects models with random effects for school and grade were used to determine within group difference in change between baseline and follow up in estimated minutes of physical education/week based on data collected with the System for Observing Fitness Instruction Time

Linear mixed effects models with random effects for school and grade were used to determine within group difference in change between baseline and follow up in proportion of PE class time in MVPA based on data collected with the System for Observing Fitness Instruction Time

5 elementary schools were randomized to receive the intervention, which was adapted from a prior version using: 1) findings from another school district; 2) data collected through semistructured interviews with 20 principals from non-study schools on potential best-practices for the tool; and 3) in collaboration with the district's Physical Education Director. It consisted of five yes/no indicators of physical education quantity and quality indicators: 1) Schedule all students for physical education that meets California time requirements of the equivalent of 100 min physical education/week; 2) Hire credentialed physical education teachers and assign them with appropriate student-to-staff ratios; 3) Encourage and support teachers in participating in professional development learning opportunities; 4) Observe instruction to ensure physical education content standards and grade-level outcomes; 5) Educate school community, including teachers and parents, about physical activity and other wellness opportunities. The Physical Education Director was trained to implement PEAFC in the summer prior to Year 1 and collected audit data during Fall of Year 1 through visits to each intervention school. During these visits, he spoke with principals, physical education teachers, and classroom teachers, as well as observed physical education classes, to determine which of, and to what extent, the five audit indicators were being met.

Linear mixed effects models with random effects for school and grade were used to determine within group difference in change between baseline and follow up in scheduled minutes of physical education/week

5 schools were randomized to intervention and 5 were randomized to control condition. Data collection on PE schedules took place within each school. Data were aggregated at the school level.

Schools in this arm will receive a PE audit and feedback tool delivered by the school district's teacher on special assignment for PE, which will consist of an audit of the school's existing PE program; Feedback on ways to improve the PE program; and technical assistance to help improve the PE program.