On January 24, 2013, the Office for Civil Rights (OCR) issued a Dear Colleague Letter clarifying school's obligations under the Rehabilitation Act of 1973 to provide extracurricular athletic opportunities for students with disabilites. The guidance creates a clear roadmap for how schools can integrate students with disabilities into mainstream athletic programs and create adapted programs for students with disabilities.

"OCR's guidance is a landmark moment for individuals with disabilities, as it sends a loud message to educational institutions that students with disabilities must be provided opportunities for physical activity and sports equal to those afforded to students without disabilities," said Terri Lakowski, policy chair of the Inclusive Fitness Coalition (IFC) and nationally recognized sports policy advocate.

You may have seen this announcement in the media or through your organization, but what does it all mean and how will this impact extracurricular athletics?

The road towards victory for student athletes with disabilities was relentless. The letter released by the OCR came after ten years of advocacy to level the playing field in school-based athletic programs. The release of the Dear Colleague letter is merely further guidance on what should already be happening for students with disabilities, based on section 504 of the Rehabilitation Act of 1973. The purpose is to clarify school's responsibilities under the law; it does not provide any additional legislation. Similar to Title IX, which paved the way for women to have equal opportunities in sports, the updated guidance will hopefully provide a similar effect for student athletes with disabilities.

Above: Wheelchair athelete Tatyana McFadden, front, races in her first high school track meet alongside able-bodied runners, April 2006 in Rockville, MD. Photo courtesy of (Chris Gardner/AP)

Why are these guidelines important? The benefits of providing ALL students with opportunities for exercise and sports participation goes beyond justice and individual opportunity. There is a major epidemic of obesity among our youth and even more so among youth with disabilities.

"Inclusion in athletics is how children learn from each other, build social skills and optimize their growth and development. The OCR guidance is a clear indication that athletics is an extremely important part of our educational system and that youth and young adults with disabilities must be afforded the same opportunities as their non-disabled peers," said James Rimmer, Ph.D., who co-chairs the IFC and directs the National Center on Health, Physical Activity and Disability. "This should be part of a national strategy to lower obesity rates, which are disproportionately higher among youth with disabilities compared to their non-disabled peers." By providing equal access in extracurricular activities for students with disabilities, maybe we can begin to break down the common barriers to physical activity, and create a new culture of inclusion in our schools and communities.

To ensure equal opportunity does not mean a fundamental alteration to the program, but simply providing a reasonable modification to allow the student athletes with a disability to participate alongside their peers. The Dear Colleague Letter document outlines what constitutes a reasonable modification. One example is to provide a visual cue at the start of high school track races, simultaneously wtih the starter pistol sound, to be inclusive of students with hearing impairments. Another example of a reasonable modification is to allow an individual born with only one hand to be allowed to finish a swim race with a "onehand touch" as opposed to the "two-hand touch" finish rule for certain strokes. As you can see, inclusion can be a reality in all aspects of physical activity. The message is simple: Prevent Obesity, Be Inclusive.

The IFC, led by the Lakeshore Foundation in partnership with the American College of Sports Medicine, comprises over 200 organizations representing a cross-section of disability rights, sports, health/fitness, and civil rights communities. Recognizing the barriers that continue to limit opportunities for physical activity for individuals with disabilities in the school setting, the IFC works to expand opportunities for physical activity, exercise and athletics for individuals with disabilities. For more information, please visit www.incfit.org and www.lakeshore.org.

Generous partners sometimes underwrite sophisticated marketing campaigns, reaching target audiences with carefully honed messages about health and wellness. But without such resources, proponents of physical activity must find other ways of getting the point across. This is the intersection of advocacy, strategy and ingenuity.

The American College of Sports Medicine (ACSM) uses a special-event strategy that I'll paraphrase as "taking the show to the audience." The idea, in short, is to piggyback on a gathering that is already being planned and promoted in its own right. This eases the burden of creating an event out of whole cloth and taking on all the responsibility for planning, promoting and paying for it as a forum for your announcement. An important bonus is the added momentum such leverage lends to both events.

Savvy leaders of nonprofits use a similar strategy to communicate key points. Examples abound of campaigns relying on partner organizations' use of existing communication channels to pass along message points. Traditionally, this has meant passing on articles and online links. More recently, the headlong momentum of social media means that posts, "likes" and retweets can propel an idea faster than you can say, "Please share this."

A related notion flips the reality that, for many families, mothers are the gatekeepers of family health information. While this is quite true (and central to many programs that target women to promote family health and wellness), another strategy reaches families at their point of connection with important programs and institutions - schools.

I saw this at work recently at Capital City Public Charter School in Washington, DC. Capital City has a culture of wellness that infuses the curriculum. Students at all levels pursue age-appropriate physical activity - from in-class learning to after-school sports and field trips - guided by fitness teachers, parents and guests. Beginning in first grade, students learn about bodily systems and nutrition. The dedication to holistic fitness and wellness helped earn Capital City Public Charter School the distinction of being selected to receive the first Live Positively fitness center award by the National Foundation for Governor's Fitness Councils, chaired by Jake Steinfeld and in partnership with ACSM.

Capital City's health-and-fitness culture extends beyond students, faculty and staff. By design, those messages reach whole families. Youngsters naturally bring home and share what they learn. Beyond that, the school has after-hours programming aimed at parents and siblings. This approach clearly works, at least for this diverse urban community. And I believe it can be equally successful throughout the country.

How can your organization use established programs to convey messages about physical activity?

What communication vehicles already in use could reach target audiences with health-and-fitness information?

Written by Suzanne Hurley, CDC's Division of Nutrition, Physical Activity, and Obesity

Many people are aware that too few U.S. high school students in grades 9-12 are getting enough physical activity. But do you know which groups of high school students are getting less physical activity than others?

The findings of a recent school-based study - the CDC 2010 National Youth Physical Activity and Nutrition Study (NYPANS) - provide the answers. The results can be found in a June issue of Morbidity and Mortality Weekly Report (MMWR), but here are some highlights:

More high school male students than female students met the Healthy People 2020 aerobic and muscle strengthening activity objective:

• 18.5% of male high school students
• 5.8% of female high school students

Additionally, more students met the aerobic and muscle strengthening activity objective during their early high school years.

• 15.0% of 9th graders
• 12.3% of 10th graders
• 10.7% of 11th graders
• 10.3% of 12th-graders

Nationwide, only 15.3% met the aerobic objective of the Healthy People 2020 Physical Activity objectives, 51% met the muscle-strengthening objective, and 12.2% met the objective for both aerobic and muscle-strengthening activities.

Healthy People 2020 objectives measure recommended levels of youth physical activity and are based on the 2008 Physical Guidelines for Americans:

Youth aged 6 to 17 years need at least 1 hour of physical activity each day, and muscle strengthening activity at least 3 days a week.

To improve youth physical activity participation, efforts are needed among CDC, state and local public health agencies, schools, and other public health partners that promote physical activity.

Communities have an important role to play in supporting efforts to promote or create school-based quality physical education programs, and to create or enhance access to places for physical activity.

Listen to a Podcast on the importance of physical activity. Read more information on school guidelines and strategies.

How can you improve physical activity participation rates among all high school students?