Designing for Health: Architecture for Physical Education and Activity

Introduction

Creating effective and engaging health and physical education buildings requires careful consideration of various factors. These spaces should not only accommodate diverse activities but also promote health, well-being, and social interaction among students and the wider community. This article explores key design considerations for health and physical education buildings, drawing on evidence-based guidelines, best practices, and real-world examples.

The Mission of Physical Education Complexes

The primary mission of a Physical Education Complex (PEC) is to create an exciting, lively place where students can exercise, socialize, and relax. Consider the Physical Education Complex (PEC) at Rio Hondo College. It provides state-of-the-art technology in the areas of health and fitness including a fitness center, multipurpose rooms, showers/lockers rooms, athletic offices and support areas. These building activities are complimented with outdoor sports facilities which include eight tennis courts and two pools, a 35-meter competitive pool and a physical therapy/adaptive use pool.

Key Components of a Physical Education Building

A comprehensive health and physical education building typically includes a variety of spaces designed to support different activities and needs. These may include:

Fitness Center: Equipped with state-of-the-art technology for cardiovascular and strength training.
Multipurpose Rooms: Flexible spaces that can be adapted for various activities such as dance, yoga, and group fitness classes.
Shower/Locker Rooms: Well-maintained and accessible facilities for changing and personal hygiene.
Athletic Offices: Administrative spaces for coaches and staff.
Support Areas: Storage, equipment maintenance, and first-aid facilities.
Outdoor Sports Facilities: Tennis courts, swimming pools, athletic fields, and tracks.

Designing the Physical Fitness (Exercise Room) Space

The Physical Fitness (Exercise Room) space type is a space specifically designated for exercise, fitness training, and physical wellness activities. With a variety of equipment and workout stations, as well as ample natural light coupled with light sources at the equipment, this physical fitness space offers a comprehensive set of activities in an open and flexible environment. The Physical Fitness (Exercise Room) space types provide a comprehensive, varied program of physical activities to meet the individual training regimens of its occupants. Indoor fitness programs can typically be divided into four categories of exercise: warm-up/cool down, free weight, circuit training, and cardiovascular. Each area that houses a particular exercise category should be designed around the requirements of the necessary equipment, including spatial, utility, and HVAC requirements, as well as circulation and control. Also important to the design of this space type is the durability of finishes, flexibility of space, and acoustical control.

Key Design Objectives

Typical features of physical fitness space types include the list of applicable design objectives elements as outlined below.

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Accessibility and ADA Compliance

ADA Compliance: The American with Disabilities Act (ADA) protects against discrimination on the basis of disability in employment, government, public accommodations, and commercial facilities, among others. Title III of the ADA covers businesses and nonprofit service providers that are public accommodations, which include fitness facilities. Public accommodations must comply with specific requirements pertaining to the architecture, policies, practices, and other accessibility requirements.

Flooring Considerations

Flooring: Accessibility standards require ground and floor surfaces to be slip resistant, but they do not specify a minimum level of slip resistance or coefficient of friction. Several floors considered compliant for fitness facilities include rubber tiles and plank, cork engineered floating planks and glue down tile, carpet tiles, Wood Plastic Composites, Stone Plastic Composites, Rigid Vinyl Flooring, tile, wood, and laminate.

Aesthetics and User Experience

Physical fitness space design must take into consideration the aesthetics of the intended groups it will serve. The quality of the spaces, including the finishes, furnishings, lighting, and signage all contribute to the look and feel that is desired for the type of clientele the physical fitness space supports. Views: Provide a range of views, especially to the outdoors and nature, whenever possible. Coordinate: Plan and coordinate the details of the physical fitness space holistically in order to maximize the investment and reduce first costs as well as long-term costs.

Spatial Requirements and Flexibility

Spatial Requirements of Equipment and Exercise Activities: A minimum 12' ceiling height is generally required in this space type to accommodate the clearances needed for daily equipment usage. Special surfaces are also required for many athletic activities such as cushioned training surfaces, mirror walls, or impact-resistant walls. Flexibility: Design spaces to accommodate a wide range of activities and allow for flexibility should the use, activity, or exercise requirements change.

Durability and Safety

Durability of Structure and Finishes: Increased structural steel is typically provided to reduce vibration transmission. Exercise and weight rooms, including equipment storage rooms, should be designed for a 150 LB/SF live load. Finishes should be durable and easy to maintain in anticipation of maximum use. Hazards: Plan for fire protection, occupant safety and health, and natural hazards mitigation, as well as security for building occupants and assets. Design the space to minimize tripping, slipping, electrical, and other hazards, especially in wet areas such as showers, restrooms, saunas, pools, stairs, and entrances. Technology: Employ technology to reduce theft, unauthorized access, and other unwanted behaviors. Check-in technology can include membership cards, cardless check-ins, check-in cards with proximity readers embedded with a code that, when read, signals certain doors to open or turnstiles to function to let the user access the facility.

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HVAC and Environmental Considerations

Special HVAC: Employ measures to reduce moisture and odor migration to other spaces-assume this space type requires a 20% increase in cooling capacity above the overall building shell and core. Provide a separate AHU for exercise areas. Fitness centers will typically have negative air pressure relative to other areas of the building. Natural Daylighting: Take advantage of natural daylighting, through the appropriate placement of windows and skylights, and natural ventilation to lower utility costs. Utilize features such as shading devices to decrease direct solar gain. Energy-Efficient Fixtures and Equipment: To reduce energy loads, install energy efficient materials, lighting, fixtures, equipment, and programmable thermostats. Water Use Reduction: Incorporate water-efficient toilets, showers, drinking fountains, and fixtures and incorporate water recycling where possible. Alternative Energy Sources: Consider powering the space with alternative energy sources such as solar or wind power. Materials: Incorporate sustainable, eco-friendly materials into the spaces including recycled materials, sustainably-harvested wood, natural stone, and ceramic tiles that meet green building standards.

Integrating Sustainability

Sustainable design principles are increasingly important in the construction and renovation of health and physical education buildings. Incorporating environmentally friendly materials, energy-efficient systems, and water conservation measures can significantly reduce the building's environmental impact and operational costs.

Energy Efficiency

Natural Daylighting: Maximize natural light through strategic window and skylight placement to reduce reliance on artificial lighting.
Energy-Efficient Lighting: Use LED lighting and occupancy sensors to minimize energy consumption.
Efficient HVAC Systems: Implement high-efficiency heating, ventilation, and air conditioning systems with smart controls.
Renewable Energy: Consider solar panels or wind turbines to generate on-site renewable energy.

Water Conservation

Low-Flow Fixtures: Install water-efficient toilets, showers, and faucets to reduce water usage.
Water Recycling Systems: Implement systems for capturing and reusing rainwater or greywater for irrigation.
Drought-Resistant Landscaping: Use native plants and efficient irrigation systems to minimize water consumption for landscaping.

Material Selection

Recycled Materials: Choose building materials with high recycled content to reduce the demand for virgin resources.
Sustainable Wood: Use wood products certified by the Forest Stewardship Council (FSC) to ensure responsible forest management.
Low-VOC Materials: Select paints, adhesives, and other materials with low volatile organic compound (VOC) emissions to improve indoor air quality.

Promoting Physical Activity Through Design

In addition to providing dedicated spaces for exercise, health and physical education buildings can be designed to encourage physical activity throughout the school environment.

Stairwells

Visible and Accessible Stairs: Locate stairwells in prominent locations and make them visually appealing to encourage their use instead of elevators.
Attractive Design: Incorporate natural light, artwork, and motivational signage to make stairwells more inviting.

Walkways and Paths

Safe and Accessible Routes: Create well-maintained walkways and paths that connect different parts of the campus and encourage walking and cycling.
Landscaping and Shading: Provide shade trees and attractive landscaping along walkways to make them more comfortable and enjoyable.

Outdoor Spaces

Multi-Use Fields: Design flexible outdoor spaces that can be used for a variety of activities, such as sports, recreation, and outdoor classes.
Playgrounds and Courts: Provide age-appropriate playgrounds and sports courts to encourage active play among students.

Case Studies

Mt. SAC Kinesiology and Athletics Complex

At Mt. SAC, athletics isn’t just a part of their identity-it’s the heartbeat of the community. Renowned for their elite athletics programs, they continue to set the benchmark in the region. The new Kinesiology and Athletics Complex is a testament to this commitment, replacing outdated facilities with modern infrastructure. The new 32-acre athletics precinct at Mt. SAC has revitalized the historic Hilmer Lodge Stadium and surrounding areas. This 685,000+ SF complex features a state-of-the-art 12,000-seat stadium, a fieldhouse, a gymnasium, a long-course competition pool, a diving and warm-up pool, a wellness center, tennis courts, a parking structure, and Heritage Hall. The stadium’s design is a testament to flexibility and adaptability. Its temporary seating can be expanded from 12,000 to nearly 20,000 seats, and the parking structure doubles as a staging area to meet major media television requirements. Celebrating heritage was a key goal for the project; in addition to the hall of fame gallery, displays, super graphics, and digital installations throughout the complex continually honor the college’s athletic past and present. Product selections were chosen to meet high-performance athletic standards, align with campus norms, and create healthy environments for training and performance. Aiming for LEED Silver certification and adhering to the campus Climate Action Plan, the project prioritized sustainable strategies that benefit users’ health, performance, education, and experience. Solar orientation, wind direction, landscaping, viewing lawns, canopies, and plaza spaces all contribute to high-level competition and comfort. Native landscaping reduces water demand, while bio-swales and underground water storage treatment systems manage water use and prevent stormwater runoff.

University of Idaho Physical Education Building

Date: 1969-. Architect: Fulton Gale of Culler, Gale, Martell (Coeur d'Alene); General contractor Sceva Construction Co. Description: 52,846 sq. Use History: Completed January 1970. Cost: $1,227,127. The Physical Education Building (PEB), originally known as the Women’s Health Education Center, was completed in 1970 alongside the adjoining Swim Center. Coeur d’Alene architect Fulton Gale of Culler, Gale, and Martell designed the building. It was commissioned after the Women’s Gymnasium was repurposed for the Art and Architecture Department. The new facility aimed to support women’s health education. Over time, the PEB has housed physical education classrooms, staff offices for the College of Education, Health and Human Sciences, locker and equipment rooms, a gymnasium, and a dance studio. As of 2024, the building continues to serve these functions, while the Swim Center remains in use as originally intended. The building features a two-story, rectangular plan with a long eastern front, short north and south ends, and projecting wings to the northeast and southwest. The design connects irregularly at the north to the Swim Center. The structure comprises steel-reinforced concrete masonry units set on a slab and concrete basement foundation. Its red brick veneer is laid in running stretcher bond. The roof combines saltbox and shed forms with black metal cladding on visible areas and a white membrane covering the remainder. Entrances feature glass double doors with black trim, transoms, and sidelights.

Physical Activity Design Guidelines for School Architecture

To address childhood obesity. While research has demonstrated associations between aspects of school environments and students’ physical activity, the literature currently lacks a synthesis of evidence to serve as a practical, spatially-organized resource for school designers and decision-makers, as well as to point to pertinent research opportunities. This paper describes the development of a new practical tool: Physical Activity Design Guidelines for School Architecture. Its aims are to provide architects and designers, as well as school planners, educators, and public health professionals, with strategies for making K-12 school environments conducive to healthy physical activity, and to engage scientists in transdisciplinary perspectives toward improved knowledge of the school environment’s impact. We used a qualitative review process to develop evidence-based and theory-driven school design guidelines that promote increased physical activity among students. The design guidelines include specific strategies in 10 school design domains. Implementation of the guidelines is expected to enable students to adopt healthier physical activity behaviors. Physical activity (PA), health, mental alertness, and quality of life are closely interconnected, and the human body needs regular PA in order to function optimally. Evidence is emerging as to the association between children’s PA and academic achievement [1-3], and a substantial body of literature has demonstrated associations between children’s PA and current and future health status, including obesity and related diseases [4]. children and youth being overweight or obese today [6]. In recent years, research on childhood obesity has increasingly focused on transdisciplinary approaches [10], and ecological models with environmental correlates [11], as individually-focused prevention and treatment efforts promoting activity and dietary behavioral change have been difficult to sustain and have had relatively little population-level impact [12,13]. In public health, the built environment has been conceptualized to contain environmental domains-physical, legal, policy, social and cultural-that influence health-related behaviors [14-16]. Theories from several fields of inquiry-including proxemics, architectural theory, environmental psychology, and behavioral geography-have posited that the physical or ‘built’ environment and human behaviors are interrelated, and that physical and social environments are intrinsically linked [17-22]. In addition, social theories have contributed concepts, such as observational learning and environmental determinism, which posit that people can learn new behaviors via exposure to modeling and to environmental change [23,24], and that social structure and human action are interdependent in time and space [25]. Building upon theoretical notions of environment-behavior relationships, studies have focused on the relationships between children’s PA and neighborhood environment characteristics [26], as well as the school classroom environment’s impact on teacher and student behaviors and psychosocial outcomes [27,28]. Some scientists have suggested that the obesity epidemic is related to “chair-enticing environments,” and have recommended policy changes to promote default PA in school, home and work environments [37]. Interventions to reduce overall time in sedentary behaviors [38], as well as to alter the manner of sedentary time accumulation may be important, as breaks in sedentary behavior have been positively associated with lower body mass index (BMI), and better blood lipids and glucose tolerance [39]. In addition, research has shown that increases in energy expended in everyday activities other than sports-type exercise can impact overall energy balance and can provide protection against fat gain and obesity [40-42]. Based upon associations between aspects of the built environment and health, many have recommended built environment regulatory and non-regulatory policy strategies intended to increase health-promoting behaviors. populations’ physical inactivity: “Healthy and safe community environments” is one of four major strategic directions of the National Prevention Strategy, focusing on transforming community settings, including schools, to make healthy choices the “easy” choices. National Prevention Strategy recommendations include integration of health criteria into decision-making across relevant sectors, identifying and implementing proven strategies, and conducting research in areas where evidence is not clear [43]. The City of New York has implemented Active Design Guidelines to promote active and healthy living among its residents [44,45]. It has also worked with partners to develop safety strategies for active living [46], and active living housing approaches [47]. Green Building Council (USGBC), has recommended development of evidence-based guidelines for the building industry to promote PA [48]. Schools have been consistently highlighted as important venues for policy-level decisions that impact the health of youth [4,51-54]. A 2012 Institute of Medicine (IOM) report noted that “[c]hildren spend up to half their waking hours in school. In an increasingly sedentary world, schools therefore provide the best opportunity for a population-based approach for increasing PA among the nation’s youth” [55]. Thus, increasing children’s PA in the school environment is now a national priority to address childhood obesity. A 2013 IOM report further emphasized the need to develop high-quality research on the influence of school design on children’s PA and to embrace a “whole-of-school” approach to childhood obesity [4]. Research has indicated that children were sedentary during 70% of class time, including PE class, and that most children also remained sedentary during break and lunchtime [56], highlighting a substantial opportunity to increase PA during the school day. Correlation between school-based physical education (PE) curricula and overall student PA has been documented [57]. Multi-component, evidence-based school PA interventions, often focusing on PE curricula and including regular activity breaks and family strategies, have been most effective in children [59], but the literature is not clear as to the direct, mediating, or modifying impacts of the built or physical school environment in such interventions. Collaborative work in public health and architecture has pointed to the potential for school design to play a substantial role in obesity prevention [15,60]. The billions spent annually in the U.S on public school construction, including new schools, additions, and renovations [61], represent opportunities both to implement evidence-supported health-promoting school designs to reach diverse populations of children, and to develop research opportunities that improve the evidence base. The Healthy Eating Design Guidelines for School Architecture introduced design strategies in school spatial domains to encourage healthy eating behaviors among school communities [62,63]. Here we present a complementary practical synthesis of theory- and evidence-supported school design strategies, in 10 design domains, to promote healthy PA behaviors in school communities. We conducted a comprehensive literature search encompassing K-12 school physical or ‘built’ designs and characteristics, and student PA-related outcomes. Our intention was not to determine or quantify a relationship between a pair of discreetly defined and measured variables, but rather to cover the breadth of research that could have bearing on the development of a translational tool to support both design practitioners and scientists wishing to build upon the evidence base informing PA-promoting school design. We searched the following databases: PubMed/Medline, psycINFO, CINAHL, ERIC, Physical Education Index, Avery Index to Architectural Periodicals, and Educational Administration Abstracts. In PubMed, we employed Medical Subject Headings (MeSH) code, using the following search structure: (Schools[mesh] OR school*) AND (“facility design and construction”[mesh] OR architecture OR “environment design”[mesh] OR “city planning”[mesh] OR “school design” OR “building design” OR “built environment”) AND (exercise[mesh] OR obesity/prevention and control[mesh] OR “health promotion”[mesh] OR “physical activity”). In addition, we conducted a title/abstract [tiab] search of PubMed. For databases not using MeSH, we used a somewhat broader and more simplified keyword structure based on the above, so as to ensure comprehensive coverage of work pertaining to school physical environment variables and PA. Searches included literature through June 2014. One abstract reference was subsequently updated when the full-text article became available [64], and one study in review was subsequently published as an abstract [65]. We identified 422 unique sources as potentially relevant to the topic of designing K-12 schools to promote PA. We generally excluded sources that did not pertain to child or adolescent populations, and schools and surrounding environments, unless the work pertained to specific environmental variables or issues of relevance where similar focus on children’s PA and K-12 schools was not available. We also included a few studies in university and other buildings, where environmental variables were of interest, and K-12 school-based studies were not available. In particular, these studies addressed stair usage mainly by adults in several stair intervention scenarios. In order to be inclusive of practice-based outcomes-oriented thinking related to schools, we initially reviewed articles in the architectural literature focusing on learning outcomes in children. However, since these school-related articles did not address PA, they were excluded from the final set of literature. We included one study with the outcome of fat mass index that pertained to active commuting and built environment associations, one study of learning outcomes that were related to school physical environment features and concomitant student PA, and one study of walkability around schools based upon neighborhood-level secondary data. Although we generally limited the search to English-language articles, we included 2 relevant German studies that have not been translated to English. Of 229 full-text sources assessed, we retained 184 for qualitative review. For translation to the design guidelines, we focused on 77 sources that were empirical studies or reviews of empirical work, and that pertained to physical environmental variables that could potentially be designed by practitioners.

tags: #health #and #physical #education #building #design