Section ②
Movement
Walkability, Routines & Environment
When I travelled to Europe, especially to France, I was surprised by how much walking we were doing, at first, I attributed it to the fact that we were on vacations and considering that when we go on vacations anywhere we walk a lot, it did not seem so different but when I observed the French people living there I realized that they did walk a lot all year long. Most of the teenagers I encountered walked to school, walked to their friends meetings or other activities, walked to public transportations, and their parents walked often as well. In fact, it became obvious that they all walked much more than my peers in America. It made me questioned why it was different and led me to research the issue and here is what I found out.
Systems Framing
Physical activity is not only a product of individual motivation, it is largely shaped by environmental design. Urban planning, transportation infrastructure, school location, and neighborhood layout are all upstream variables that determine how much a teenager moves on any given day, often without making a single conscious decision about exercise.1
Walking as a Default in France
In France, particularly in cities and towns, walking is built into the structure of daily life. Distances between home, school, shops, and transit stops are typically short. Europe in general has launched programs focusing on encouraging people to bike and walk. Europe is extremely focused on cycling as an alternative to driving car and on October, 1st 2025, the European Commission even adopted a progress report on the European declaration on cycling, which shows how dedicated the EU is to encourage cycling. The report shows and encourages cycling as a clean, affordable and health-boosting way to travel. Public transportation networks are dense, and using them requires walking to and from stations. Walking counts in many European cities for 20–25% of all trips (door-to-door). Some very pedestrian friendly cities reach a much higher share, e.g. Paris (39%). Students in many French cities commonly walk to school, walk to the market with family, and use walking as a primary mode of transportation throughout the day.2
This is not always a fitness decision, it is an infrastructural outcome. The built environment makes walking the path of least resistance. My observation during my French travel was that a French teenager walks a lot through routine daily activity, even without structured exercise.
Movement Patterns in the United States
In the United States, suburban and exurban development patterns have made car dependency the norm for most families. Schools are often located at distances that make walking impractical or unsafe, and sidewalk infrastructure is unreliable.4 As a result, a teenager in a typical American suburb may not walk a lot through routine activity alone.3
This does not indicate a lack of interest in health or a lack of guidance as many reports, guidelines, and recommendations insist on the benefits of a physically active lifestyle for adult as well as teens and children. In fact, youth participation in organized sports in the United States is relatively high.5 However, organized sports require deliberate scheduling, transportation, equipment, and parental coordination. They represent a different type of movement, typically more intense but episodic, rather than continuous and integrated throughout the day.6
Physical Education
Both countries mandate physical education in schools, but with different structures.
- France: Students typically receive approximately two hours per week of required physical education (EPS, Éducation Physique et Sportive), delivered through a standardized national curriculum.7
- United States: PE requirements vary significantly by state and school district, and have been reduced in many areas due to budget constraints and increased academic pressure.8
Systems Comparison
| Variable | France | United States |
|---|---|---|
| Primary transport mode for teens | Walking + public transit2 | Car (parents or self) (except maybe in big cities) |
| Organized sports participation | Moderate / club-based2 | High / school and club-based5 |
| Movement pattern | Distributed throughout the day | Concentrated in sessions |
| Urban walkability (average) | High in cities and towns2 | Low–moderate (for suburban areas/may be higher in big cities) |
| Mandatory PE | ~2 hrs/week, standardized | Varies by state; often reduced (in Florida8, students must earn one full credit in Physical Education (PE), which must include the integration of health. As a result some of classes are not actual exercise and there is a competency test which is not a physical test) |
What the Research Shows
The Centers for Disease Control and Prevention (CDC) and the American College of Sports Medicine (ACSM) recommend that adolescents engage in at least 60 minutes of moderate-to-vigorous physical activity daily.9
Research consistently shows that distributed movement throughout the day, such as walking and light activity, is associated with improved metabolic and cardiovascular health, independent of structured exercise sessions.6
A study published in Preventive Medicine (Larouche et al., 2014) found that adolescents who actively commute, by walking or cycling, show lower BMI and better cardiovascular fitness indicators compared to those who rely on passive transportation.10
Below are the recommendations from the U.S. Department of Health and Human Services, Office of disease Prevention and Health Promotion for kids and teens 9:
Systems Observation
The French model illustrates how health outcomes can be included within cities’ infrastructure. When movement is the default rather than the exception, it does not rely on motivation, it is produced by the environment itself.1
This reflects a key systems principle: the most sustainable behaviors are those that require the least individual effort because they are structurally supported.1
Designing for movement, including walkable or bicycle-accessible school routes, transit integration, and pedestrian-friendly environments, is increasingly recognized as a high-impact public health strategy, potentially more effective than individual wellness programs.1
Footnotes & Sources
1. Built environment & physical activity (systems framing)
Sallis, J. F., et al. (2016). Physical activity in relation to urban environments in 14 cities worldwide. The Lancet, 387(10034), 2207–2217. doi:10.1016/S0140-6736(15)01284-2
- PubMed: https://pubmed.ncbi.nlm.nih.gov/27045735/
- Free full text (PMC): https://pmc.ncbi.nlm.nih.gov/articles/PMC10833440/
Ding, D., et al. (2011). Neighborhood environment and physical activity among youth: A review. American Journal of Preventive Medicine, 41(4), 442–455. doi:10.1016/j.amepre.2011.06.036
- PubMed: https://pubmed.ncbi.nlm.nih.gov/21961474/
- Full text (ScienceDirect): https://www.ajpmonline.org/article/S0749-3797(11)00459-4/fulltext
2. Walkability & transport (France / Europe)
SDES/INSEE, Enquête Mobilité des Personnes 2018–2019 (EMP 2019). Service des données et études statistiques (SDES), Ministère de la Transition écologique, and INSEE. Comment les Français se déplacent-ils en 2019 ? Résultats de l’enquête mobilité des personnes. September 2020.
European Commission. Expert Group on Urban Mobility: Recommendations on How to deal with limited urban space and conflicting demands for it, taking into account social, climate and environmental goals (30.01.2025):
European Commission (2018). Urban Mobility Report.
Example of European programs promoting mobility (whether it is walking or cycling):
- https://transport.ec.europa.eu/news-events/news/europeanmobilityweek-2019-promoting-walking-and-cycling-better-towns-and-cities-2019-09-16_en
- https://transport.ec.europa.eu/news-events/main-events/urban-mobility-days-2023_en
- https://transport.ec.europa.eu/news-events/main-events/urban-mobility-days-2025_en
- https://transport.ec.europa.eu/news-events/news/expert-group-advances-sustainable-urban-mobility-insights-2026-workplan-2026-02-13_en
- https://transport.ec.europa.eu/news-events/news/eu-progress-cycling-greener-healthier-more-inclusive-mobility-2025-10-01_en
European Declaration on Cycling:
3. Step counts (adolescent benchmarks)
Tudor-Locke, C., et al. (2011). How many steps/day are enough? For children and adolescents. International Journal of Behavioral Nutrition and Physical Activity, 8:78. doi:10.1186/1479-5868-8-78
4. U.S. suburban design & car dependency
Transportation, Pedestrian Facilities, Schools, Walking and Biking to School; Xuemei Zhu, BArch & Chanam Lee, PhD
Parent Safety Perceptions of Child Walking Routes, Cody Evers, M.S., M.C.R.P., Shawn Boles, Ph.D., Deb Johnson-Shelton, Ph.D., Marc Schlossberg, Ph.D., and David Richey, M.L.A.
5. Recognized benefits of an active lifestyle and Youth sports participation (U.S.)
How many steps/day are enough? for children and adolescents
Aspen Institute, Project Play (2022). State of Play Report.
National Federation of State High School Associations (NFHS), annual participation survey.
- Survey archive: https://nfhs.org/resources/sports/high-school-participation-survey-archive
- Most recent full PDF (2022–23): https://www.nfhs.org/media/7212351/2022-23_participation_survey.pdf
6. Distributed vs. concentrated physical activity
Dunstan, D. W., et al. (2012). Breaking up prolonged sitting reduces postprandial glucose and insulin responses. Diabetes Care, 35(5), 976–983. doi:10.2337/dc11-1931
- PubMed: https://pubmed.ncbi.nlm.nih.gov/22374636/
- Free full text (PMC): https://pmc.ncbi.nlm.nih.gov/articles/PMC3329818/
- Publisher (ADA): https://doi.org/10.2337/dc11-1931
7. Physical education in France
French Ministry of Education (Ministère de l’Éducation Nationale), EPS curriculum requirements.
8. Physical education in the United States
SHAPE America (Society of Health and Physical Educators), national PE standards.
CDC, School Health Policies and Practices Study (SHPPS). [Knowledge cutoff applies, verify current availability; the SHPPS page has undergone restructuring.]
Florida specifics:
Grade Level Requirements:
Elementary: Section 1003.455, F.S., requires 150 minutes of physical education each week for students in grades K-5. A minimum of 30 consecutive minutes is required on any day that physical education instruction is provided.
Middle: Section 1003.455, F.S., requires one class per day for one semester of physical education each year for students enrolled in grades 6-8.
High: Section 1003.4282, F.S., requires one credit in physical education with the integration of health.
9. Physical activity guidelines (authoritative)
U.S. Department of Health and Human Services (2018). Physical Activity Guidelines for Americans, 2nd edition.
- Main portal: https://odphp.health.gov/our-work/nutrition-physical-activity/physical-activity-guidelines/current-guidelines
- Direct PDF: https://odphp.health.gov/sites/default/files/2019-09/Physical_Activity_Guidelines_2nd_edition_Presentation.pdf
2008 physical activity guidelines for Americans: be active, healthy, and happy! JE Fulton, HW Kohl. [Local file: file:///E:/downloads/cdc_23099_DS1%20(1).pdf]
Guideline for parents, “Get your kids moving”:
10. Active commuting & adolescent health outcomes
Larouche, R., et al. (2014). Associations between active school transport and physical activity, body composition and cardiovascular fitness. Preventive Medicine, 57(5), 546–551.
[Local file: file:///E:/downloads/Larouche_jpah_2011_0345_inpress.pdf]
Lubans, D. R., et al. (2016). Physical activity for cognitive and mental health in youth. Pediatrics, 138(3).
[Local file: file:///E:/downloads/PAandMHmechanisticreviewpublishedversion.pdf]
Section ②
Mouvement
Marchabilité, routines et environnement
Lorsque j'ai voyagé en Europe, en particulier en France, j'ai été surprise par la quantité de marche que nous faisions ; au début, je l'attribuais au fait que nous étions en vacances et, sachant que lorsque nous partons en vacances n'importe où nous marchons beaucoup, cela ne semblait pas si différent, mais lorsque j'ai observé les Français qui y vivent, j'ai réalisé qu'ils marchaient effectivement beaucoup toute l'année. La plupart des adolescents que j'ai rencontrés marchaient pour aller à l'école, marchaient pour rejoindre leurs amis ou d'autres activités, marchaient vers les transports en commun, et leurs parents marchaient souvent aussi. En fait, il est devenu évident qu'ils marchaient tous bien plus que mes pairs en Amérique. Cela m'a amenée à me demander pourquoi c'était différent et m'a conduite à faire des recherches sur la question, et voici ce que j'ai découvert.
Cadrage système
L'activité physique n'est pas seulement un produit de la motivation individuelle, elle est largement façonnée par la conception environnementale. L'urbanisme, l'infrastructure de transport, l'emplacement de l'école et l'aménagement du quartier sont autant de variables en amont qui déterminent combien un adolescent se déplace un jour donné, souvent sans prendre une seule décision consciente concernant l'exercice.1
La marche comme défaut en France
En France, particulièrement dans les villes et les bourgs, la marche est intégrée à la structure de la vie quotidienne. Les distances entre le domicile, l'école, les commerces et les arrêts de transport sont généralement courtes. L'Europe en général a lancé des programmes visant à encourager les gens à faire du vélo et à marcher. L'Europe est extrêmement focalisée sur le cyclisme comme alternative à la voiture et, le 1er octobre 2025, la Commission européenne a même adopté un rapport d'avancement sur la déclaration européenne sur le cyclisme, ce qui montre à quel point l'UE est déterminée à encourager le cyclisme. Le rapport présente et encourage le cyclisme comme un moyen de déplacement propre, abordable et bénéfique pour la santé. Les réseaux de transports en commun sont denses, et leur utilisation nécessite de marcher vers et depuis les stations. La marche compte dans de nombreuses villes européennes pour 20–25 % de tous les trajets (porte-à-porte). Certaines villes très favorables aux piétons atteignent une part bien plus élevée, par exemple Paris (39 %). Les élèves dans de nombreuses villes françaises marchent couramment pour aller à l'école, marchent au marché avec leur famille, et utilisent la marche comme mode de transport principal tout au long de la journée.2
Ce n'est pas toujours une décision de remise en forme, c'est un résultat infrastructurel. L'environnement bâti fait de la marche la voie de moindre résistance. Mon observation pendant mon voyage en France était qu'un adolescent français marche beaucoup à travers l'activité quotidienne de routine, même sans exercice structuré.
Schémas de mouvement aux États-Unis
Aux États-Unis, les schémas de développement suburbain et exurbain ont fait de la dépendance à la voiture la norme pour la plupart des familles. Les écoles sont souvent situées à des distances qui rendent la marche peu pratique ou dangereuse, et l'infrastructure de trottoirs n'est pas fiable.4 En conséquence, un adolescent dans une banlieue américaine typique peut ne pas marcher beaucoup par la seule activité de routine.3
Cela n'indique pas un manque d'intérêt pour la santé ni un manque de directives car de nombreux rapports, directives et recommandations insistent sur les bienfaits d'un mode de vie physiquement actif pour les adultes comme pour les adolescents et les enfants. En fait, la participation des jeunes aux sports organisés aux États-Unis est relativement élevée.5 Cependant, les sports organisés nécessitent une planification délibérée, du transport, de l'équipement et une coordination parentale. Ils représentent un type de mouvement différent, généralement plus intense mais épisodique, plutôt que continu et intégré tout au long de la journée.6
Éducation physique
Les deux pays imposent l'éducation physique à l'école, mais avec des structures différentes.
- France : Les élèves reçoivent généralement environ deux heures par semaine d'éducation physique obligatoire (EPS, Éducation Physique et Sportive), dispensée à travers un programme national standardisé.7
- États-Unis : Les exigences d'EPS varient significativement selon l'État et le district scolaire, et ont été réduites dans de nombreuses zones en raison de contraintes budgétaires et d'une pression scolaire accrue.8
Comparaison système
| Variable | France | États-Unis |
|---|---|---|
| Mode de transport principal pour les ados | Marche + transports en commun2 | Voiture (parents ou eux-mêmes) (sauf peut-être dans les grandes villes) |
| Participation aux sports organisés | Modérée / en club2 | Élevée / scolaire et en club5 |
| Schéma de mouvement | Réparti tout au long de la journée | Concentré en séances |
| Marchabilité urbaine (moyenne) | Élevée dans les villes et les bourgs2 | Faible–modérée (pour les zones suburbaines / peut être plus élevée dans les grandes villes) |
| EPS obligatoire | ~2 h/semaine, standardisée | Varie selon l'État ; souvent réduite (en Floride8, les élèves doivent obtenir un crédit complet en Éducation Physique (EPS), qui doit inclure l'intégration de la santé. En conséquence, certains cours ne sont pas du véritable exercice et il existe un test de compétence qui n'est pas un test physique) |
Ce que la recherche montre
Les Centers for Disease Control and Prevention (CDC) et l'American College of Sports Medicine (ACSM) recommandent que les adolescents pratiquent au moins 60 minutes d'activité physique modérée à vigoureuse par jour.9
La recherche montre constamment que le mouvement réparti tout au long de la journée, comme la marche et l'activité légère, est associé à une amélioration de la santé métabolique et cardiovasculaire, indépendamment des séances d'exercice structuré.6
Une étude publiée dans Preventive Medicine (Larouche et al., 2014) a constaté que les adolescents qui se déplacent activement, en marchant ou en faisant du vélo, montrent un IMC plus bas et de meilleurs indicateurs de condition cardiovasculaire par rapport à ceux qui dépendent du transport passif.10
Ci-dessous figurent les recommandations du U.S. Department of Health and Human Services, Office of disease Prevention and Health Promotion pour les enfants et les adolescents 9 :
Observation système
Le modèle français illustre comment les résultats de santé peuvent être intégrés à l'infrastructure des villes. Lorsque le mouvement est le défaut plutôt que l'exception, il ne dépend pas de la motivation, il est produit par l'environnement lui-même.1
Cela reflète un principe système clé : les comportements les plus durables sont ceux qui exigent le moins d'effort individuel parce qu'ils sont structurellement soutenus.1
Concevoir pour le mouvement, y compris des itinéraires scolaires accessibles à pied ou à vélo, l'intégration des transports et des environnements favorables aux piétons, est de plus en plus reconnu comme une stratégie de santé publique à fort impact, potentiellement plus efficace que les programmes de bien-être individuels.1
Footnotes & Sources
1. Built environment & physical activity (systems framing)
Sallis, J. F., et al. (2016). Physical activity in relation to urban environments in 14 cities worldwide. The Lancet, 387(10034), 2207–2217. doi:10.1016/S0140-6736(15)01284-2
- PubMed: https://pubmed.ncbi.nlm.nih.gov/27045735/
- Free full text (PMC): https://pmc.ncbi.nlm.nih.gov/articles/PMC10833440/
Ding, D., et al. (2011). Neighborhood environment and physical activity among youth: A review. American Journal of Preventive Medicine, 41(4), 442–455. doi:10.1016/j.amepre.2011.06.036
- PubMed: https://pubmed.ncbi.nlm.nih.gov/21961474/
- Full text (ScienceDirect): https://www.ajpmonline.org/article/S0749-3797(11)00459-4/fulltext
2. Walkability & transport (France / Europe)
SDES/INSEE, Enquête Mobilité des Personnes 2018–2019 (EMP 2019). Service des données et études statistiques (SDES), Ministère de la Transition écologique, and INSEE. Comment les Français se déplacent-ils en 2019 ? Résultats de l’enquête mobilité des personnes. September 2020.
European Commission. Expert Group on Urban Mobility: Recommendations on How to deal with limited urban space and conflicting demands for it, taking into account social, climate and environmental goals (30.01.2025):
European Commission (2018). Urban Mobility Report.
Example of European programs promoting mobility (whether it is walking or cycling):
- https://transport.ec.europa.eu/news-events/news/europeanmobilityweek-2019-promoting-walking-and-cycling-better-towns-and-cities-2019-09-16_en
- https://transport.ec.europa.eu/news-events/main-events/urban-mobility-days-2023_en
- https://transport.ec.europa.eu/news-events/main-events/urban-mobility-days-2025_en
- https://transport.ec.europa.eu/news-events/news/expert-group-advances-sustainable-urban-mobility-insights-2026-workplan-2026-02-13_en
- https://transport.ec.europa.eu/news-events/news/eu-progress-cycling-greener-healthier-more-inclusive-mobility-2025-10-01_en
European Declaration on Cycling:
3. Step counts (adolescent benchmarks)
Tudor-Locke, C., et al. (2011). How many steps/day are enough? For children and adolescents. International Journal of Behavioral Nutrition and Physical Activity, 8:78. doi:10.1186/1479-5868-8-78
4. U.S. suburban design & car dependency
Transportation, Pedestrian Facilities, Schools, Walking and Biking to School; Xuemei Zhu, BArch & Chanam Lee, PhD
Parent Safety Perceptions of Child Walking Routes, Cody Evers, M.S., M.C.R.P., Shawn Boles, Ph.D., Deb Johnson-Shelton, Ph.D., Marc Schlossberg, Ph.D., and David Richey, M.L.A.
5. Recognized benefits of an active lifestyle and Youth sports participation (U.S.)
How many steps/day are enough? for children and adolescents
Aspen Institute, Project Play (2022). State of Play Report.
National Federation of State High School Associations (NFHS), annual participation survey.
- Survey archive: https://nfhs.org/resources/sports/high-school-participation-survey-archive
- Most recent full PDF (2022–23): https://www.nfhs.org/media/7212351/2022-23_participation_survey.pdf
6. Distributed vs. concentrated physical activity
Dunstan, D. W., et al. (2012). Breaking up prolonged sitting reduces postprandial glucose and insulin responses. Diabetes Care, 35(5), 976–983. doi:10.2337/dc11-1931
- PubMed: https://pubmed.ncbi.nlm.nih.gov/22374636/
- Free full text (PMC): https://pmc.ncbi.nlm.nih.gov/articles/PMC3329818/
- Publisher (ADA): https://doi.org/10.2337/dc11-1931
7. Physical education in France
French Ministry of Education (Ministère de l’Éducation Nationale), EPS curriculum requirements.
8. Physical education in the United States
SHAPE America (Society of Health and Physical Educators), national PE standards.
CDC, School Health Policies and Practices Study (SHPPS). [Knowledge cutoff applies, verify current availability; the SHPPS page has undergone restructuring.]
Florida specifics:
Grade Level Requirements:
Elementary: Section 1003.455, F.S., requires 150 minutes of physical education each week for students in grades K-5. A minimum of 30 consecutive minutes is required on any day that physical education instruction is provided.
Middle: Section 1003.455, F.S., requires one class per day for one semester of physical education each year for students enrolled in grades 6-8.
High: Section 1003.4282, F.S., requires one credit in physical education with the integration of health.
9. Physical activity guidelines (authoritative)
U.S. Department of Health and Human Services (2018). Physical Activity Guidelines for Americans, 2nd edition.
- Main portal: https://odphp.health.gov/our-work/nutrition-physical-activity/physical-activity-guidelines/current-guidelines
- Direct PDF: https://odphp.health.gov/sites/default/files/2019-09/Physical_Activity_Guidelines_2nd_edition_Presentation.pdf
2008 physical activity guidelines for Americans: be active, healthy, and happy! JE Fulton, HW Kohl. [Local file: file:///E:/downloads/cdc_23099_DS1%20(1).pdf]
Guideline for parents, “Get your kids moving”:
10. Active commuting & adolescent health outcomes
Larouche, R., et al. (2014). Associations between active school transport and physical activity, body composition and cardiovascular fitness. Preventive Medicine, 57(5), 546–551.
[Local file: file:///E:/downloads/Larouche_jpah_2011_0345_inpress.pdf]
Lubans, D. R., et al. (2016). Physical activity for cognitive and mental health in youth. Pediatrics, 138(3).
[Local file: file:///E:/downloads/PAandMHmechanisticreviewpublishedversion.pdf]