Health and Physical Education Standards

Physical Education and Health Education are subjects that emphasize learning based on the basic skills of movements and healthy lifestyle practices through psychomotor, cognitive, and affective domains. The relevance of physical literacy and health-based physical education, as well as a balanced use of information and communication technologies (ICT), is highlighted in several chapters in this book, and this clearly indicates the future direction of physical and health education that scholars, researchers, and educators need to take. The analysis of several authors shows the importance of developing closer links between school settings and the community.

Some countries have greatly progressed in developing educational networks in which physical activity, sports, and health play important roles.

Health Education is a discipline that enables students to continuously experience learning to make decisions, improve health literacy and adopt a healthy lifestyle. Pupils are educated to be willing to adapt to the physical, mental, emotional, social and spiritual aspects. Planned Education Teaching and Learning can enhance the potential of individuals to optimal health.

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The student is a very important country asset. To grow healthy and perfect, children’s physical and mental needs need to be met. But unfortunately, every day, every newspaper sheet is sure to report cases of children such as sexual harassment, obesity in children, road accidents, and conflicts with families. This problem should be taken seriously so that community harmony can be maintained and family institutions can be strengthened. Through Health Education, every individual is able to control the health of himself, family, community and environment through knowledge, skills, healthy lifestyle practices, and a positive attitude towards achieving well-being and quality long life.

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Each individual needs to be equipped with constructive, informed, and responsible decision-making skills in handling risk situations.

Physical Education is a learning process that focuses on increasing knowledge, attitudes and behaviors related to physical activity such as exercise, sports, games, dancing, aquatic activities and outdoor education. All of these activities are in formal or informal classes or outdoors. Physical Education is also a process aimed at improving human performance through physical activity that is closely related to the ownership and refinement of motor skills; development and preservation of fitness for optimal health and good condition; acquiring knowledge, and developing positive attitudes towards physical activity. In addition, it is also a process in which positive changes occur to individuals through movement experience. This Physical Education is education through a movement that focuses on three domains namely psychomotor, cognitive and affective. Physical Education provides education through physical activity and its goals affect all physical developments including mental and social development.

According to Baley & Field (1967), Physical Education is a process of modifying and learning about organic, neuromuscular, intellectual, social, cultural, emotional and aesthetic through selected physical activity. There are some interests or the benefits of physical education to students. Among one of them is that he can develop the development of their gross motor and they’re fine motors. The development of these two motors is very important to the growth of students. The motor skills generally involve the relationship between the brain, the nervous system and the muscles that work together. Thus, this fine or rough motor skills acquisition is very important in basic movements to enable students to engage in physical activity and learning activities with full sure. According to the National Pre-school Curriculum 2003, the growth and development of healthy, safe and cheerful pupils can foster positive beliefs and personality. Physical education is part of the educational process is a field that focuses on the physical, intellectual, social and emotional learning that takes place through the experience of physical activity in various situations.

Through this subject, students will master the knowledge, skills, and values ​​that will be used to maintain the health and well-being of the person towards the well-being of life and long-life quality through the learning experience of Physical Education and Health Education. The Physical Education and Health Education curriculum emphasizes on the development of self-development in terms of physical, mental, emotional, social, safety, self-responsibility, interaction and co-operation. Students use and enhance research skills, think critically and apply scientific knowledge, strategies, motor skills, psychosocial competence skills and values ​​in the real-life situations of everyday life. The Primary School Standard Curriculum for Physical Education and Health Education aims to enable pupils to achieve the following objectives are master the knowledge, skills and values necessary to maintain and enhance the physical, fitness, and personal health development. Conducting activities in a fun atmosphere to enhance fitness and personal health. Master the efficiency of movement in basic movements, games, sports, dances, and physical activity and apply the concept of movement and strategy during activities to maintain self-care and fitness.

Understand the contributing factors that lead to active and healthy life throughout life and improve communication skills, establish positive relationships, and use creative and critical thinking through physical and health activities to form self-esteem among the students.
Aiming to help students get fit through physical learning and fitness practices. Learning is done by prioritizing three key points. The Health Education aims to help students improve their health knowledge, cultivate positive attitudes towards health, and adopt a healthy lifestyle. What is the culture of physical education health? Physical education health is the involvement of students in the appreciation of knowledge. Interaction with teachers, friends, and the community. Storage of health records and student activities as evidence of learning.

Generally, the importance and benefits of exercising are unlimited. It contributes much in terms of self and mental health. In terms of personal health, exercise can reduce the risk of acquiring a variety of illnesses such as obesity (obesity), diabetes (diabetes), hypokinetic (disease related to lack of physical activity) and cardiovascular disease (heart disease). In terms of mentality, exercise is said to improve one’s well-being and self-confidence as well as to reduce the stress (stress) experienced. If exercise activities are done outside the home, such as by the lake or in the park, it will be able to relieve your mind when we look at the fresh and green environment. This condition will also eliminate the stress of the person in addition to breathing fresh air outside the crowded area. By exercising, we will be able to improve muscle tone and build muscle strength and can prevent injury when we fall. Exercising activity also strengthens bone and muscle joints and can maintain and slow down the aging process. Regular exercise is useful for improving muscle building in terms of size, strength, firmness, and durability. If we are always exercising, it will be able to increase the body’s ability to control glucose levels and directly balance or control body weight.

Exercise can also make one’s brain more intelligent. Basically, exercise is aimed at improving and maintaining one’s self-esteem. This is because, without a vibrant life, an individual will become weak, lethargic and incapable of doing daily work. Therefore, exercise is one of the most important activities to make a person fit and active all the time. When doing exercise, our bodies will remove sweat. Indirectly, the sweat pores present on our skin will open and prevent sweat from clogging which if blocked clogging will cause unpleasant body odor. In addition, exercise activity will also accelerate the formation of blood capillaries, which are subtle blood vessels inactive tissues. Through exercise, the fat in the blood vessels can be controlled from being frozen and hard and clogged. It can also improve our breathing system.
Recognition that wellness extends beyond the absence of disease. Wellness is considered by the overwhelming majority to be a state of being wherein physical health is one, rather than the only, element. The relationship between wellness and health varies between the available definitions.

In some cases, wellness is viewed as the product of “good” health in several areas, e.g. physical, mental and social. Other definitions view wellness as a sub-component of health, implying that to be truly healthy one must first enjoy wellness. An understanding that wellness is a state that is multidimensional in nature. While there is disagreement about the ultimate number of dimensions or elements that define wellness, there is a general consensus that wellness involves an interplay between a number of dimensions. For example, the definitions identified for this review, with very few exceptions, consider wellness to result from interactions between at least three elements. General agreement that an individual’s level of wellness is influenced by physical, mental, spiritual and social health. While many of the definitions include other elements such as intellectual and vocational well-being, these are not universally identified as elements that contribute to wellness. Instead, wellness appears to primarily be the outcome of the interplay between the physical, mental, spiritual and social dimensions of life. A belief that wellness results from intentional behaviours and life choices.

Many of the existing definitions suggest, directly or in an abstract sense, that wellness is an outcome that results from choices made by the individual. Realizing little difference between wellness and health. In short, health is healthy living conditions at a certain time based on the ability of an individual to perform basic activities in daily life. Wellness otherwise it is active process which one is aware of personal restrictions and makes a conscious choice to gain more independence from the constraints on his satisfaction to succeed. A healthy lifestyle offers a choice of life behaviors that maximize the state of wellbeing, reducing the risk of disease and early death. The choice to live a healthy lifestyle can be influenced by various personal factors and external influences. Examples of personal factors revolve around internal motivation, personal values, ethics and cultural influences, religious beliefs and fear of life-threatening illness. On the other hand, external influences affecting lifestyle options included. The benefits of programs in schools that support and promote student wellness are innumerable.

At a high level, healthy students are better learners and help to build stronger communities. By understanding that not only is each facet of overall well-being deeply interconnected, but learning how to create and maintain healthy habits in each area of their lives, students are better prepared to handle the stressors that come from being a developing adolescent (which range from bullying to anxiety to depression to violence to addiction). It is imperative that school districts understand their ability to influence healthy choices and build solid lifelong habits as children and adolescents spend the vast majority of their time in or around a classroom. Almost all students eat a minimum of one meal a day at school and many eat both breakfast and lunch (not to mention snacks). In addition, between physical education classes and recess (plus after-school sports), students may be getting almost all of their physical activity at school.

In many districts, the easiest first step in developing a wellness initiative is through the most tangible aspects of wellness – nutrition and physical activity. Young students especially tend to be more prone to picky eating habits and impulsive food choices, making it all the more necessary to provide healthy options at meal and snack times and to include a focus on nutrition in classrooms. When teaching nutrition, we’ve found that one of the easiest places to start is with the concept of “food as fuel”, working through the biology of how our bodies break down food and transform it into energy. From there, units like what a healthy diet looks like and why it’s important can easily be added. The usda also has some great resources for activities and games about nutrition that are based on the most recent set of dietary guidelines and recommendations, which vary depending on the student’s age. In addition, discussions about nutrition go hand in hand with teaching a healthy body image and a positive relationship with food. In an excerpt from Body Image: A Handbook of Science, Practice, and Prevention, the author explains that as early as age 6, girls are starting to express concerns about their weight and shape and that they’re aware of how to diet to lose weight. It serves as a sobering reminder that it’s never too early to start talking about health and wellness with students.

The dominant focus of thinking about economic justice is overwhelmingly distributive, that is, concerned with what people get in terms of resources and opportunities. It views work mainly negatively, as a burden or cost, or else is neutral about it, rather than seeing it as a source of meaning and fulfillment a good in its own right. However, what we do in life has at least as much, if not more, influence on whom we become, as does what we get. Thus we have good reason also to be concerned with what Paul Gomberg has termed contributive justice, that is, justice as regards what people are expected and able to contribute in terms of work. Complex, interesting work allows workers not only to develop and exercise their capacities, and gain satisfaction from achieving the internal goods of a practice, but to gain the external goods of recognition and esteem. As Gomberg’s analysis of the concept of contributive justice in relation to equality of opportunity shows, as long as the more satisfying kinds of work are concentrated into a subset of jobs, rather than shared out among all jobs, then many workers will be denied the chance to have meaningful work and the recognition that goes with it. In this paper I examine the contributive justice argument, suggest how it can be further strengthened, arguing, inter alia, that ignoring contributive injustice tends to support legitimations of distributive inequality.

Wellness, quality of life, and well-being refer to the positive, subjective state that is opposite to illness. Thus, wellness is not the just absence of disease and the absence of illness; it is a separate positive state. Quality of life, well-being, and wellness are often discussed and described in terms of a multidimensional model. The strongest dimensions are physical, social, emotional/psychological, intellectual, and spiritual. The measurement of these positive dimensions of health have produced literally thousands of different measures, but most of them have been developed in a clinical setting and have been applied to specific disease conditions. Many of the existing clinical measures of wellness, well-being, and quality of life are very long, often over 100 items, and not suited to consumer research. Measures of quality of life and of well-being have focused on overall functioning. Quality of life of measures has been developed by the World Health Organization (WHO) and translated in many languages. Subjective well being has been defined as the combination of positive-negative affect balance and satisfaction with life, and is measured with two standard measures of these attributes. Wellness has largely been measured in the fields of clinical and counseling psychology; one new product-oriented measure is the WellSense Profile (King et al., 2015). Wellness, well-being, and quality of life can be important additions to the measures studied in consumer perception of food and other consumer products.

In conclusion, setting goals and objectives in health and physical education can assist these subjects in aspects such as understanding what to do, helping to produce more meaningful results when faced with problems, understanding more deeply about health and physical education, understanding contributions to the community, explaining the duties of teachers of health and physical education to the community and respecting and caring for student achievement through the involvement of students in the program. so teachers need to always understand the ultimate goal of physical education that helps students become active through learning physical activity and fitness practice. Healthy living is a combination of many things, including good nutrition, regular exercise, and a positive attitude. Taking care of your body and feeling pride in your accomplishments can improve both your physical and mental health. There are many things you can do to improve your quality of life-improving your diet and exercising regularly are two of the easiest steps. No matter how small you start (adding an apple a day to your diet or walking 5 more minutes a day), you can make a change and an improvement in your life.

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Health and Physical Education Standards. (2020, Sep 11). Retrieved from

Health and Physical Education Standards
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