Physical Education Essay

Custom Student Mr. Teacher ENG 1001-04 15 October 2016

Physical Education

To provide a balanced stimulating Physical Education curriculum which will appeal to the interests and abilities of all students To help the physical development of students in the important period leading up to and including puberty and through maturation to adulthood. To promote the development of skill and coordination through a structured Physical Education programme. To increase aesthetic awareness and appreciation. To enable every student to experience achievement and satisfaction through the medium of sport.

To encourage development both as an individual and as a member of society in interpersonal skills, coping mechanisms, and personal conduct and hygiene. To contribute to the pupils intellectual development through the understanding of physical activities. To enable every student to become water-efficient. To instill a sense of ‘school-spirit’ and social responsibility. Physical education and school sports. Physical education and school sport is a crucial part of a well-rounded primary school education.

The main goal of physical education for young children is to give them the skills and knowledge necessary to keep their bodies healthy as they age. Movement is an essential part of how children learn. In order to keep children engaged and motivated, the physical education activities must be fun and highly interactive. However, creating an enriching environment can be challenging for schools and teachers. The National Curriculum tries to address physical education by providing the agenda used by all schools to ensure that teaching and learning consistent.

The recommendations in the National Curriculum in reference to physical education are quite flexible. There are two Key Stages (1 and 2) that list the milestones each child should reach. Although much is open to interpretation for most of physical education, the rules are quite strict for swimming. Swimming remains a statutory requirement with measurable expectations, such as being able to float and develop effective swimming strokes. In Key Stage 1, children rely mostly on their own creativity and enjoyment of play to reach a base level of education. They begin to become cognizant of the changes that occur when they exercise.

In this stage, the goal is to help children develop a positive attitude toward physical activity. Other goals include being able to perform simple repetitive, or rhythmic patterns in response to outside stimuli, such as music. They should also reach a level of coordination that allows them to jump, turn, make gestures, or simply sit quietly. All games and gymnastic activities should support this goal. For instance, children should learn to play simple games that involve traveling with a ball. Teachers are encouraged to help them achieve the ability to roll, balance, swing, and climb on floor and gymnastic apparatus.

During Key Stage 2, the skills mastered in Key Stage 1 are expanded upon and strengthened. Both physical and mental capacities are broadened during this stage. Their physical abilities should now allow them to send and receive a ball with more accuracy, perform various dances, and take part in more tumbling activities. Their emotional and mental growth should now allow them to play as part of a team, understand the ideas of offense and defense, plan their own activities and measure their accomplishments. As children grow, their knowledge of safe sporting practices and procedures should also grow.

(Hopper et. al, 3-6) As demonstrated in the Key Stages, physical education is a serous form of learning, unlike other type of movement, such as free play. Although it can, and should be fun, its goal is to help children learn about their bodies while fostering good health, self confidence, and social and cognitive development. One of the primary benefits of physical education and sport in the primary schools is that they can help set up a lifelong habit of regular exercise. It is a well established fact that exercise is one of the major factors in preventing obesity.

Obesity is a problem that is currently on the rise throughout the UK and other developed countries. A Commons Health Committee inquiry found that as of 2001, 8. 5% of six year olds and 15% of 15 year olds are obese. Obesity can lead to a host of chronic and even deadly illness, such as coronary heart disease, diabetes, and some cancers (Postnote, 2005). The situation is even more troubling in Scotland. In December, 2005, the NHS released statistics showing that the number of obese children in Scotland is just about double the UK average. More than 33% of Scottish 12-year-olds are currently overweight.

Twenty percent are obese and more than 10% are severely obese. The problem of childhood obesity is not just limited to the UK, but is also on the rise in the United States. Since 1980, the prevalence of childhood obesity in the United States has increased 100%. The prevalence of severe obesity in children aged six to 11 has increased an astounding 98% since the 1960s. A total of 25 to 30 percent of all children in the U. S. are overweight, and the numbers continue to increase every year (Centers for Disease Prevention and Control, 2000).

While looking at these trends, the Health Development Agency, reported that current data suggests there has been a decline in the number of young people playing sport at school. It states: “A survey commissioned by Sport England showed that the proportion of young people spending two or more hours a week on sport in school declined from 46% in 1994 to 33% in 1999. ” (The Parliamentary Office of Science and Technology. 2003:3) A recent study showed that even very young children are not getting enough exercise.

When looking at toddlers in the UK, it was reported that three year olds were in getting only 20 minutes of physical activity a day in some cases (Downs, 2005). This wide scale lack of physical activity is alarming. Not only does physical activity decrease the chances of obesity, it also provides other crucial health benefits. Children need movement to foster the development of bones, lean muscle, and healthy joints. Researchers at British Columbia Children’s Hospital demonstrated the benefits of physical activity by measuring the bone density of girls in the fifth and sixth grade.

One group took part in weight-bearing, resistance exercises, such as running or jumping, twice a week. The others did not. The study showed that the girls who worked against resistance developed bones that were 5% stronger than the girls who did not take part in weight-bearing exercises. The biggest improvements were seen in the spine and hip bones (Davis, 2004). Regular exercise can also increase mood and decrease feelings of depression. There is also some limited evidence that physical education can increase a student’s academic performance.

Researchers monitored nearly 550 primary school students in Trois Rivieres, Ontario, Canada. The students all received an extra five hours of physical education a week. At the end of the study, these children had consistently better grades than those who did not receive the extra physical activity. Perhaps the most interesting element of this case was that the students who received the extra physical education actually received less classroom instruction because the additional activity time was taken from their time spent in academic pursuits (Shepard, et. al p. 62).

According to United Nations Educational, Scientific and Cultural Organization (UNESCO), numerous studies show that when physical activity is increased in schools, grades do not drop. In some cases they actually improve. It cites a comparison of children who exercised for five or more hours week with a group of children who received less than 40 minutes each week. The children who exercised had a greater intellectual performance than those who did not (UNESCO, 2005). UNESCO also lists additional benefits of physical education and school sport that are not commonly considered or discussed.

For instance, it maintains children can learn about human rights, gender equality, and peace through physical education. It also recognizes the value of healthy competition (UNESCO, 2005). However, despite the wide-scale acknowledgement that physical education is a vital part of education as a whole, most countries worldwide do not stringently implement physical education requirements. In a sample of 126 countries, 92% legally required physical education in schools, but few nations enforced their own standards (UNESCO, 2005.)

In January, 2005 The Physical Education Professional Bodies with CCRP called on the Government to make physical education a larger part, in fact a “central part”, of school curriculum. Many research papers were presented as part of a summit in London. One of the most shocking findings discussed was that today’s generation of children in the UK will be the first ever to have a shorter life expectancy than their parents, largely because of the decrease in levels of physical activity and the increase in obesity. Furthermore, 30% children have access to physical activity only at school and in school time (www.ccpr. org. uk). Professor Margaret Talbot, Chief Executive of CCRP commented:

“School is the ONLY opportunity to access ALL children, and it is therefore crucial to their physical development and health that they receive a high quality experience that encourages them to continue to participate in physical activity, teaches them the benefits of a healthy lifestyle and the life skills to enable them to become active and involved citizens. Physical literacy is as important to a child’s education and development as numeracy and literacy” (CCPR, 2005).

Although there are great benefits to receiving adequate physical education and school sport, many teachers are not fully aware of them. A joint initiative by the Scottish Sports Council, the Health Education Board in Scotland, and the sports governing body Fitness Scotland has explored this problem as part of an initiative called “Start Young Stay Active” (SYSA). Started in 1995, the goal was to work with teachers to increase the amount of physical activity that children of primary school age received.

SYSA practitioners also wanted to help teachers’ understanding of the need for increased physical activity. During survey, the majority of instructors agreed that there needed to be an increase in the amount of physical activity. However, when asked about the benefits of physical activity, very few seemed aware of all of the benefits. Very few mentioned cognitive benefits or fun and enjoyment as a benefit (Healthscotland. com). However, primary school teachers are finally getting some support in their quest to provide high quality physical education and a sport curriculum.

Some of this help has come from the government, which was recently commended during CCRP’s 2005 Summit. CCRP cited the ? 1 billion currently being spent in England on physical education and school sport (CCRP, 2005). In order to help students achieve the level of physical activity they need, the government decreed in 2004 that by 2010 every child should receive at least two hours of physical education and sport each week during school. The goal is to increase the number of five to 16-year-old children engaging in at least two hours of exercise by 85% (BBC, 2005).

In 2005, the government also announced that it will spend ? 1million on the Youth Sport Trust scheme. The goal is to help children improve their basic sports skills. By the end of 2006, it is estimated that 800 clubs could be operating in Britain. Sports Minister Richard Caborn was quoted by the BBC as saying, “The clubs provide a stepping-stone from high quality PE in schools to high-quality club sport” (BBC, 2005). The CCRP strongly supports this goal, saying that committing curriculum time to physical education is one way to make sure children get enough physical activity.

The interest in physical education extends to the United Nations, which named 2005 “The International Year for Sport and Physical Education. ” The effort was aimed at raising awareness about the need to focus on physical education in school systems. The UN encouraged governments worldwide to recognize the value of physical activity. Under Article 1 of the International Charter of Physical Education and Sport, UNESCO, 1978, it is stated “The practice of physical education and sport is a fundamental right for all.

” This latest initiative was undertaken to further reinforce and expand the 1978 declaration (UNESCO, 2005). Other leadership initiatives were unveiled in December 2005 at the 2nd World Summit on Physical Education, which was sponsored by the International Council of Sport Science and Physical Education (ICSSPE). Representatives from 40 different gathered to demand stronger emphasis on physical education from both politicians and school administrators. The problems addresses were varied and included both rising childhood obesity rates and the lack of organized sport.

For instance, some participants complained that too often primary school teachers lack adequate physical education training. The result is there are “still many teachers who send their students outside with a ball and leave them to their own devices” (ICSSPE, 2005). In response to the concerns voiced at the summit, ICSSPE is now compiling quality criteria for physical education programs and developing a way for their impact to be quantified and analyzed. For the inexperienced primary school teacher, there are many programs from which to draw inspiration.

Using other successful programs as a template, teachers can build a physical education program that best suits the needs of their students. One of the best examples of this type of physical education is the “Schools on the Move” program. This progressive program, managed by the Youth Sports Trust, is funded by the Department of Health and Department of Education and Skills. In is a simple idea that involves giving thousands of English children pedometers. The small devices attach to a child’s pants and count the number of steps taken.

So far, 50 schools are taking part in the project as a way to fight obesity. Teachers encourage children to keep track of their steps and incorporate the pedometers in other academic subjects, such as math, health, science, and geography. This has proven to be a fun way for children to learn about the value of physical activity, while complementing classroom lessons. The British Heart Foundation National Center for Physical Activity has developed materials and lesson plans to help teachers use the pedometers in the most effective ways possible.

For instance, students submit their steps to the program and they are tallied. As of 17 January, 2005 the young steppers had taken 514,118,759 steps. The program’s website notes that this is the equivalent to walking to the planet Mercury. This kind of cross-curriculum, fun activity is a good way to keep children motivated to stay active (Schools on the Move, 2005). Other cost effective programs are introducing some popular activities into physical education. For example, in Dundee, Scotland, school officials are planning to make physical education more diverse and modern by offering a more options.

They are currently holding meetings with the City council to discuss building a skateboarding park for physical education classes (Schools on the Move, 2005). However, making physical activity fun for students is just one part of an effective physical education program. In order for children to fully benefit from physical education and sport, they must be told why they are taking part in it. Running around and getting exercise is important, but it is just one part of true physical education. Teachers should include cognitive learning instruction.

By explaining to children what they are doing and why they are doing it, students will be more likely to take interest in the activity, feel more pride when they accomplish a goal, and accept more personal responsibility for their physical education. In other words, children need to know why they should care about achieving a level of fitness. With this in mind, it is clear that the primary goal of sport for young children should not be winning. Instead, it should be laying the foundation for accepting personal reasonability for a lifetime of physical activity.

The results have been inspiring, both in terms of physical fitness and self-image. In the Pennsylvania school, teachers have noticed a major improvement in the children’s attitudes about exercise and physical education because they no longer feel embarrassed if they can’t compete with others on a playing field. One teacher, Tim McCord, said, “You’ll notice they don’t hang out in groups of athletes and non-athletes anymore. The kids talk to each other now. They don’t worry so much about being different” (Klotter, 2003).

In conclusion, it must be recognized by government officials, school administrators, teachers, parents, and students that a person who is truly educated knows that physical health is an important learned skill. This is more important than ever before, as we have become a society filled with stress and inactivity. Until the recent past, physical activity was necessary for human survival. Our bodies are built for, and therefore depend on, continuous movement to stay healthy. It has only been in the last century that large numbers of people in developed nations have become inactive.

This disturbing trend affects children as well as adults. Modern luxuries, like cars, computers, and televisions, encourage children to sit for long hours each day, and it is taking a deadly toll on our society. Millions are suffering from diseases that could be prevented simply with regular exercise. Despite all of the amazing medical breakthroughs developed by modern scientists, there is no such thing as exercise in a pill. Nothing can replace physical activity. When this fact is widely accepted and physical education becomes an ingrained part of the learning experience, all members of society, including our youngest, will benefit.

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