QUALITY PHYSICAL EDUCATION AND INCREASED ACTIVITY LEVELS

EXPLORING THE EFFECT QUALITY PHYSICAL EDUCATION HAS ON HEALTH & LIFELONG PHYSICAL ACTIVITY

Amanda Studer

NATIONAL ASSOCIATION FOR SPORT AND PHYSICAL EDUCATION “the goal of physical education is to

develop physically educated individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity” (National Association for Sport and Physical Education, 2012).

PARTICIPATION IN PHYSICAL ACTIVITY: GENERAL HEALTH BENEFITS

Longer lifespan Better quality of life Reduced risk of disease

Bailey, 2006 p. 398

• Quality physical education programs can contribute to students’ regular participation in physical activity and can increase student participation in moderate to vigorous physical activity (National Association for Sport and Physical Education, 2012).

CONSEQUENCES OF PHYSICAL INACTIVITY Diseases associated with physical inactivity

Obesity Heart disease Diabetes High blood pressure Poor bone healthBailey, 2006 p. 398

Youth risk of sedentary lifestyles Significant increase in children diagnosed with

these diseases The number of obese 6-11 year olds has

trippled over the past 20 yearsHall, Little, Heirdon, 2011 p. 43

COMPREHENSIVE K-12 CURRICULUM

Basic movement skills are the foundation of almost all later sporting and physical activities (Bailey, 2006 p. 398)

As students move through the program: challenging skills and concepts are introduced

and practiced Variety of skills

Health-related behaviors learned in childhood are often maintained into adulthood (Pate, O’Neil, McIver, 2011 p. 27).

PHYSICAL EDUCATION: ELEMENTARY Physical activity vs. Fitness Positive health benefits associated with participation in

physical education produces immediate observable results (Bailey, 2006 p. 399) overweight females at the elementary level are reported of losing 0.3

kg/m2 per additional hour of physical education (Pate, O’Neil, McIver, 2011

p. 26). In fact, lower BMI was associated with high physical activity time during physical education.”

National Longitudinal Study of Adolescent Health reported that students who participated in physical education as few as one day per week, were 1.44 times more likely to achieve the highest level of moderate to vigorous physical activity, when compared to students who did not participate in physical education (Pate, O’Neil, McIver, 2011 p. 23).

A similar study focused on seven elementary schools in Australia; the research group received 1.25 hours of vigorous physical activity while the control group received 30 minutes per week. Results indicated the group of students with the larger amount of physical education time displayed an increase in cardiovascular fitness and a decrease in skinfold measurement totals (Pate, O’Neil, McIver, 2011 p. 27).

HOWEVER… Older children are less active than younger

children Students who have more confidence in their physical abilities will be more

active Students who perceive the benefits of physical activity as positive will be

more active

Girls become significantly less active than boys Appearance Judgments Attitudes

Quality physical education programs prepare teachers to deal with these problems in attempt to keep all students engaged and active

SECONDARY PHYSICAL EDUCATION

New challenges Variety of activities

Allows students to engage in a healthy lifestyle by participating in an activity that they enjoy (National Association for Sport and Physical Education, 2012).

Importance of a healthy lifestyle a HABITS study that followed the physical activity

levels of a group of 8th to 12th graders. The same group was surveyed five years later and results indicated that for each day per week of participation in physical education, the odds of those individuals acquiring health-related diseases decreased by 5% (Pate, O’Neil, McIver, 2011 p. 32).

MISCONCEPTIONS Our program is not designed to breed

elite athletes Instead, we provide the tools for success

and enjoyment through physical activity

OVERVIEW A quality P.E. program

implements a comprehensive K-12 Curriculum. This curriculum promotes physical activity when:Fundamental movement skills form

the foundation for lifelong physical activity

Skills are practiced, developed, and enhanced continuously to promote competency

Previously learned skills are combined, new skills are introduced, and/or applied in modified games

CONTINUED… Skill development through practice

breeds competency Competency in a variety of skills breeds

feelings of success for students Success breed enjoyment Enjoyment leads to the desire and

choice to participate in lifelong physical activities

REFERENCES Bailey, R. (2006). Physical education and sport in

schools: a review of benefits and outcomes. Journal Of School Health, 76(8), 397-401.

Hall, T. J., Little, S., & Heirdon, B.D. (2011). Preparing classroom teachers to meet students’ physical activity needs. JOPERD, 82(3), 40-45.

National Association for Sport and Physical Education. (2012). comprehensive school physical activity

Programs. Retrieved from http://www.aahperd.org/naspe/standards/upload/Comprehensive-School-Physical-Activity-Programs2-2008.pdf

Pate, R. R., O'Neill, J. R., & Mclver, K. L. (2011). Physical activity and health: does physical education matter? Quest (00336297), 63(1), 19-35.