Aesop's Fables: Argument Between The Sun And The Air

Being overweight, eating poorly, and not exercising are becoming an epidemic in America, especially among college students. Most of the research on it states the same things, however the first research article I found speaks more to the behavior and its current affects on college students’ health. A slew of doctors and Jesse S. Morrell wrote an article about “Risk Factors Among College Men and Women” in relationship to obesity. The opening of this article stated that “an estimated 300,000 deaths each year are attributable to obesity… and young adults have experienced dramatic increases in obesity rates,” (Morrell, 2012, pg. 82). This statistic is what really got the research going and helped the researchers focus specifically on college-aged individuals. Upon diving into their research, the authors found more alarming statistics and related diseases. This included a recognizable relationship between obesity in young people and chronic disease risk, especially diabetes and cardiovascular disease (Morrell, 2012, pg. 82). In fact, CVD was the second leading cause of death in the US in that college-age group showing that our generation is at a greater risk for health problems than ever before due to our lack of exercise and healthy diets. Researchers then took to college campuses to examine students and their habits and provide risk assessments to promote healthier lifestyles and hopefully decrease the probability of CVD and DM through the metabolic syndrome system,

Main Points: Included in this speech will be a step by step guide on how to prioritize fitness among a world of other things in our lives that may seem vastly more important, on how to eat healthy even on a college kids budget, and how to take the work out of workout by making exercise more convenient and fun.

First of all, students do not have much knowledge about the different fitness components; they do not understand the relation between the fitness components and health. If students acquire the background knowledge about fitness, it could improve the class engagement and motivation, and increase the independent drive to exercise. Second barrier to students’ achievement is the lack of motivation to be active, and even more difficult, to specific fitness activities, such as sit-ups and push-ups. In today’s society, students spend more time sitting in front a screen and less time moving. Parent and school today have more responsibility making sure the children get enough physical activity. According to the New York Times (2016), “early school physical education (PE) programs can make a significant difference, and the earlier these routines are learned the more likely they will be carried forth into a healthy adulthood”. Another barrier that prevents students’ success is the loss of instructional time due to discipline problems. The classes are too big, with many diverse students with individual problems, which are difficult to address when these issues are from very different backgrounds. Finally, there is not enough support from home affecting not only physical education, but

As a future educator of physical education, I feel that our nation’s weight problem is an issue that needs to be addressed. I feel that it is and will be my job to educate students about the importance of taking care of your body because “fat kids have a 92% chance of becoming fat adults” (www.amp.com). The leading cause of death in the United States, for men and women, is heart disease. “The United States alone the estimated annual number of deaths attributable to obesity is about 280,000.”

Curry, J., Jenkins, J. M., & Weatherford, J. (2015). Focus on Freshman: Basic Instruction Programs Enhancing Physical Activity. Physical Educator, 72(4),

“The Glenn College Wellness Council was created not only to carry out university-wide wellness initiatives,” said Miller. “But to also develop ways to encourage and enable wellness throughout the college.” The goal of the Council is to establish a college-wide culture of health awareness. This is achieved by informing the college of health and wellness research, resources and initiatives, providing wellness resources and opportunities throughout Page Hall and establishing a general acceptance and “norm” of wellness so people do not feel uncomfortable engaging in wellness

I drag myself to the gym several times a week. The drive to Healthbridge is agonizing because most of time, especially in bone chilling weather and when I’m working thirty hours a week on top of school, I rather be curled up in bed reading or catching up on my latest Netflix addiction Shameless. But exercising is important, and I try to squeeze in a good workout in between the several other things sucking up my time. I’m a biomedical science major; I understand the science behind why exercise is good for the body, but I also have the common sense to understand that the way physical education is taught is not intense enough for students to benefit. For example, today we pulled each other around the gym on towel. . .what are the students getting

Over the last 30-40 years, the amount and intensity of exercise has gradually declined. Few children in the United States have actually met the recommended “sixty minutes of vigorous exercise” per day (Institute of Medicine, 2013). Although most states and districts have policies pertaining to physical education, these programs lack reinforcement and are often considered weak. Physical education has slowly declined throughout the years, and the the purpose of encouraging students to make physical activity part of their daily lifestyle has been lost. Recent research from Cornell University has found that the average high school gym class consists of students being active for an average of only sixteen minutes! This is nowhere near the recommended sixty minutes of physical exercise. Physical education has been pushed to the side while academics have been prioritised. P.E. classes have become overlooked by society as a whole. Students simply see it as a courses used only for socializing, or to avoid academic courses such as Algebra, Biology, and History. While teachers no longer encourage students to be active, this should not be the path in which we take physical education. The importance of exercise and physical activity goes beyond the classroom with is proven benefits in memory, cognition and attention which are skills that can be used for daily life activities. In recent times, many programs are popping up across the country to emphasize the importance of being active!

Across the United States, seventy-eight million adults and thirteen million children are fighting the health and emotional effects of obesity. Current research trends suggest that by the year 2030, fifty-one percent of the U.S. population will be obese. Many people believe that the only way to combat obesity is to increase physical activity levels in all ages. The issue is that while obesity rates have skyrocketed over the last thirty years, physical activity levels have increased as well. The solution to the United States’ obesity epidemic lies in the education of its citizens on the importance of dieting. Although physical activity has many health benefits, it is not as efficient as dieting is to combat obesity and aid overweight individuals

Some findings from this study included “change-experimental and change-behavioral processes that contributed to the transition from pre-contemplation stage to contemplation stage, factors that contributed to the change from the contemplation stage to the preparation stage were change-behavioral processes and decisional balance-cons; and self-efficacy played a part in the transition from the preparation to action stage” (Jeon, Kim, and Heo, 2014). In general, it is important to exercise routinely, but especially in college students because they are living on their own and no longer have the security of their parents to rely on and must fend for themselves; this can lead to unhealthy food choices and lack of activity which can result in gained weight or obesity. Family Nurse Practitioners assist patients with health promotion and this study shows different ways that TTM can aid the college generation with increasing their exercise. Jeon et al., (2014) showed in university students that “when exercise behavior change is low, strategies such as giving one-to-one training, having the subjects read relevant books, and providing information are needed; and when exercise behavior change is high, it is necessary to heighten self-efficacy by having subjects select and freely conduct appropriate kinds of

Those against mandatory exercise say that if students feel it is important to exercise they will create a program of physical activity on their own and it does not need to be a part of the school. The problem with this theory is that the majority of people would stop the program if left on their own without any sort of accountability. For example, a study was done on several different exercise plans to see what results would happen over time. First the theoretical approach of self-monitoring was used. This program left individuals to attend exercise sessions on their own without any intervention from others. The overall observation was that interest in attending and exercising was lost after about four weeks. Next the approach of stages of change was used. This program used four different groups. One group received weekly calls with structured inquiry to see how and when the subjects were personally exercising. The second group received weekly calls with general inquiries about their exercise habits. The third group received a call every three weeks with general inquiries of exercise, and the last group received calls every three weeks with structured inquiries. The results were, that 63% of the subjects who were called more frequently were regularly exercising as opposed to only the 22% exercising success rate of those that were called less frequently. Also those called with the structured

“Physical education hopes to accomplish, to engage all students, not just the athlete elite, in fun activities that will instill a lifelong commitment to fitness.” (Johnson, 264). Physical education in the classroom can be a vital steeping stone to the way that teenagers think about fitness. Lifelong fitness is something that everyone should be guaranteed, it mainly depends on the experience that a teenager has. Like many other subjects in school, the

When I came to college I never knew how difficult it would be to exercise on a regular basis. I was a high school athlete who had always found physical activity important and figured that would continue during my college career, but I was mistaken. I quickly became overwhelmed, and my time at the gym was quickly cut out of the schedule. I gained weight like most college students and looking back now I realized I had irregular eating habits, extreme levels of stress, and lack of sleep which is typical in most college students. When thinking of a personal self-care activity I found that exercise helped improve all of these problems in some way. When I realized exercise was the personal self-care

But physical education isn't only exercising. It can be sports too. Even if your school doesn't have a PE program, they will most likely have sports. Some school sports are football, basketball, volleyball, wrestling, ECT... Sports keep you active and movind around so they give you exercise. So, whether you spiking a volleyball or shooting some hoops, you are staying active.

The controversial topic in the realm of physical education is if physical education should remain in schools. Higher up’s are complaining about test scores and suggesting that cutting physical education programs would lead to better test scores. Technically, this would lead to more time spent sitting in a desk and listening to lectures in class, which is supposed to improve test scores. So, the solution to increase test scores is to take the small chance of physical activity that children receive during the school day and keep them almost completely sedentary for six-plus hours. When physical activity is restricted during school hours, children do not regain the lost physical activity after school, resulting in children who remain