An Investigation into Primary School Physical Education

In the past decade, there has been a shift towards empowering and driving physical education in the National Curriculum and its ability to promote a healthy and active lifestyle, to name but one. Physical Education and School Sport (PESS), was awarded International and European Year awards for years 2004 and 2005 respectively. In 2002, the UK government designed and executed a strategy to highly fund PESS, with the overall aim of increasing

The need for quality physical education in elementary schools is an important needed foundation for young children to maintain a future healthy lifestyle. The benefits of having physical education in elementary schools are endless. For example, physical education helps fight childhood obesity, lower the risk of heart disease and type 2 diabetes, and promote active children to be active adults. However, the rhetoric surrounding physical education in these schools are

The author starts the chapter by examining the role of physical education. The author discusses the CDC’S model for school health and the importance in the development of the physical, mental, emotional, and social health of a person. The author continues to discuss if physical education is a discipline or profession. The author then discusses the emergence of the subdisciplines of kinesiology.

Exercise and physical sport are fundamental to the early development of children and youth. There is an overwhelming amount of evidence that shows the positive effects of sport and exercise on physical health. While physical education provides a good basis for healthy exercise habits, sports further this knowledge and push the child to exercise even more. “Exercise in general controls weight by burning calories, improves the functioning of the cardiovascular system, placing a lower strain on the heart, and increases an athlete 's energy level while improving the quality of sleep” (Center for Disease…, 3) Organized sports and exercise in general can have a tremendous impact on children. Children who participate in sports are taught at

Daily Physical Activity, DPA, amongst the most known is very important. Regular physical activity not only affects one physically but mentally and socially. The incorporation of 30 minutes of DPA may induce student achievement and readiness of learning. Evidence proves the positive effect physical activity has on optimal learning, longevity and increased productivity (n.a., 2008). Additionally, in many cases, physical education class does not include the necessary amount of physical activity needed everyday. In these cases, other sources of physical activity need to be provided, whereby DPA becomes more important. The implementation of DPA within classrooms lays a foundation of healthy and active life styles at a young age. Through DPA children can boost their self-efficacy and develop assurance in their ability to succeed in the world of health and physical activity. In addition, it will enhance their physical literacy by mastering the fundamental and movement skills needed to move confidently in physical activity situations. Some youth today would rather watch sports then participate due to their lack of physical literacy. They doubt their ability to succeed in the sport and physical activity world. This is caused by both the lack of self-efficacy and physical

There are many important factors to consider when teaching students aged in their middle childhood (6-10 years) and planning curriculum. During this time the student’s physical development is changing dramatically and as teachers we need to understand the changes they are going through so we can adjust the learning environment accordingly. By “physical” I of course mean the development of the body, brain and motor skills. I will now explain the importance of all factors needed for excellent physical growth and development in the middle childhood years.

The topic I have chosen for the article review paper would be how sports introduce children and young people to an extremely healthy development. As said in the article being involved in sports at any age you can begin to start seeing changes in motor skills development, performance and educational potential(sportanddev.org). These changes are extremely important to look for in a child’s development because it helps them grow and puts a great impact on the child’s lifestyle. Being involved in an extracurricular activity, such as a sport could help a child in plenty of different areas. These different areas involve a healthy type of lifestyle which introduces you to new skills, long term involvement in physical activity and a new learning

Physical literacy is much more than physical activity or being the fastest, strongest, and most agile. According to Higgs et al, 2008, physical literacy also consists of being able to read the environment and events, then responding appropriately (as cited in Mandigo & desLibris, 2009). Therefore, it is not only the knowledge of the skills, but being able to apply one’s skills to different sports, the real world, and social situations. More recently, PE curriculums emphasize physical literacy in terms of the whole child—affective, physical, and cognitive. One must not only be physically fit but must also have the knowledge, understanding, confidence and satisfaction. It also means flexibility in responding to various

One out of three children in the United States are obese or overweight, while only six states across the United States follow the standards from the National Association of Sports and Physical Education for Schoolchildren (Rochman). While the physical education at schools are declining in the United States because the state requirements for education are putting pressure on schools to increase the class room part and decreasing the physical education. Schools are trying to save money for the core classes math, Science, Language Arts, and History. With that lack of physical activity in schools the childhood obesity is increasing. This is causing many health problems in our youth. In order to prevent the risks associated with obesity,

One of the main focuses of Physical Education for Generalist Teachers is learning about physical literacy and implementing it into our future classroom and students. Physical literacy is the learning and mastering of basic movements and sport skills that allow a child to analyze their environment and make proper choices to allow them to move surely and controlled in a variety of physical activity circumstances. This is a very important concept to implement into schools as up until recently physical literacy has been underdeveloped in students; thus negatively impacting them in various ways, such as low self-esteem and less community involvement. Luckily with the teaching of fundamental movement skills (FMS) and the new curriculum the

Physical education being mandatory in a school setting is a very controversial issue in our world today. Many general education teachers think it is a waste of time, students are not learning, and/or more attention should be focused strictly on classroom studies and schoolwork. Therefore, the number one question is, should physical education in a school setting be mandatory? A debate between two high school students was divided equally. Mara Cobb, a senior from Kentucky, describes, in a typical school setting, we learn or are meant to learn concepts, which will help our future lives. She states, “There is an obesity epidemic, and exercise is a crucial way to prevent future health issues, like heart disease and diabetes” (Menza, 2015, p. 2). Students do not realize what they are learning, no matter what age they are, benefits them later in life. She also makes a good point when saying even though some kids do not like to participate in physical activity, or feel awkward in front of a whole class; they are benefiting themselves in the long run. On the other hand, School Jackle disagrees. He believes physical education is somewhat humiliating and based on ability (Menza, 2015, p. 2). I would have to disagree significantly with his statement. I feel as though if a teacher is teaching in the appropriate way, he/she would get graded on their participation in the class and willingness to participate no matter what the ability he/she has. It is true work ethic outweighs

Powell, Woodfield and Nevill (2015) produced an article entitled ‘Children’s physical activity levels during primary school break times: a quantitative and qualitative research design.’ The purpose of the article is to investigate the “diversity of primary school children’s physical activity” during outdoor recess. The research was carried out in two phases; phase one was the quantitative phase; the quantitative phase relied on the gathering of observational data using the System for Observing Children’s Activity and Relationships during Play (SOCARP) tool (Ridgers et al. 2010), this tool is used to monitor the behaviour of school children during their break time; splitting their actions into four subgroups, activity levels, group size,

From 1992 until 2008, the different forms of the National Curriculum for Physical Education have been focused around the notion of Sport and Performance. There was a strong emphasis on competition and finding elite performers which may not be an ideal approach. Many children dislike the competitive element of sport and would rather take part for personal or social reasons. This wouldn’t encourage young people to sustain physical activity levels as they may not want to compete and have only seen physical activity in a competitive light. In 2008, the new National Curriculum was launched and its priority was given to health and physical activity rather than sport. This reduced the amount of competitive elements and made it more about taking part. Some would say that the 4th NCPE was seen as successful as in 2007, 17% of boys and 16% of girls aged 2-15 were classified as obese and this decreased as in 2009, 16% of boys and 15% of girls aged 2-15 were seen as obese (Statistics on Obesity, Physical Activity and Diet - England, 2009 and 2011). This slight decrease could be down to the change in the type of activities offered in school although it may not be the only factor. Giving young people the opportunity to set personal goals rather than basing everything around competition would promote life-long participation in physical activity as they will get a sense of achievement from completing that specific goal. However, this focus on health and

In this essay I wish to discuss how one can promote each the six features as outlined by (Kretchmar, 2006) in primary physical education. Oxford dictionary defines meaningful as 'serious, important or worthwhile' (Oxford University Press, 2017). This, in relation to physical education in a primary context, means that for pupils to gain from the lesson, it must have some form of

In Step 2 the authors stated purpose was to "Determine the effects of a curriculum designed by following social constructivist learning theory on learning fitness knowledge critical to healthful living in elementary school physical education. Specifically, we asked whether and to what extent curriculum influences elementary school students’ knowledge gain in three areas important to fitness development and healthful living: cardiorespiratory health, muscular capacity, and the principle of maintaining body flexibility and good nutrition.” (Sun, Chen, Zhu & Ennis, 2012, p. 217). After finishing their research study, the authors asserted that the results of the investigation concluded that “The superior knowledge gain in students who experienced the treatment curriculum can be attributed to the impact of the curriculum. Contributing factors include curricular coherence and the emphasis on helping students internalize the knowledge and skills in the curriculum and creating a highly learning- oriented learning community in which ZPDs can be meaningfully determined for students to enrich the learning experience. With the development of redefining learning as conceptual change in education, the evidence, based on knowledge gain determined by standardized tests, may be limiting still. Further studies incorporating conceptual change measures should be conducted to further our understanding of the power of curriculum on learning.” (Sun, Chen, Zhu & Ennis, 2012, p. 228). The