Are All Non Athletic Students?

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

Athletes are giving it there all both on the field and in the classroom. College athletes are brought to the school on scholarships to play sports. These athletes are giving it there all going back and forth from classes, to the weight room, to studying, and to practices. But they mostly spend a lot of time practicing rather than going to classes. ““These young men are laboring under very strict and arduous conditions, so they really are laborers in terms of the physical demands on them while there also trying to go to school and being required to go to school.” Says Robert McCormick (2011, Kenneth J. Cooper). What Robert means is that these students have a huge amount of work load on them while also being required to go to school at the same time. These athletes aren’t like every other students. Even before the school year starts, athletes have to come to schools weeks early. Having a summer off is what normal college students have

Students in college have to balance many activities: school, friends, work, health, and everything in between. Being a student athlete adds a whole new workload. Not only do student athletes have to balance class, studying, and homework, but they also have workouts, meetings, events, games, and of course, practice. Not even mentioning a social life, a student athlete 's daily schedule is already packed full. Typically, a student athlete wakes up, goes to a workout that is followed by classes, then another workout, and finally time for studying and homework.

Newton’s first law of motion states that an object in motion will remain in motion, while an object at rest will remain at rest unless acted upon by another force. This seems to be true with humans as well because it is more likely that a person will remain active in their later years if they remain to be active through the critical time of their late teens and twenties. Because a major portion of this age category is in college, it is crucial for universities and community colleges to provide physical education to help students achieve and maintain a standard level of physical and mental fitness outside and inside the classroom.

The data collected from a survey performed by the Behavioral Risk Factor Surveillance System regarding time, frequency and proportion of exercise reports that 58.1% of the interviewees were considered physically inactive; 29.8 % concluded with not having time for exercising. Besides, the statistics showed that there was not much difference between genders as it was almost the same percentage of passive lifestyle; however, there were differences when considering race and age (Centers for Disease Control and Prevention [CDC], 2010).

Many athletes spend lots of hours dedicated to their sport of choice. They do this by practicing in their free time, team practice, team meetings, and traveling. Then, they have to study for their classes. This to me is like working a full time job with a heavy load ofn classes you have to attend to and do well. Dave Anderson stated, “College athletes spend an average of 43.3 hours per week dedicated to their sport” (Anderson 1). Also, Anderson stated, “This means that college athletes have to work 90 hours per week just to remain in school on their scholarship. This is the equivalent to working two full time jobs with a side job on the weekends just to pay their bills” (Anderson 2). Sports can put a lot of stress on a student’s school work achievement goals. People should know that college for student athletes demands a lot out of them and basically drains them physically as well as mentally. This is based on all the time they spend on sports and

First college students often devote most of their time to whatever sport they play. Some of them only eat, breathe, and sleep sports. Just like

-Most universities now have some form of a Campus gym. This allows you to find time to work out before, after or in between classes.

High school sports also has a benefit to an athlete's physical health. Today’s teens are exposed to a great amount of entertainment avenues such as television, video games, and other media devices. These things allow teens to be lazy. Young people generally get less physical activity as they get older. By being physically active it can help prevent obesity. The experience of sports, exercise, and kinesthetic activities helps boost teens’ bodies. Involvement in sporting activities keeps teens moving and and keeps them engaged physically which is vital for their overall health and

At California State University, Northridge, the Applied Fitness Lab acted as an apparatus to assist students and clients in addressing and understanding how physical activity can alter health risks, such as physical inactivity and obesity. In the modern working environment, many professions require employees to work behind desks for many hours. Therefore, it reduces the amount of physical activity that a person will receive during their life causing an increase in physical inactivity. A person is classified as physically inactive when they do not meet the recommended level of normal physical activity. Current research suggests that physical inactivity is inversely correlated with the risk obesity (Pradinuk, Chanoine, Goldman, 2011). Obesity, is a result of physical inactivity in large body populations, is a growing health risk factor globally and is linked to many chronic diseases such as high blood pressure or increase risk of heart attacks. Due to the knowledge of these health risks, the purpose of the Applied Fitness Lab is to improve the health of campus staffs by introducing and implementing physical activity through group exercises or one-on-one training to their working schedules.

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

My lived experiences have influenced my attitudes and values towards this inquiry questions. Growing up my parents provided me with many opportunities where I was exposed to a variety of physical activities. These activities included: dance, soccer, ski and karate. I strongly believe that if students come from an active household where their parents value healthy living, they are more likely to grow a passion for physical activity. The question arises, what if students do not have the same opportunity as I did. As I reflect back, I believe the schools I attended played a critical role in my desire to be physically active. I was fortunate enough to have physical health

Another unfortunate hindrance to physical activity in schools is the notion that physical activity takes away from time that could be used for academic studies. This is unjustified however, because children of this age group are unable to sit and concentrate for long periods of time without being able to get up and move (McDevitt & Ormrod, 2010).