One-On-2 Physical Education

The Margaret Eaton School (MES) played an important role in Canadian physical education during a period of time known as the “golden age” for women’s sport in Canada. This essay will discuss how Margaret Eaton School came to be and why it is considered one of the leading schools in the development of women’s physical education in Canada in 1901, with the help of Emma Scott Raff and Margaret Eaton. The school started out as “The School of Expression” focusing on theatre and physical culture, and later (1925) shifted its views to focus solely on physical education. I plan to argue that from 1901 to 1942, the Margaret Eaton School played an innovative role in Canada in the development of physical education by offering women a comprehensive

Becoming increasingly more active is vital to combating and reducing obesity in children. Healthful, fitness habits, then, must be jumpstarted at institutions where all American children spend mandatory time, such as in a child’s school; evidently, “normal weight children get 16 more minutes of

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

Schools are required to have at least an hour of physical activity daily. This is enough time as long as the children are actually doing something that is going to help burn some calories. If they don’t do anything that will make them break a little sweat then the whole physical education class is useless. The PE classes don’t only make the children run but they also teach them what they need to do to stay in some kind of shape for later on in their life. Less than 10% of public schools and private schools provide daily PE (Boyse). Another thing that schools can do to promote physical activity is having the children walk or bike to school. The way they would bike would be monitored by the local government and school programs. The parents of the children could walk them to school so not only do the children get exercise but the parents can also workout. By doing this the parents won’t have to sit in traffic and can save gas. After a time the child will get use to walking and will want to walk instead of taking a car. To start this the child needs someone to walk them and keep them doing it.

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

If you divide that by 20+ days a child attends school each month, you have roughly 30 minutes of physical activity per day. The definition of physical activity under this circumstance is not limited to physical education classes. Recess under Colorado law is considered to count towards those 600 minutes per month. Many elementary students receive recess multiple times per day, however, there is no guarantee that every single child is participating in physical activity. Some children prefer to sit and relax. Others may be playing soccer or on the playground. There is no requirement that a child must complete fitness activities during this time, so why should recess be able to count towards the required 30 minutes of activity per day? While recess is replacing the physical education requirement, where are children going to learn healthy habits if health and physical education are not commonly taught in the

Finding a way to get students more active is a major concern for the American population. Elementary children in the United States are becoming less and less active each year. Since 1980, the childhood obesity rates, ranging from the ages of pre-k to pre-teenage have tripled in number— Six to eleven-year-old obese rates have more than doubled, going from an acute seven percent to outstanding seventeen percent. The rates

Lisa Mooney says that physical education raises endorphin levels in ones body which helps reduce stress. Stress can affect behavior, as well as other things such as health problems like high blood pressure. By reducing stress form physical activity, people can avoid health crisis such as heart disease. Kristine Tucker agrees that good health can prevent illnesses such as osteoporosis, cancer, hearth disease, and diabetes. All these illnesses could negatively affect health strongly in not noticed immediately. From this information it is evident that by making gym mandatory. Children can avoid bad health situations. Equally important is the fact that students should get 3 hours and 45 minutes of gym class a week says the Society of Health and Physical Educators. In other words, without PE most kids would not get enough physical activity in a week. PE helps keep students physically on track. Ella Sarwal, a student believes that students should have PE everyday be issue of the health benefits. She also says that many students have other

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!

The current physical education system at N13th St. is not the greatest—the students know it, the physical teachers themselves know it! When asked about the standard for daily physical activity, Wescott replied, “Everybody should exercise every day for at least 60 minutes a day.” He went on to say that after surveying his students, he came to find that the situation was even worse than it appeared to be.

Requiring physical education does not mean that students will be spending more time exercising. According to a study done by John Cawley at Cornell University, an additional two hundred minutes of physical education a week only increases activity levels by seven minutes (Cawley). Expecting

The purpose of this article is to describe the physical activity levels of children attending after-school programs, to examine physical activity levels in specific after-school sessions and activity contexts, and to evaluate after-school physical activity differences in groups defined by sex and weight status.. The authors summarized the study results indicating that boys exhibit higher levels of vigorous physical activity than girls, overweight or at-risk-of-overweight children participate less in vigorous physical activity , and children show higher levels of moderate-to-vigorous physical activity during free-play activity

Most states do not even meet the minimum recommendations for physical activity of 50 to 200 minutes a week, according to a 1997 National Association for Sport and Physical Education survey. Even if the kids have a regular physical education class they may not be getting any real exercise. One study in California found that during the course of one week, "school kids were getting

There is nothing more important than health, especially in this day and age. It’s concerning that only 29 percent of high school students surveyed by the CDC (2011) had participated in at least 60 minutes of physical activity on all seven days before the survey. The CDC also noted that only 31 percent of these high school students attended physical education class daily. Only 8 percent of elementary schools, 6.4 percent of middle schools, and 5.8 percent of high schools provide daily physical education to all of its students (SHPPS, 2000). The government is missing the fact that physical education can actually improve test scores, not the opposite.

In the modern schools, too many elementary schools are so centered academics and don’t focus on the well-being of the students. The school systems also don’t realize that physical activity can help students perform better in the classrooms. In the recent years, there has been a worldwide tendency to reduce school-based physical education in favor of academic subjects. Given the beneficial effects of exercise and the disadvantages of a sedentary lifestyle, cutbacks in physical education lessons are not near as productive as people think. Systematic reviews provide clear