The Effects Of Physical Education On A Student 's Outlook And Desire

As a Physical education teacher it is my job to teach students about how to be healthy in their everyday lives. I specifically want to teach students in a high school setting where physical education is sometimes undervalued as just playing dodgeball in the gym. As a future educator in this field I value the belief that health, and personal fitness should be taught with the same importance as math or English class. I believe this because we live in a world where obesity rates are sky rocketing, kids are

In recent times, many people suffer from lack of exercise, because of studying and working. Especially, students need to do many exercises, such as basketball, tennis, or football, for growing. For this reason, many schools organized sports classes; however, I think that students do not need to participate in school’s sports class because some students, who do not relish sports, get a stress from this program.

The goal of this topic of “What is education in Physical education” is to try and explain what physical educators are actually teaching students. For this project, we are focusing on cognitive and affective learning styles within physical education. The article Kyla looked at was “The Importance of the Affective Domain in the Education of Physical Educators.” The purpose of her article was to look at the importance of affective goals and objectives related to the training of future physical educators (Woodford, 1979). The affective domain looks at attitudes, feelings, interests and values of the learned. It is best viewed as the way a person feels rather then how they think (Woodford, 1979). The goal for physical educators should be to cover all areas of learning, which helps adjust a person’s value of physical education (Woodford, 1979).

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

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

No one should have to face humiliation every time they walk through the gym doors. Some students find gym class a fun escape from other academic classes, while others find it absolutely dreadful. Learning physical education can create hatred towards exercise and lower a student’s self-esteem rather than improve it. For athletic students, gym class is a breeze while for less athletic students it can be quite the challenge. Many adolescents have disabilities that can limit their physical activities,

Despite this popular belief, the class of physical education truly is beneficial for students at the elementary level. Most kids like to run around and have a good time, which is exactly what physical education is for. As shown in the graph from “Percentage of Youth Who Were Physically Active, By Number of Days Per Week and Sex,” only about twenty percent of adolescents were active five days per week. By keeping the physical education program, students will participate in five days of physical activity per week, which is a healthy amount. If students play on sports teams instead of physical education, they may only have two or three days of physical activity per week. Additionally, the five days of activity per week could help lower obesity rates which was shown to be nearly twenty percent in adolescents ages twelve to nineteen in the graph “Prevalence of Obesity Among Children and Adolescents Aged 2-19, by Sex and Age: United

There are many different reasons as to why individuals choose to participate in exercise, whether it is due to athletics, weight control, or behavior. This study is used to determine the difference in motivation levels between college athletes at Kansas Wesleyan University (KWU) and those who do not play sports at KWU. The health benefits of exercise are widely known but rarely put into use. The lack of physical activity has grown to become a problem in college-aged students, even to the point where a common phrase of “Freshman Forty” has become dominant. It seems the transition from high school to college leaves former athletes unaware of how to exercise without a sport or coach telling them what to do and how to do it. Motivation levels could be a determining factor as to why individuals choose to partake in exercise or are lacking in that area.

Limited Physical Education: According to data from the Youth Risk Behavior Surveillance System (YRBSS), in 2011 only 51.8 % of high school students were enrolled in physical education classes, and only 28.4% attended physical education class daily (7). Also, it is found that as student go on to a higher grade, their participation in physical activity goes on decreasing due to increased burden of studies. In higher grades, it becomes difficult for students to manage their time between school, assignments and outdoor activities(7). In US, the current problem is that 37% students do not participate in vigorous physical

All students can and will learn when encouraged and given a safe and fun environment to do so. Students will enter the physical education program with various skill levels and abilities, therefore the aim of physical education is to develop students into well rounded individuals who possess a positive attitude towards physical activity and competitive challenges placed before them.

Although it is said that the majority of the students are involved in physical fitness outside the school, the text does not provide any detail regarding which physical fitness activities these students are doing. For instance, some students could be doing a complete physical exercise - stimulating the whole body - such as swimming, while others might just be performing physical activities that partially stimulate the body, such as playing tennis or soccer. Therefore, since it is not warranted that this

Nowadays, colleges are building gyms and hiring personal trainers for their students to help students get a healthy college life. Exercise is actually not only part of our health concern, but also part of students’ college life. There are a lot of information for students to know about exercise. Students always get too many options when they go to the gym but that doesn’t mean students can get workout in whatever the way they like. Reports shows that many students will go to exercise at least 2 days a week. But there are students who will stop their exercise because they get bored of their daily routine. There are also students who do not like exercise. Many things happened before the exercise, during the exercise and after the exercise. If

“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

Physical education is defined nowadays as a “systematic instruction in sports, exercises, and hygiene given as part of a school or college program” (Park). When most people think of the term “physical education” they think of it as “a broad, inclusive term comprising the fields of physical education, health education, safety education, athletics, recreation, dance education, kinesiology and so on” (Zeigler 1). It may sometimes be referred to as physical training or gym class and mainly is taught in grades kindergarten all to the way up to your senior year in high-school in the United States. The history of physical education dates way back to the Greek and Roman times and has slowly evolved into what it is now today. There is a

Teachers can be pro-active in how they incorporate physical movement into many classroom lessons keeping in mind that it needs to be an enjoyable activity that is been planned with diversity in mind. These lessons can be centred on body image, weight control, nutrition and the importance of physical activity as part of the school curriculum to assist in addressing and preventing obesity (McDevitt and Ormrod, 2010).