Physical education can go beyond just working out. Physical education involves several different approaches for learning. High school students gain more than physical knowledge yet it can improve there approaches toward responsibility, their sportsmanship, and their overall community.
“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 experiences that a teenage gains during physical activities and education can be just as essential as math.
For most children growing up, school can often be the first place that a students are introduced to physical equipment and personalized time set apart for them to work out. I like, many other student in high school, was given physical education class. The experience in class was not only a bonding experience between my friends and I. Yet also a chance for me to work on my physical fitness. Unlike my other class I was able to jump and run, stretching not only imagination and my limbs. In schools today students
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have primary subjects to focus on physical education class should be just as important. There should be mandated physical education class in schools because it decreases a teenager’s chance of developing health problems and the class improves the social skills of a teenager.
For all Americans, physical educational practices can be a key part in their overall health. Ba...
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...s-Ehlers, Caroline. "Physical Education Teaching." Encyclopedia of Cross-Cultural School Psychology. 1st. Springer Science , 2010. Print.
3. Henderson, Alan, Sally Champlin, and William Evashwick. Promoting teen health: linking schools, health organizations, and community. 1st. Thousand Oaks, CA: SAGE Publications, 1998. 33. Print.
4. Johnson, Sharlene. The Future of Physical Education. 1st. Birmingham: Oxmoor House Inc., 2002. 264-268. Print
5. Tucker, Jill. "Schools budget calls for hard cuts across board Read more: http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2010/06/20/MNKJ1E1APC.DTL#ixzz0rd70OtuF." San Francisco Chronicle (2010): n. pag. Web. .
6. Woolston , Chris. "Teen Smokers." CONSUMER HEALTH INTERACTIVE (2009): 1. Web. .
"Physical Education." NASBE Center for Safe and Healthy Schools. National Association of State Boards of Education, n.d. Web. 17 Apr. 2014.
... physical education (J. Sproule, Ed.). Retrieved February 25, 2014, from Sage Journal website: http://epe.sagepub.com/content/11/3/257.short#cited-by
The textbook states that, “physical education teaches students to add physical activity to their daily lives and exposes them to content and learning experiences that develop the skills and desire to be active for life”
... past decade has not only affected teachers and valuable elective programs, but mostly importantly the education of today’s youth. The Georgia school districts have exhausted almost every way to make up for the billions of dollars of lost state financial support and they have reached the tipping point. Since over 9,000 teachers have lost their jobs, students are being forced into already bulging classes where they do not receive the kind of individual attention needed in order to boost student achievement. If Georgia leaders expect student achievements to improve, they must invest the necessary economic resources needed to achieve this goal. At the end of the day, one of the most important things in life is a good education, so we need to start putting more money into the K-12 school funding and help build back what years of austerity cuts have nearly destroyed.
This essay highlights the new nation wide curriculum values movement in physical education classes and the propositions it has to maintain and support engagement and development. Through effecting teaching strategies such as Mosston’s spectrum and identifying a holistic approach to valuing movement in the curriculum. Teachers can work towards creating supporting learning environments to cater for all students, and promote total student engagement.
There were many similarities and differences between the articles, The Third Dimension in Physical Education by Eleanor Metheny and How About Some Muscles by Charles McCloy. They are similar in that both authors take a dualistic approach in the philosophy of physical activity. Both authors also agree on the fact that physical education in a school’s curriculum can have a large impact on students overall quality of life. They both argue that physical education has been widely viewed as inferior to intellectual studies and that it should be given more perspective. In The Third Dimension in Physical Education, Metheny explains how educators play the role in providing opportunities to students where they could increase their involvement in physical
Physical activity enhances children’s quantitative development within middle childhood, supporting growth toward healthy strong people, physically and psychology. Middle childhood is documented as being between the ages of six to ten years old. A lack of physical activity affects children across all areas of development; it is not restricted within the domain of physical development. Discussed within are the expectations of motor development within middle childhood, the benefits of physical activity and the consequences of prolonged inactivity. Along with how a student’s physical development facilitates or restricts development in other areas and how the learning environment can accommodate and support the physical needs of students.
Gabbard, C., LeBlanc, B., & Lowy, S. (1994). Physical Education for Children: Building the Foundation, 2nd edition. New Jersey: Prentice-Hall, inc.
Although physical education remains enjoyed by some students, it also remains dreaded by many others. Many students who play sports and do extracurricular activities do not feel that physical education classes serve a purpose. Physical education classes should not remain mandatory for athletes while they remain in a sport, or for athletes who regularly compete on a traveling team. Also, physical education classes may pose a risk for students who play sports and do extracurricular activities. Many injuries to student athletes have happened in physical education classes.
Physical education in school systems is beneficial because it improves students’ health. Without physical education the child’s overall health will decrease. Despite these benefits, some people believe that physical education has no value to children in schools. Physical education is significant in schools because it improves children’s health.
eight to ten) should be applauded for this, but frowned upon for not enforcing it on senior high school students (grades 11 and 12). Physical Education is defined as “the process of education that develops the human body, specifically fitness and movement skills” (Baker, 1990, p. 14). This teaches students valuable skills that would be applicable to life, present and future. Students also learn how to work and interact with others to pursue goals in a way which academic subjects, such as mathematics and science, may not provide. Physical Education should be a requirement for all British Columbia high school students because it provides physical skills necessary for effective social functioning, offers educational value and teaches healthy habits reducing health risks.
Over the past decades our culture has changes dramatically. To which our nation was once a physically active nation. Yet now it seems that society discourages physical activity. The human race has been dependent on automobiles, discouraging people to walk or bike, increasing the chance of a poor life-style. Yet there are many factors that affect the achievement and maintenance of a healthy life. Young people are growing into a diverse society, which is characterized by rapid change, inactive work and leisure practices that influence unhealthy behaviors. By incorporating physical activity into peoples daily routine will increase their chances of being healthier, reducing certain diseases and learning how to avoid injuries. Physical education helps students improve their knowledge about health issues and practices that will lead to a more enjoyable life. Students playing and working in a team together develop social skills, teamwork, achieving goals, and development of self-esteem. Overall physical education provides the potential for a better life style.
“Physical education plays a critical role in educating the whole student. Research supports the importance of movement in educating both mind and body. Physical education contributes directly to development of physical competence and fitness. It also helps students to make informed choices and understand the value of leading a physically active lifestyle. The benefits of physical education can affect both academic learning and physical activity patterns of students. The healthy, physically active student is more likely to be academically motivated, alert, and successful. … Throughout the school years, quality physical education can promote social, cooperative and problem solving competencies. Quality physical education programs in our
Physical education takes place in the school curriculum which is timetabled and taught to all school pupils. This involves a range of different skills, learning basic movements
Graham, George. Children Moving: A Reflective Approach to Teaching Physical Education. Palo Alto, CA: Mayfield Pub., 1980. Print.