Physical Education programs in publics schools has long been a source of disappointment and stagnant development. As the average rate of an urban youth continues to rise, little is being done within the school setting to meet the growing need for active involvement. School system leaders overlooks physical health due to the need to cut spending and increase test scores, all the while losing sight that school is the place where youth spend most of their time and gain most of their development. Schools and school systems are not only responsible for nourishing the mind, but also maintaining the health of the body, and this is where physical education programs are at the forefront. Physical education is as vital a component of the school day as classroom time, but it is constantly losing its value. School system regulations, conflicting program implementation by teachers, and student engagement are the backbone of the problem and the first sources of the solution.
Many urban school systems often struggle to find the balance between meeting academic quotas while maintaining a balanced school environment that includes recreational time. In efforts to improve test scores, some school systems have considered shortening, or eliminating physical education. However, what they fail to realize is the proper physical education can help students reach their full academic potential and exhibit positive behavior in the classroom (Strong et al., 2005). In a study, conducted by Hammerschmidt, Tackett, and Golzynski et al. (2005), surveying teachers at low-income schools in Michigan, results showed that 50% of high school teachers felt that a lack of funding was the major barrier to proper physical education programs in inner city schools. Results ...
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...ammerschmidt, P., Tackett, W., Golzynski, M., & Golzynski, D. (2011). Barriers to and
Facilitators of Healthful Eating and Physical Activity in Low-Income Schools. Journal of Nutrition Education and Behavior, 43(1), 63-68. Retrieved from EBSCOhost.
Kulinna, P.H., McCaughtry, N., Cothran, D., & Martin, J. (2006). "What do urban/inner-city physical education teachers teach? A contextual analysis of one elementary/primary school district." Physical Education & Sport Pedagogy (11.1) 45-68. Retrieved from EBSCOhost.
O'Sullivan, M, & Dyson, B. (1994). "Rules, Routines, and Expectations of 11 High School Physical Education Teachers." Journal of Teaching in Physical Education (13.4) 361- 374. Retrieved from EBSCOhost.
Strong, W.B., Malina, R.M., & Bumkie, C.J.R. Bumkie et al. Evidence-based physical activity for school-age youth, J Pediatr 146 (2005), pp. 732–737.
The purpose of this paper is to provide an individual health promotion for an 8 year old African American female who is in the 95 percentile for weight. Guiding change is a key component that a nurse must display in order to combat childhood obesity (Berkowitz & Borchard, 2009). The health promotion will aim to increase physical activity and enhance the individual’s consumption of nutrient dense food based on Healthy People Guidelines 2010, as well as improve the health literacy for the parent and the individual with regards to childhood obesity. It is essential that the nurse, parent, and child have open communication with mutually agreed upon goals (Caprio et al., 2008). The goals set forth by the nurse, parent, and child are that the attendee participate in at least 60 minutes of sustained aerobic activity 5 days a week for the next 6 months.
"Physical Education." NASBE Center for Safe and Healthy Schools. National Association of State Boards of Education, n.d. Web. 17 Apr. 2014.
The textbook mentions curriculum trends and changes as it relates to physical education. Listed below are those changes compared with the current SHAPE National Standards:
This paper examines the issues associated to the disengagement of students in the health and physical education domain. Typically traditional curriculums have shown to foster anxiety and create undesirable competition amongst students through fitness testing. It is critical to understand the reasons behind the issues of why students are disengaging in the participation of physical education, as the sedentary behavior is becoming a major factor in the obesity epidemic.
Schools serve as an amazing venue to provide students with everyday physical movement, and to instruct the essentialness of general physical action for wellbeing. Shockingly, most individuals' get little to no general physical activity while in school. Budgetary obligations and the pressure to increase test scores have brought on school authorities to address the worth of PE and other physical activity programs. This has prompted a significant lessening in the time accessible for PE, and in a few cases, school-based physical action projects have been totally eliminated.
School funding cannot be solely to blame for the decrease in physical activity in the education environment. With the increased emphasis on the need to achieve academic aptitude, children as well as their adult parents see athletics as an extra, or something that can be done when and if homework is completed. Not to say that this is not commendable, but evidence supports the fact that athletic programs have the ability to turn at-risk youth in positive directions. Sports programs promote healthy social and physical development while offering positive alternatives to high risk behavior.
Throughout an educational discourse, inclusion is a highly debated subject throughout the curriculum. During the past decade, there have been exceptional levels of funding and resources solely aimed at physical education and school sport within the United Kingdom (UK). The DFE suggests that 57% of children with SEND attend a mainstream school (DfES 2007). Physical Education (PE) has been a rising topic of discussion due to decrease in activity and an increasing level of child obesity within the UK(Coates and Vickerman 2009). There are various implemented strategies such as Physical Education School Sport and Club Links (PESSCL) and Physical Education and Sports Strategy for Young People (PESSYP), which are instruments to ‘direct and guide practice and policies’ (Fitzgerald and Stride, 2012). Using these governmental strategies, schools try and challenge and attempt to increase participation and engagement with the aim of providing ‘high quality PE lessons’ (Griffin 2012), which targets the government initiative particular the London 2012 Olympic and Paralympic games to encourage an promote inclusive PE and school sport (Green 2009). Additionally, Fitzgerald and Stride (2012) distinguish on the concluding issue of inclusion should be recongised as part of a broader international concern to promote inclusive education (Forlin et al. 2008). There are various aspects, which are of high debate within inclusion regarding the national curriculum, initial teacher training and experiences of student and teachers.
Because these schools don’t have enough money to provide the resources to educate their students, it is likely they are unable to expend funds on sports activities. This results in sports programs being cut first, right behind music and art. Since many of these programs offer a way for adolescents to escape reality, it is a necessity that we fund these programs. Sports programs are a way for adolescents to experience physical skill development and critical
The goal of this paper is to inform others of my reasoning why physical educators are important and why it is my dream to become one. There are three main points I would like to discuss: the value of physical education ,being a role model ,and why it is my dream to become one.
Physical education must be mandatory for students all over the world. It provides many conveniences for children later in life. Sports in school encourage kids to play more outside of school and from there, their health increases. Unquestionably, physical education improves kids’
Opposition of mandatory Physical Education in high schools believe that if a student has not developed a desire for voluntary physical exercise by the time he or she reaches high school , he or she may not ever (Eberhardt). It is true that individuals should not be forced into something they don’t want to participate in, but if these students don’t get any exercise outside of school, where will they receive an appropriate amount of fitness? Paul Eberhardt, athletic director, intramural director and head coach of the McNair Marlins basketball team in Richmond, B.C., believes “that students don’t care about participating in P.E. anymore and we have to educate students on the benefits of Physical Education”. In the 1994-1995 school year there were 1,133 students enrolled at McNair High School but there were only four P.E. classes available, which meant approximately 120 students attended in these classes. The remaining 1013 grade eleven and twelve students had no Physical Education at all. This is an astonishing figure. “Many students participate in sports and recreation activities outside of school, but most of them get hardly any exercise at all.
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 exists in schools to help students perform physical activity in schools and promote healthy lifestyles. It is extremely important that physical education teachers promote physical activity and healthy diets to young students because they are the ones who will be at risk of developing health issues such as obesity. Physical educators need to teach the younger generation the proper way to stay healthy so that they will continue to be physically active outside of phys...
A teaching philosophy is critical in my role as a future successful teacher. It will guide me in the way I conduct myself, how I develop curriculum, and how I establish order in my classroom. As a teacher it is important for me to be consistent with how I manage my classes. With a central philosophy as a backbone it will be easy to follow my own simple guidelines.
“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