Amanda Studer
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Transcript of Amanda Studer
QUALITY PHYSICAL EDUCATION AND INCREASED ACTIVITY LEVELS
EXPLORING THE EFFECT QUALITY PHYSICAL EDUCATION HAS ON HEALTH & LIFELONG PHYSICAL ACTIVITY
Amanda Studer
NATIONAL ASSOCIATION FOR SPORT AND PHYSICAL EDUCATION “the goal of physical education is to
develop physically educated individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity” (National Association for Sport and Physical Education, 2012).
PARTICIPATION IN PHYSICAL ACTIVITY: GENERAL HEALTH BENEFITS Longer lifespan Better quality of life Reduced risk of disease
Bailey, 2006 p. 398• Quality physical education programs can
contribute to students’ regular participation in physical activity and can increase student participation in moderate to vigorous physical activity (National Association for Sport and Physical Education, 2012).
CONSEQUENCES OF PHYSICAL INACTIVITY Diseases associated with physical inactivity
Obesity Heart disease Diabetes High blood pressure Poor bone healthBailey, 2006 p. 398
Youth risk of sedentary lifestyles Significant increase in children diagnosed with
these diseases The number of obese 6-11 year olds has trippled
over the past 20 yearsHall, Little, Heirdon, 2011 p. 43
COMPREHENSIVE K-12 CURRICULUM
Basic movement skills are the foundation of almost all later sporting and physical activities (Bailey, 2006 p. 398)
As students move through the program: challenging skills and concepts are introduced
and practiced Variety of skills
Health-related behaviors learned in childhood are often maintained into adulthood (Pate, O’Neil, McIver, 2011 p. 27).
PHYSICAL EDUCATION: ELEMENTARY Physical activity vs. Fitness Positive health benefits associated with participation in
physical education produces immediate observable results (Bailey, 2006 p. 399) overweight females at the elementary level are reported of losing 0.3
kg/m2 per additional hour of physical education (Pate, O’Neil, McIver, 2011 p. 26). In fact, lower BMI was associated with high physical activity time during physical education.”
National Longitudinal Study of Adolescent Health reported that students who participated in physical education as few as one day per week, were 1.44 times more likely to achieve the highest level of moderate to vigorous physical activity, when compared to students who did not participate in physical education (Pate, O’Neil, McIver, 2011 p. 23).
A similar study focused on seven elementary schools in Australia; the research group received 1.25 hours of vigorous physical activity while the control group received 30 minutes per week. Results indicated the group of students with the larger amount of physical education time displayed an increase in cardiovascular fitness and a decrease in skinfold measurement totals (Pate, O’Neil, McIver, 2011 p. 27).
HOWEVER… Older children are less active than younger
children Students who have more confidence in their physical abilities will be more
active Students who perceive the benefits of physical activity as positive will be
more active Girls become significantly less active than boys
Appearance Judgments Attitudes
Quality physical education programs prepare teachers to deal with these problems in attempt to keep all students engaged and active
SECONDARY PHYSICAL EDUCATION
New challenges Variety of activities
Allows students to engage in a healthy lifestyle by participating in an activity that they enjoy (National Association for Sport and Physical Education, 2012).
Importance of a healthy lifestyle a HABITS study that followed the physical activity
levels of a group of 8th to 12th graders. The same group was surveyed five years later and results indicated that for each day per week of participation in physical education, the odds of those individuals acquiring health-related diseases decreased by 5% (Pate, O’Neil, McIver, 2011 p. 32).
MISCONCEPTIONS Our program is not designed to breed
elite athletes Instead, we provide the tools for success
and enjoyment through physical activity
OVERVIEW A quality P.E. program implements
a comprehensive K-12 Curriculum. This curriculum promotes physical activity when: Fundamental movement skills form
the foundation for lifelong physical activity
Skills are practiced, developed, and enhanced continuously to promote competency
Previously learned skills are combined, new skills are introduced, and/or applied in modified games
CONTINUED… Skill development through practice
breeds competency Competency in a variety of skills breeds
feelings of success for students Success breed enjoyment Enjoyment leads to the desire and
choice to participate in lifelong physical activities
REFERENCES Bailey, R. (2006). Physical education and sport in
schools: a review of benefits and outcomes. Journal Of School Health, 76(8), 397-401.
Hall, T. J., Little, S., & Heirdon, B.D. (2011). Preparing classroom teachers to meet students’ physical activity needs. JOPERD, 82(3), 40-45.
National Association for Sport and Physical Education. (2012). comprehensive school physical activity
Programs. Retrieved from http://www.aahperd.org/naspe/standards/upload/Comprehensive-School-Physical-Activity-Programs2-2008.pdf
Pate, R. R., O'Neill, J. R., & Mclver, K. L. (2011). Physical activity and health: does physical education matter? Quest (00336297), 63(1), 19-35.