1. Running Head: PHYSICAL ACTIVITY IN PRIMARY EDUCATION CHILDREN 1
Physical Activity in Primary Education Children
Julian Perez
San Jose State University

2. PHYSICAL ACTIVITY IN PRIMARY EDUCATION CHILDREN 2
Abstract
A child’s physical activity level can be a result of many influences and factors. The purpose of
this study was to see if parental influence, muscular fitness (sport participation), and physical
education in the school system could positively affect a child’s physical activity level. Recently,
with the reflection of a decrease in physical activity and an increase in the obesity rate, the value
of physical activity has declined in the children of modern society. Kinesiology values physical
activity and realizes the importance of it on children’s lives. With obtained knowledge in where
children receive physical activity, the field of kinesiology can properly find ways to encourage
children to be physically active and overall increase health and motor skill.

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Introduction
Recently in the United States and the rest of the world there has been an increasing rate
of inactivity in children’s lives. Children are no longer strongly encouraged to be physically
active in their homes and are sometimes unable to be active in their own schools. Of course all
children experience some sort of physical activity, such as walking, writing, and playing
casually, but what type of physical activities have relative and positive effects on children’s
health? For this research, physical activity can be defined as the movement of the body, which
requires large amounts of energy and skill; that movement must be done for moderate periods of
time. Lately, physical activity has been perceived in a negative manner and neglected in the
family and educational system. Most parents and educators are more interested in their children’s
cognitive development and skill rather than motor skill. Society no longer values physical
activity and because of that, obesity rates are rising and children are becoming less athletic, less
coordinated, and less aware of the benefits of physical activity. Currently, children are not being
taught the benefits of being physically active, such as good health, better self-esteem, and even
enhanced cognitive and intellectual capabilities.
The field of Kinesiology finds direct correlations between physical activity and good
physical health. Also, the field emphasizes that motor development and motor movement both
have direct positive correlations on cognitive and intellectual skill, which most children and
parents do not realize. In the field of Kinesiology, physical activity takes priority over all other
aspects of life. The field understands that physical activity in any child is a result of three major
factors, family, fitness, and school recess and physical education. The lack of children’s physical
activity should be a major interest in society because it has a direct correlation with good health
and self-esteem (Smith et al., 2014).
Background Information

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Family lifestyle, muscular fitness, and physical activity in education have the most
influence on a child’s physical activity level. Currently, in the modern world, intense distractions
such as television and videogames affect children’s physical activity levels and permits them to
stay inside and be inactive, rather than going outside to play sports, run, jump, and climb. Not
only has the new technological world assisted the decline of children’s physical activities, but
also schools have had great impact on the decline of children’s physical activity and overall
health. Schools currently allow little time at recess for children to be active and go outside to
play.
Physical Education in Schools
According to Meyer et al. (2013) children spend about half of the hours while they are
awake in school. Since children are in school so much throughout their lives, schools need to
provide appropriate and sufficient amounts of physical activity for their students. Meyer et al.
(2013) states that over the last decades, physical activity has decreased in children and the main
source of physical activity for children is obtained from their schools. Lastly, Meyer et al. (2013)
found that school children were much more actively involved in physical activity when they
participated in physical education (p. 603).
Gender in Physical Activity
Gender differences have had affects on physical activity levels of children. Through the
study by Meyer et al. (2013), both boys and girls were significantly more physically active on
days where they participated in physical education than when they didn’t (p. 603). Additionally,
girls usually participate in more sedimentary acts of physical activity and boys participate in
more vigorous forms of activity throughout school recess and physical education (Ridgers, Saint-
Maurice, Welk, Siahpush, & Huberty, 2011, pp. 547-548). Between boys and girls, boys
generally are more active than girls during physical activity (Ridgers et al., 2011, p. 550).

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Overall Ridgers et al. (2011) came to the conclusion that although children are thoroughly
engaged in physical activity during school recess, activity during recess is not sufficient in
providing health and life changing results.
Parents and Muscular Fitness in Physical Activity
Aside from being in school, parents contribute to a child’s physical activity levels. If
parents create an environment that promotes both a healthy and active lifestyle, usually their
children will be more active than the parent that’s non-active. Also, muscular fitness contributes
to a child’s physical activity. If a child participates in normal exercise, through muscular fitness,
they will begin to increase self-worth and self-esteem. Since the children will begin to feel good
about themselves, they usually will continue to be physically active; the incentive is improved
physical and psychological health.
Literature Review
Due to the need of physical activity in children, many studies have been conducted to
discover which aspects of a child’s actually affect a child’s physical activity levels. Chin and
Ludwig (2014) examined recess periods and rates of physical activity in public schools, both
recess periods and physical education in New York. They found that due to budgeting, schools
are providing less physical education for children which means that children are not being as
physically active in school as they should. In the 80’s, children participated in physical education
close to four days a week, but since the 90’s children’s participation in physical education has
dropped to three days a week (Chin & Ludwig, 2014, p. 208). Also according to Chin and
Ludwig (2014), schools offer more recess time than physical education, but recess time isn’t
being necessarily used for physical activity. Instead schools allow children to work on homework
or play computer games (p. 208). Additionally, parents actually have great amounts of influence
on their children’s activity levels. According to research by Erkelenz, Kobel, Kettner,

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Drenowatz, and Steinacker (2014), parents who consider themselves to be physically active have
children who are more physically active, less likely to be obese, and involved with sports. And
lastly, a study by Smith et al. (2014), found that children who were involved with muscular
fitness activities were healthier psychologically and physically. All the literature reviewed in this
study unveils the reality that family, muscular fitness, and physical activity in school have a
direct positive correlation on physical activity of a child and a child’s over all health.
Common Threads
Chin and Ludwig (2014), Smith et al. (2014), and Erkelenz et al. (2014), all covered
factors on the physical and psychological health of children. The studies all value physical
activity in children and realize the factors and influences on children’s physical activity. Two of
the three studies found that physical activities directly improve a child’s health and prevent
diseases such as diabetes and obesity (Erkelenz et al., 2014, p. 646), and also improves a child’s
self esteem (Smith et al., 2014, p. 1210). Also all the studies reflect that physical activity not
only benefits the body, but that physical activity benefits the cognitive domain of every child
(Smith et al., 2014, p. 1210). Each study reviewed primary education students and the correlation
of physical activity on them.
Methods
Although all three of the studies observed physical activity levels in children and what
affected those levels, they all approached their research using different methods. In Chin and
Ludwig’s (2014) cross-sectional research, they collected data by examining physical activity
during recess periods in 25 different New York public elementary schools. Fifteen out of the 25
schools Chin and Ludwig observed participated in a program called the Recess Enhancement
Program (REP) which attempted to increase recess activity by providing age-appropriate games
for the children through an active coach on campus. The researchers observed the physical

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activity between children in the REP schools and regular schools using “multivariate statistical
analysis” and the System for Observing Play and Leisure Activity in Youth (SOPLAY), which
observes children specifically during free play and recess (Chin & Ludwig, 2014, pp. 210-211).
Erkelenz et al. (2014) looked to find a direct positive correlation between parental physical
activity and their child’s physical activity by examining 1,615 children and their parents in
Germany. This data reflected the children’s and the parent’s height, body weight, and body mass
index (BMI) (Erkelenz et al., 2014, p. 646). Also parents were categorized into groups: both
physically active, one physically active, or both physically inactive (Erkelenz et al., 2014, p.
646). All variables and data were retrieved by questionnaire. Lastly, Smith et al. (2014)
examined six electronic databases on the 20th of May, 2013 which resulted in 110 eligible studies
that observed six health outcomes from physical activity in children such as “adiposity, bone
health, cardiovascular disease [CVD] and metabolic risk factors, musculoskeletal pain,
psychological health and cognitive ability” (p. 1209). Eighty-six studies were cross-sectional, 20
were longitudinal, and four were experimental (Smith et al., 2014, p. 1212). Through this
literature review, Smith et al. examined the relation of muscular fitness and health benefits in
children.
Results
The results from all three research studies showed that families, fitness, and schools
affect a child’s physical activity. In Chin and Ludwig’s (2014) research, they found that in
schools where recess time and physical activity was increased by active coaches (REP), children
were more likely to be active on their own during recess play. Instead of the non-REP school
children, who just walked around during playtime, children under the REP program would
participate in recess with vigorous activity (pp. 211-212). The active coach, on duty through the
REP, helped the children understand the importance of participating in physical activity. The

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REP essentially trained and motivated the children in schools to practice physical activity even
when they did not have to. For example, during recess, the REP children would be more active
even though they were not required to be active. Also, since the teachers on the REP campuses
saw the REP coaches and their effective interactions with the children, the teachers started using
the same techniques and methods that the coaches would use for physical activity (Chin &
Ludwig, 2014, p. 212). Since teachers started using better methods to incorporate physical
activity in children, the teachers made an overall increase in the schools’ physical activity by
about 10 percent (p. 212). Overall Chin and Ludwig (2014) found that schools that allow more
recess time, along with better games and activities for children and an active coach, have
children with increased physical activity.
The study conducted by Erkelenz et al. (2014) found that parents that considered
themselves to be physically active participated in organized sports. These active parents were
considered active because they participated in organized sports about twice as much as non-
active parents did (p. 646). Also, in comparison to non-active parents, the active parents (whether
both or just one parent was active) had a significantly higher chance of their children
participating in organized physical activity and sports (p. 647). Erkelenz et al. (2014) also found
that parents who considered themselves physically active only had an influence on a child’s
organized sport participation, but no direct correlation with leisure physical activity (p. 647).
Lastly, they found that the children of physically active parents had lower BMI percentages and
children of non-active parents had higher BMI percentages and higher rates of obesity (p. 647).
The researchers concluded that physically active parents do have a direct positive impact on their
children’s physical activity levels and overall health.
Smith et al. (2014) also found a factor that has a direct positive correlation on children’s
physical activity and overall health, muscular fitness. The results of the study showed that

9. PHYSICAL ACTIVITY IN PRIMARY EDUCATION CHILDREN 9
muscular fitness improved children physiologically, reducing cardiovascular disease and
adiposity (the fat content in the body) (Smith et al., 2014, p. 1213). Also muscular fitness had a
positive direct correlation with bone health and the psychological well being of children,
specifically self-esteem, self-perception, and athletic competence (Smith et al., 2014, p. 1213).
Analysis
The research done by Chin and Ludwig (2014), Erkelenz et al. (2014), and Smith et al.
(2014) all show that family, fitness, and schools have significant affects on children’s physical
activity. In the study done by Chin and Ludwig (2014), schools that participated in REP
programs, which increased recess time and vigorous activity, actually increased the children’s
physical activity during recess time, especially with an active coach around the school. This
shows that when children are encouraged to be active and have the appropriate means of physical
activity (by REP’s age-appropriate games and coaches) in the school system, they become more
physically active (Chin & Ludwig, 2014). Erkelenz et al. (2014) found that parents who are
physically active are more likely to have physically active children with less BMI percentage.
This means that the environment the parents create for their children directly affects their child’s
physical activity. Lastly in the research by Smith et al. (2014), muscular fitness had a direct
positive correlation with the physiological and psychological well being of children (increase in
self-perception and athletic competence). The significance of a child gaining self-perception and
athletic competence through fitness leads to the continuation and enjoyment of muscular fitness
and physical activity.
Validity
All three studies contained valuable information on children’s physical activity as well
as adequate case studies to eliminate possible errors in data. Also in the research by Chin and
Ludwig (2014) and Smith et al. (2014), data was graphed very clear and understandable. The

10. PHYSICAL ACTIVITY IN PRIMARY EDUCATION CHILDREN 10
graphs were labeled correctly and contained appropriate values in the x and y values. In the
Erkelenz et al. (2014) research, they examined the height, weight, and BMI for both the 1,615
children and their parents, which produced great amounts of data for validity. Lastly, in the study
done by Smith et al. (2014), the researches looked at cross-sectional studies, longitudinal studies,
and experiments, which created a wide variety of quality data. Additionally, just like the
Erkelenz et al. (2014) study, the Smith et al. (2014) study contained great amounts of data for
validity.
Critiques
Although there was no significant downfall in any of the three studies, there still was
some place for improvement and critique. In the Smith et al. (2014) research, although it was
suggested, the study could not find an absolute correlation between physically active children
and improved cognitive capability. Additional observations should be made to find a correlation
between physical activity and cognitive performance, such as the student’s grades. In the
Erkelenz et al. (2014) study, when the parents were asked to answer if they were physically
active or not, the parents answered based on their own view of themselves; the data was not
criterion based data, which means there was no standard for the parents to pass in order to
qualify as either active or inactive; validity and relevance could be decreased. The self-
classification by the parents overall could also lead to bias. Additionally, in the Chin and Ludwig
(2014) research, only schools from New York were examined and researched. This could lead to
a generalization for the rest of the schools in the United States. Lastly, all three studies could
have examined children from all the same ethnic, economical, and social background.
Further Research
After careful analysis of the three research studies, physical activity in children can be
better understood. For further research, additional factors that influence children’s physical

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activity should be examined, such as gender, genetics and economic status. Although these
factors were slightly covered in the research presented through this analysis, further research
would observe those factors specifically and in more detail. For example, new research could
look at the differences between boys and girls (gender) and their specific motivation for
participation in physical activity. Another topic could be how economic status can affect
opportunity and options for different types of physical activities (such as organized sports and
clubs). Also further research should include the factors that negatively correlate with children’s
physical activity, such as how much children play video games or watch television. Overall a
need for further research exists and would be valuable to the understanding of children’s physical
activity.
Conclusion
Children’s physical activity levels and motor skill will continue to suffer if society does
not take it seriously. As seen through the research, parental involvement and example can show
and encourage their children to be more physically active and healthy. In addition, muscular
fitness can be used as an incentive to increase and continue physical activity among young
children. Muscular fitness positively correlates with the psychological well-being of children and
therefor creates an incentive to be physically active. Additionally, the amounts of physical
activity schools provide greatly affect a child’s physical activity. If schools continue to decrease
opportunities for children to be physically active, children will become even lazier and less
healthy. Since children spend a huge amount of their day at school, schools must realize the
importance of physical activity and incorporate more of it in its curriculum. In all, parental
influence, muscular fitness, and physical activity in schools through recess and physical
education will affect a child’s physical activity.

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References:
Chin, J. J., & Ludwig, D. (2014). Increasing children's physical activity during school recess
periods. American Journal of Public Health, 104, S208-S213. Retrieved from:
http://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=955
92823&site=ehost-live
Erkelenz, N., Kobel, S., Kettner, S., Drenowatz, C., & Steinacker, J. M. (2014). Parental activity
as influence on Children`s BMI percentiles and physical activity. Journal of Sports
Science & Medicine, 13(3), 645-650. Retrieved from:
http://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=9775344
9&site=ehost-live
Meyer, U., Roth, R., Zahner, L., Gerber, M., Puder, J. J., Hebestreit, H., & Kriemler, S. (2013).
Contribution of physical education to overall physical activity. Scandinavian Journal of
Medicine & Science in Sports, 23(5), 600-606. Retrieved from
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-live
Ridgers, N. D., Saint-Maurice, P., Welk, G. J., Siahpush, M., & Huberty, J. (2011). Differences
in physical activity during school recess. Journal of School Health, 81(9), 545-551.
Retrieved from
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64728129&site=ehost-live
Smith, J., Eather, N., Morgan, P., Plotnikoff, R., Faigenbaum, A., & Lubans, D. (2014). The
health benefits of muscular fitness for children and adolescents: A systematic review and
meta-analysis. Sports Medicine, 44(9), 1209-1223. Retrieved from:
http://search.ebscohost.com/login.aspx?direct=true&db=s3h&AN=9758080