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Physical education in the school system healthcare and nursing

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Physical education in the school system healthcare and nursing

  1. 1. Running Head: PHYSICAL EDUCATION 1 Physical Education in the School System Name Institutional Affiliation Date:
  2. 2. PHYSICAL EDUCATION IN THE SCHOOL SYSTEM 2 Physical Education in the School System “All work with no play makes Jack a dull boy,” is a proverb that can be used to describe the importance of physical education in the education system. The research of the importance of physical education shows that movement is important in educating both the body and mind for whole students. It has been seen to contribute directly to student’s development of physical competence and fitness. Through PE, students make informed choices and understand the value of leading a lifestyle with active physical practices. For students, PE affects both their learning and activities pattern in the school system as it leaves them motivated, successful, and alert. Preschool and early years of primary school use play activities as it is related to the development of cognitive and motor abilities for students. Adolescents also apply physical activity in their school system to enhance their development of positive self-concept and in pursuing their emotional, intellectual, and social challenges. Therefore, school systems should apply for physical education programs because they are essential for developing students’ motor skills improves their physical fitness, and they understand concepts fostering their lifelong healthy lifestyles. The physical benefits of physical activity include safety and avoiding injury, prevention of diseases, increases their mental health, and decreases morbidity and premature mortality. Elementary grades use physical education programs to emphasize the development of locomotors, non-locomotors, and manipulative skills, which are fundamental and use activities like dance, educational games, and gymnastics (Lounsbery et al., 2013). The WHO, CDC, and the American Heart Association have called for all schools in America to assume the leadership role in the promotion of physical activity among children and adolescents. Recent research conducted shows that school-based physical activity has some effect on reducing the rates of
  3. 3. PHYSICAL EDUCATION IN THE SCHOOL SYSTEM 3 obesity and is an intervention program that reduces obesity prevalence in countries among youths (Sanchez-Vaznaugh et al., 2012). Middle school students are individuals ready to experience wide varieties of applications of fundamental movements that includes traditional sports, adventurous activities (e.g., ropes, skiing, rock climbing), and leisure-oriented activities (like dancing, biking, roller-blading). Thus, they are capable of refining, applying and combining a variety of sport-related and lifetime skills and their rapid growth affects their interests, activity patterns, and choices. For high school students, PE leaves them with the decision-making responsibility regarding their health-related physical fitness. Besides, they conceptualize and understand how to maintain a health-related physical fitness level. Thus, PE helps these students maintain and refine their knowledge and skills for selecting activities they will use throughout their lives (Brissette, Wales, & O'Connell, 2013). The cognitive benefits associated with PE are in nurturing their kinesthetic challenges by looking at their modalities that are auditory, physical, visual, and tactile. Those engaging in PE show superior academic performance, motor fitness, and attitude towards school. Additionally, these activities offer unique opportunities concerning socialization, problem solving, self- expression, and conflict resolution. Through exploration of their physical environment, elementary students acquire knowledge, which is essential in the formation of their mental schemes. Early adolescents in middle schools see PE as a medium through which they can refine and expand their physical repertoire of skills. The physical vitality gained from these activities reduces their chances of getting sick. High school students gain an understanding of PE regarding their mechanical, social-psychological, and physiological aspects. Since they can compare and contrast, analyze and synthesize information, they can apply principles of movement in ways that are meaningful and new (Sanchez-Vaznaugh et al., 2012).
  4. 4. PHYSICAL EDUCATION IN THE SCHOOL SYSTEM 4 The affective benefits of PE include building self-esteem, and this is achieved through the appropriate levels of health-related fitness, which enhance well-being and efficacy feelings. Elementary school children performing physical activity have greater positive relations with their peers and social success and their explorations of movement capabilities contribute to feelings of accomplishment and joy. Middle school students engaging in PE are provided with unique opportunities for demonstrating socialization, leadership, and goal setting skills. Consistency is also evident to mood, self-esteem, and indices related to physiological well-being. For high school students, these activities help them be self-directed in selecting satisfying activities (Lounsbery et al., 2013). The quality of life is improved by performing physical activity. Through it, students develop attitudes, knowledge, behavioral skills, motor skills, and confidences essential in adopting and maintaining lifestyles filled with physical activity (Brissette, Wales, & O'Connell, 2013). It is through PE that some students become professional sportsmen and women and therefore, the activity changes their future by earning money through sports they enjoy and love doing. The arguments presented by other people about PE programs in schools is that it is a waste of time and resources, but essentially, all the programs and interventions of PE are for the good of students. Moreover, PE gives students good health, and this enables them to enjoy healthy lives in the future because their body mass is consistent with the required weight advocated by health practitioners. The debate about whether to have physical activity programs in schools is a waste of time because many teachers and students are aware of the importance of PE in their learning curriculum. Therefore, parents, teachers, students, and other organizations should collaborate and ensure that these programs are applied in school programs. All these are stakeholders, and they benefit from PE in one way or another. Hence, the program has been
  5. 5. PHYSICAL EDUCATION IN THE SCHOOL SYSTEM 5 shown to educate the body and mind of students as a whole using various strategies that reduce boredom and increase motivation.
  6. 6. PHYSICAL EDUCATION IN THE SCHOOL SYSTEM 6 References List: Brissette, I. Wales, K. & O'Connell, M. (2013). Evaluating the Wellness School Assessment Tool for Use in Public Health Practice to Improve School Nutrition and Physical Education Policies in New York. Journal of School Health, Volume 83(11): 757–762 Lounsbery, M. A. F., et al., (2013). District and School Physical Education Policies: Implications for Physical Education and Recess Time. Annals of Behavioral Medicine, vol. 45(1):131- 141 Sanchez-Vaznaugh, E. V. et al., (2012). Physical Education Policy Compliance and Children's Physical Fitness. American Journal of Preventive Medicine, vol. 42(5): 452–459

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