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- 1. Health and School: why should we care?
- 2. Major health issues that impact on the health of Australian youth Anorexia is “a psychological illness, characterised by low body weight and body image distortion with an obsessive fear of gaining weight which reveals itself by depriving the body of food” (What is Anorexia?, 2015). Bulimia is “a serious psychiatric illness characterised by recurrent binge-eating episodes (the consumption of abnormally large amounts of food in a relatively short period of time), followed by compensatory behaviour (purging or overexercising)” (What is Bulimia?, 2012, para. 1.).
- 3. Depression is a long term illness which is characterised by ongoing extreme emotions such as feeling sad, stressed, irritable, guilty, frustrated, unhappy, indecisive, disappointed and miserable (Anxiety and depression in young people, 2014, p. 12). The 2008 National Survey of Mental Health and Wellbeing found that 6.3% of Australians aged 16 to 24 have experienced an affective disorder (including depression, bipolar and dysthymia) in the last 12 months. This is equivalent to 180,000 young people today” (ABS National Survey of Mental Health and Wellbeing: Summary of Results 2007, 2008, p. 29) Is an ongoing or periodic time of feeling anxious and worried about the future which gives you stomach butterflies, muscle tension and nausea. It is the irrational behaviour of overthinking situations repetitively which causes a negative vicious cycle (Anxiety and depression in young people, 2014, p. 6).
- 5. A 2010 study on self-injury in Australia defined it as deliberate damage to the body without suicidal intent. There is a distinction between suicide and self-inflicted injuries. The study found these results. “For females, self-injury peaked in 15–24-year-olds; for males, it peaked in 10–19-year-olds. The youngest self-injurers were nine boys and three girls in the 10–14-year age group, and the oldest were one female and one male in the 75–84-year age group” (Martin et al., 2010, p. 506). Suicide is the biggest killer of young Australians and accounts for the deaths of more young people than car accidents (Stats and facts, N/A, para. 4).
- 6. In 2013, alcohol was the most commonly mentioned drug that people thought caused the most deaths (34%) and excessive alcohol consumption was the drug of most serious concern to the general community (43%) (Australian Institute of Health and Welfare, 2014, p. 6). In 2013, 41.8% of Australians aged 14 years and over had used illicit drugs in their lifetime (Drug info, 2014, para. 18).
- 7. Factors which impact on the health of young Australians: Individual: Genetics, gender, personal skills, attitudes and sexual orientation. Sociocultural: family, peer’s, the media, religion, culture and aboriginality. Socioeconomic: socioeconomic status, employment, education. Environmental: geographical location, access to health services and use of technology. (Ruskin, Proctor, & Neeves., 2013, pp. 284-295).
- 8. Achieving better heath outcomes: through sport and physical education Mental Health “Physical activity and exercise appear to alleviate symptoms associated with mild-to-moderate depression” (Taylor, Sallis, & Needle, 1985, p. 200).
- 9. School responsibility and Health 1. CATCH program- Coordinated Approach to Child Health. 2. Global recommendations strategy 3. Providing equipment for students to be consistently active on their own initiative 4. Fitness homework
- 10. References ABS National Survey of Mental Health and Wellbeing: Summary of Results 2007. (2008). Retrieved from http://www.ausstats.abs.gov.au/Ausstats/subscriber.nsf/0/6AE6DA447F985FC2CA2574EA00122BD6/$File /43260_2007.pdf Anxiety and depression in young people. (2014). In Youth Beyond Blue. Retrieved from http://resources.beyondblue.org.au/prism/file?token=BL/1060 Australian Institute of Health and Welfare. (2014). 2013 National Drug Strategy Household Survey detailed report. Canberra: AIHW. Retrieved from http://www.aihw.gov.au/WorkArea/DownloadAsset.aspx?id=60129549848 CATCH (2014-2016). Retrieved from http://catchinfo.org/programs/ Drug info. (2014), Retrieved from http://www.druginfo.adf.org.au/topics/statistics-trends#alcohol Eating Disorders. (2016). In headspace: National Youth Mental Health Foundation. Retrieved from http://headspace.org.au/health-professionals/eating-disorders/
- 11. Key Research and statistics. (2015). In Eating Disorders Victoria. Retrieved from http://www.eatingdisorders.org.au/key-research-a-statistics Martin, G., Swannell, S. V., Hazell, P. L., Harrison, J. E., & Taylor, A. W. (2010). Self-injury in Australia: a community survey. Medical Journal of Australia, 193(9). Paluska, S. A., & Schwenk, T. L. (2000). Physical activity and mental health. Sports medicine, 29(3), 167- 180 Ruskin, R., Proctor, K., & Neeves, D. (2013) Outcomes 2: Personal Development, Health and Physical Education HSC Course. (5th ed.). Brisbane: Jacaranda. Stats and facts. (N/A). In Beyond blue. Retrieved from https://www.youthbeyondblue.com/footer/stats-and- facts Strong, W. B., Malina, R. M., Blimkie, C. J., Daniels, S. R., Dishman, R. K., Gutin, B., ... & Rowland, T. (2005). Evidence based physical activity for school-age youth. The Journal of pediatrics, 146(6), 732-737. Taylor, C. B., Sallis, J. F., & Needle, R. (1985). The relation of physical activity and exercise to mental health. Public health reports, 100(2), 195
- 12. The National Eating Disorders Collaboration. (2012). An Integrated Response to Complexity – National Eating Disorders Framework 2012. As quoted in Key research and statistics. (2015). Retrieved from http://www.eatingdisorders.org.au/key-research-a-statistics Verstraete, S. J., Cardon, G. M., De Clercq, D. L., & De Bourdeaudhuij, I. M. (2006). Increasing children's physical activity levels during recess periods in elementary schools: the effects of providing game equipment. The European Journal of Public Health, 16(4), 415-419. Wechsler, H., Devereaux, R. S., Davis, M., & Collins, J. (2000). Using the school environment to promote physical activity and healthy eating. Preventive Medicine, 31(2), S121-S137 What is Anorexia?. (2015). In Eating Disorders Victoria. Retrieved from http://www.eatingdisorders.org.au/eating-disorders/anorexia-nervosa What is Bulimia?.(2015). In Eating disorders Victoria. Retrieved from http://www.eatingdisorders.org.au/eating-disorders/bulimia-nervosa World Health Organisation. (2010). Global Recommendations on Physical Activity for Health. Retrieved from https://interact2.csu.edu.au/bbcswebdav/pid-700048-dt-content-rid-1600568_1/courses/S- EMR105_201590_B_D/WHO_PA%20for%20health.pdf
Editor's Notes
- Good evening parents and fellow teachers, Today we are going to be talking about health and a schools responsibility to the health of its students but a good first question to ask is “why should we care”? As parents why should you care about what your children are learning about PE in school? As educators why should we care about instilling physical education skills into our students? How does it benefit them? Tonight I would like to speak about three main areas which will focus on physical education as an important aspect of a child’s life and education. The first areas we will focus on are four major health issues.
- Some Body image health issues which should be familiar to all of us are Anorexia and Bulimia. Anorexia is a “psychological illness, characterised by low body weight and body image distortion with an obsessive fear of gaining weight which reveals itself by depriving the body of food” (What is Anorexia?, 2015, para. 1). Those affected have a highly distorted body image. The most recent statistics state that “90% of cases of anorexia nervosa (AN) and bulimia nervosa (BN) occur in females” (The National Eating Disorders Collaboration, 2012). When you consider the fact that “at the end of 2012 it was estimated that eating disorders affected nearly 1 million Australians” (The National Eating Disorders Collaboration, 2012) this statistic is shocking. The causes of Anorexia are the extreme pressures put on youth to adhere to a certain physical standards. Youth are heavily influenced emotionally and psychologically during adolescence and this factor alone makes them more vulnerable to the press, their peers and social standards. Another cause can often be obesity. When a child has been obese for a majority of their childhood they struggle to deal with the stigmas attached to it and find themselves losing weight in extreme ways, often causing Anorexia or Bulimia. Bulimia Nervosa is “a serious psychiatric illness characterised by recurrent binge-eating episodes (the consumption of abnormally large amounts of food in a relatively short period of time), followed by compensatory behaviour (purging or overexercising)” (What is Bulimia?, 2012, para. 1.). Bulimia can cause tooth decay, stomach ulcers, irregular heartbeats, depression and self-harm. The causes of Bulimia usually begin with a weight loss regime where the person losses the weight but eventually loses self-control and binge eats again causing them to feel guilty and regain the weight. The effect is that the person will resort to purging and thus the cycle begins. This is usually the effect of a few factors though which include mixed messages about what to eat, how to exercise, the ‘obesity crisis’ and the celebrity culture of maintaining a size 6. The sad statistics of this illness are confronting because up to 19% of these cases lead to mortality and the illness usually begins between 16 and 18 years of age. (Key Research and Statistics, 2015, para 3.). Research has shows that for “Australian females aged 15-24 years, bulimia nervosa and anorexia nervosa are the eighth and tenth leading causes of burden of disease and injury respectively” (Eating Disorders, 2016, para. 11). Evidently this is an illness we need to be particularly observant of in our youth and children and prevention is difficult but it is possible.
- Our second mental health issues are blanketed under the term “mental illness”. I am going to focus on depression and anxiety for today. Depression is hard to define but essentially it is a long term illness which is characterised by ongoing extreme emotions such as feeling sad, stressed, irritable, guilty, frustrated, unhappy, indecisive, disappointed and miserable (Anxiety and depression in young people, 2014, p. 12). Depression is actually very common. Research states that”6.3% of Australians aged 16 to 24 have experienced an affective disorder (including depression, bipolar and dysthymia) in the last 12 months. This is equivalent to 180,000 young people today” (ABS National Survey of Mental Health and Wellbeing: Summary of Results 2007, 2008, p. 29). Depression affects friendships, studies, finances and work. Some common causes include a loss in the family, genetics, bullying, racial discrimination and traumatic experiences. Depression is linked with self-harm, body image and can lead to or be a result of drug and alcohol abuse. It is an issue which young people are taking seriously and one which the education system needs to address. Anxiety is another mental illness young people suffer from. It is defined as an ongoing or periodic time of feeling anxious and worried about the future which gives you stomach butterflies, muscle tension and nausea. It is the irrational behaviour of overthinking situations repetitively which causes a negative vicious cycle (Anxiety and depression in young people, 2014, p. 6).
- The emotional, psychological and physical effects include thoughts of feeling crazy, a loss of control, feelings of judgement from others, withdrawal from people, fear, sleep deprivation and a lack of concentration. Research states that “one in six young Australians is currently experiencing a mental health condition” which means that 15.4% of Australians aged 16 to 24 have experienced an anxiety disorder (this encompasses many types of anxiety) in the last 12 months. This is equivalent to 440,000 young people today (ABS National Survey of Mental Health and Wellbeing: Summary of Results 2007, 2008, p 2). Some general causes of include teenagers forming their identities, loss, bullying, substance abuse, distorted body image, discrimination, physical health problems and family breakdowns. Youth require strategies to overcome anxiety and this is why awareness of anxiety as a mental illness should be considered a priority in health education.
- Self-inflicted injuries are defined by a study as deliberate damage to the body without suicidal intent (Martin et al., 2010, p. 506). Self-mutilation can include youth cutting their arms and body, overdosing on drugs, hanging and hitting body parts. The same study showed that “for females, self-injury peaked in 15–24-year-olds; for males, it peaked in 10–19-year-olds. The youngest self-injurers were nine boys and three girls in the 10–14-year age group, and the oldest were one female and one male in the 75–84-year age group”. The study also found that the “most common motivation for self-injury was to manage emotions” (Martin et al., 2010, p. 506). Other causes include young people wanting to reduce intense emotional pain and to feel something again after a period of numbness. The effects are an obvious change in mood, a loss of interest in fun activities, hiding clothes and washing them separately. Self-harm is something we, as educators, need to address in children before they are influenced by peers and the internet to deal with their emotions in a negative way. “Suicide is the biggest killer of young Australians and accounts for the deaths of more young people than car accidents” (Stats and facts, N/A, para. 4). Suicides differ from self-harm because they are actually an intent to take one’s life. The causes of suicide are often psychological distress and mental health disorders. It often leads to family grief and guilt in those who are left behind. Suicides are serious and we need to be thinking of ways, as educators, to provide support for young people and equip them for life’s challenges
- Alcohol and drugs, in moderation and medicinally are not terrible substances but when abused and used as a band aid over emotional issues they can become lethal. Alcohol abuse is when any person decides to drink alcohol at unhealthy rates and in unhealthy doses. The main causes include family issues, depression and anxiety, social influences and the simple fact that drugs and alcohol are addictive. It can lead to a worsened depression or anxiety, suicide, violence, death, relationship breakdown and exposure to other health risks such as AIDS and STI’s. In 2013, alcohol was the most commonly mentioned drug that people thought caused the most deaths (34%) and excessive alcohol consumption was the drug of most serious concern to the general community (43%) (Australian Institute of Health and Welfare, 2014, p. 6). Another statistic states that “in 2013, 41.8% of Australians aged 14 years and over had used illicit drugs in their lifetime” (Drug info, 2014, para. 18). This is not stating that the drugs were abused but it is common for young people to experiment and it is often through experimentation that addiction can occur and thus abuse. It is important for educators to be making students aware of drugs and alcohol from a young age so they know the effects these substances will have on them.
- Now that we have gone over some of the major health issues in Australia I would like to review some of the factors which cause certain issues and make them more likely. The first factor is individual. Some of the individual factors include genetics, gender, personal skills, attitudes and sexual orientation. As an example, if a young person has a disposition for worrying you may find that they will be more prone to anxiety. The second factor is sociocultural which includes family, peers, the media, religion, culture and Aboriginality. These factors are often outside the adolescent’s control but often within it as well. For example, a youth may be more prone to depression because there may be violence in their family and this can lead to further drug and alcohol use or self-harm. The third factor is socioeconomic and it includes socioeconomic status, employment and education. These factors can affect health by either providing opportunity for a youth or creating hardships for them. For example, not having many opportunities to work creates low self-esteem in many youth which can cause depression and substance abuse which can often lead to self-harm. The fourth factor is environmental and includes geographic location, access to health services and use of technology. When an adolescent does not have access to certain health services this can cause illnesses to worsen and they may never seek help because they do not know that there is support available. Sourced from (Ruskin, Proctor, & Neeves., 2013, pp. 284-295)
- You may have noticed that I focused largely on adolescents and my reason for this is that our students will become the next generation and we need to equip them. It is through education and support as children that adolescents may be able to overcome and avoid common health issues. You may be wondering how physical activity can help to achieve this. This leads us onto the next section: achieving better health outcomes through sport. I would like to address our 4 major health issues which we have discussed today. One idea which exists is that more physical activities throughout a child’s life may reduce obesity levels. As I discussed earlier obesity can lead to a distorted image of one’s self (Ruskin, Proctor, & Neeves., 2013, p. 311). This point is that physical education is beneficial because it reduces a student’s chances of becoming obese with a distorted body image (Ruskin, Proctor, & Neeves., 2013, p. 312). This could very well lead to social benefits although this is true not all will benefit from it due to other factors. The student may have a bigger natural frame or a genetic health disorder which causes them to gain weight at a quick rate. Physical education is also beneficial for body health issues because it can teach and show students what a healthy, active lifestyle should look like. Often many students come from homes where they are not able to be physically active therefore it is a good idea for schools to model this for students so they too can be equipped for a healthy lifestyle. One study shows that ‘schools offer many opportunities for young people to practise healthy eating and to engage in physical activity’ and that they ‘are convenient sites in which to base physical activity and nutrition interventions for young people” (Wechsler, Devereaux, Davis, & Collins., 2000, p. 121). But we also need to realise the external factors which will affect them. Despite this, schools play a big role in the fight against body image issues and our biggest asset is the time we have to model healthy lifestyles to students. Our second issue is mental health. On a study done in 2000 “a positive correlation” was found to exist “between physical activity levels and improved mental health” (Paluska & Schwenk., 2000. p. 168). Researchers are finding that those who are depressed or anxious have a tendency to stop doing exercise and those who aren’t’ depressed tend to exercise a lot more (Paluska & Schwenk., 2000. p. 168). Another study done suggests that what is known about mental health and physical exercise is that “physical activity and exercise appear to alleviate symptoms associated with mild-to-moderate depression” (Taylor, Sallis, & Needle, 1985, p. 200). From this research we can see how physical education can be beneficial to youth because it can reduce cases of depression and anxiety. The third health issue we spoke about today is self-harm and suicide. One study has shown that “physical activity and exercise are associated with reduction of symptoms of anxiety and perhaps improved mood” (Taylor, Sallis, & Needle, 1985, p. 200). If this is the case then it would make sense to assume that physical exercise can improve the mood of a person who is considering self-harm or suicide. If we, as educators, can make students aware of this then we can equip them to fight their mental illness with exercise. Our final health issue was drug and alcohol abuse. One study suggests though that exercise might only be helpful and that is only when it is added as an extra to a program running for alcoholics and drug addicts. It stated that “physical activity and exercise might provide a beneficial adjunct to alcohol and other substance abuse programs” (Taylor, Sallis, & Needle, 1985, p. 200). However, it can provide an outlet for anger through aggressive sports such as boxing, it can provide opportunity for less isolation through team sports and it can boost self-esteem by adding to a person’s sense of accomplishment.
- As a response to the research, schools have found themselves responsible for the early physical education of children who participate in main stream schools. Further research suggests that “the recommended 60 minutes or more of physical activity can be achieved in a cumulative manner in school during physical education, recess, intramural sports, and before and after school programs” (Strong et al., 2005, p. 737).The question for many schools is: which strategies should they adopt to improve the health status of Australian youth? The first strategy is adopting an American program called CATCH. “CATCH employs a holistic approach to child health promotion by targeting multiple aspects of the school environment…..” (CATCH, 2014-2016, para. 1). Its main strengths is that it is holistic which means it works with the child, community and family. CATCH provides clubs and group activities for children, it encourages socialising and team work and it means peers can encourage each other in fitness. As this is an American program it is necessary to adapt the program around the schedules of Australian families and Australian children’s sporting preferences. The second strategy is to incorporate fitness routines in the day. Based on the recommendations, students between the age range of five and twelve should only spend two hours a day performing certain activities (World Health Organisation, 2010, p. 49) such as ballet, running, swimming and basketball. A primary school should employ a two hour a day fitness strategy for all students based on this. The strength of this strategy is that any school can take the recommendation and work the 2 hours into their school schedule. The third strategy is the idea of providing equipment for students during recess and lunch. A study was done on this in 2006 and it came to the conclusion that “providing game equipment during recess periods was found to be effective in increasing children’s physical activity levels. This……can contribute to reach the daily activity levels recommended for good health” (Verstraete, Cardon, De Clercq, & Bourdeaudhuij, 2006, p. 1). The strength of this strategy is that it provides students with resources which enable student initiative. One weakness is ensuring funding to provide the equipment and keep it updated. The final strategy is the idea of giving out homework which may require the students in your class to be active by doing 20 minutes of star jumps (any kind of similar activity) in the week at home. This ensures that students are being active outside of school. The only possible concern with the strategy would be proving that the students are actually doing it or lying about performing the task.
- Thank you for listening to this talk today and I hope that you are now aware of the benefits of physical health in the lives of students and children. I hope you can now see that schools know their responsibility and are thinking wisely about the future of physical education in schools.