1) France, T. J., Moosbrugger, M., & Brockmeyer, G. (2011). Increasing the value of physical education in schools and communities. Journal of Physical Education, Recreation & Dance (JOPERD), 82(7), 48.
France and Moosbrugger are professors in the School of Health at Springfield College in Massachusetts. This article highlights the marginalization of physical education programs in schools and in society. The authors highlight several key innovations that have enhanced the status/value of physical education including: new curriculum models, creation of physical standards, and university-based teacher induction programs. However, despite these recent contributions, the authors believe that more needs to be done in order for children and adolescents to value physical education. Possible solutions may include collaboration between those working in recreation, exercise science, and human services.
“Although the innovations that have been described demonstrate that progress ahs been made to address issues that have contributed to marginalization, physical education still lacks value and status in schools, communities, and general society” (France & Moosbrugger, 2011, p. 49).
2) Nakamura, P. M., Teixeira, I. P., Papini, C. B., Lemos, N. d., Nazario, M. E. S., & Kokubun, E. (2013). Physical education in schools, sport activity and total physical activity in adolescents. Revista Brasileira De Cineantropometria & Desempenho Humano, 15(5)
The 2013 study conducted by Nakamura et al. was designed to “…investigate the association between the practice of physical education in schools and sports activities with the practice of total physical activity of adolescents” (p. 517). In this cross-sectional study the authors observed 467 high school participants: all students were around 15 years old and were nearly split evenly between boys and girls. In the end the study discovered two things. First, the girls had lower involvement in physical activity than the boys; second, the boys who did not participate in physical education or sports were less likely to be physically active compared to the boys who participated in these activities. This study helps re-enforce the notion that health and wellness is a lifestyle choice; if students are to be physically healthy, participating in physical education is a key component for their long-term wellbeing.
“The practice of [physical activity], in adolescence, is associated with the weight loss, the improvement in metabolic parameters, lowering blood pressure and insulin resistance, as well as the psychological well-being, the predisposition to maintain [physical activity] during adulthood, the decreased risk for cardiovascular disease and, consequently, an increase in life expectancy” (Nakamura et al., 2013, p. 518).
3) Richardson, K. P. (2011). Physical education teacher education: Creating a foundation to increase the status of physical education in schools. Journal of Physical Education, Recreation & Dance (JOPERD), 82(7), 45.
In her article, Richardson entertains the concept that in order to increase the status of physical education in schools we must first address issues related to physical education teacher education (PETE). Richardson believes that a redesign in physical education will help decrease the stigmatization of physical education and help elevate students’ learning. Programs for teachers may include, “…an integrated clinical curriculum, student learning at the center of teacher effectiveness, partnerships between universities and public schools, and mentoring and support for new teachers as an extension of pre-service teacher education” (Richardson, 2011, p. 47). The ideas presented in this article help reinforce the current plans to revise the BC curriculum for physical education; by redesigning the course content, we can work to make physical education a more practical and enjoyable subject that students will appreciate into their adult life.
“Although the program foci have shifted, PETE continues to struggle to produce teachers who can achieve the espoused outcomes of physical education in schools, which is a primary problem in the marginalization of physical education” (Richardson, 2011, p. 45).
4) Bushman, B. A. (2014). Kids and physical activity — who, what, why, and how. ACSM’s Health & Fitness Journal, 18(5), 5-10. doi:10.1249/FIT.0000000000000063
Barbara Bushman, the author of the article, is a clinical exercise specialist and professor at Missouri State University. In this piece she seeks to provide answers as to why physical activity, and physical education, is so critically important a lifelong pursuit of healthy living. Bushman recommends age-appropriate physical activity for everyone; this includes infants and older adults! This article proves significant in that it clearly articulates the idea that health is a continuum: it is a lifetime endeavor and must be taken seriously in order to maximize our wellbeing. In the context of high school physical education it is important for students to understand the health choices they make when they are young can have lasting effects on their bodies well into adulthood.
“Through collaboration among families, schools, and communities, physical activity habits in the youth can serve as a foundation for continued physical activity into adulthood” (Bushman, 2011, p. 10).
5) Washington, R. (2009). Physical education in schools helps reduce future cardiovascular risk. Circulation, 120(22), 2168-2169. doi:10.1161/CIRCULATIONAHA.109.906115
This article examines how properly executed physical education programs in schools can help reduce students’ risks of developing cardiovascular disease later on in life. Washington, the author, observes that over the course of several decades, childhood obesity rates have steadily increased; he believe that by the mid 2010’s, every 1 in 4 children in the United States will be obese. In order to better understand health and wellness in younger populations, Washington discusses the results of a German study in which the participants (all grade 6 students) engaged in physical education classes and had their blood lipid profiles tested to indicate if there was a future risk of developing cardiovascular disease. The results of the study did indeed support the notion that daily physical activity does in fact play an important role in regulating atherosclerosis (plaque in blood vessels) and reducing the risk of heath problems later in life. This is of particular importance for high school physical education students in that it helps them develop good health habits that will have tremendous carry-over to their future wellbeing.
“However, the obesity epidemic in youth is, in a sense, the perfect storm” (Washington, 2009, p. 2168).