It is unfortunate that unlike many other disciplines or subjects within the school environment, physical education has repeatedly been treated as a marginal discipline subjected to repeated class and budget cuts (Sparke & Palmer, 2018). It is as though physical education is not as important as other scholastic subjects like mathematics or the sciences. In part, the problem could be due to physical education offering students an opportunity to be active and enjoy themselves. For some educators and administrators physical education is seen more as entertainment than traditional education (Sparke & Palmer, 2018). But who are sat on these committees and boards that are making these decisions to cut programs and classes? Are they fully aware of the value that physical education can have on the development of students and youth?
Let’s first highlight the definition of physical education. According to the Mirriam-Webster dictionary (2019) it is “the development and care of the body ranging from simple calisthenic exercises to a course of study providing training in hygiene, gymnastics and the performance and management of athletic games”. A shorter version can be found in the Collins dictionary who defines physical education as the “school subject where students do physical exercises or take part in physical games or sports” (2019). Bailey (2006) explains physical education as an area of the school curriculum concerned with developing students physical competence and confidence, and also their ability to use these, to participate in a range of activities or sports. In our increasingly health conscious society, where calories are listed on the menus in restaurants next to each meal, where we get notifications and progress reports from our Fitbits and smartphones on our daily steps, and where new health clubs are being built by the month, its seems ironic that the same health conscious adults are also the ones discussing the reduction in opportunity for the next generation to study, learn, experience and hopefully appreciate the value of physical activity.
The value of participation in physical education and activity by children is widely accepted. The Department of Health and Human Services issued the governments first ever physical activity guideline in 2008 when it stated that six to seventeen year-old boys and girls should participate in 60 minutes of moderate to vigorous activity per day (2018). 60 minutes of activity per day is a number that is challenging to meet at the best of times, given that this age group spend a large part of their day at school. There are physical benefits to physical activity such as becoming stronger, leaner, more flexible and more coordinated. There are also health benefits and these include reduced stress levels, reduced risk of heart disease and proactive weight regulation. A third area of benefits for students who participate in physical education are social benefits. Social benefits include building friendships, demonstrating good sportsmanship and working as part of a team. Finally there are emotional benefits to students such as improved self-confidence, improved maturity and the reduced risk of depression. Whilst many supporters of physical education will point to the physical and health benefits, the benefits that are harder to observe, quantify and assign value to, but are of equal importance are the social and emotional ones.
The role of physical activity, games, play and sport which are all fundamental aspects of scholastic physical education have been shaping society for thousands of years. Going back countless generations and even empires there are many documented accounts of the presence and importance of physical activity. The earliest examples can be found during the Greek and Roman times. In almost all pictures and sculptures available to us, Greek Gods and Goddesses have physically admirable bodies, with almost perfectly shaped, muscular figures. The Greeks were obsessed with the aesthetic look of the human body and placed great value on muscle and strength development. Although striving for primarily aesthetic results Athenians also believed that through physical education they could acquire important virtues in citizenship, loyalty and courage (Mechikoff, 2014), The Greeks were also philosophical about the role of physical activity as part of our overall life, and much work has been documented by Greek philosophers regarding the relationship between the body, mind and the soul. The Romans who were less philosophical saw physical activity primarily as an opportunity to build strength and for military preparation and combat. The Romans built huge arenas and invited thousands to Rome to watch gladiator style events and exhibitions of strength. These gladiator events are amongst the first examples of major sporting events and mass spectator attendance and enjoyment.
In relationship to physical education and physical activity, history offers varying opinions on the relationship between mind, body and soul. During the Greek era there was a thought that the body and soul were actually separate. Referred to as dualism, some believed that the body simply housed the soul and that after death the soul would live on elsewhere. In the case of dualism the soul was more important than the body, and physical activity for the benefit of physical development was not necessarily supported. Also known as the anti-naturalistic perspective, the body being servant to the mind, was the perspective of Plato in addition to other Greek philosophers of that period (Mechikoff, 2014). The perspective was not however unanimously accepted and was countered by other Greek philosophers during the same period that had a more naturalistic perspective that there needed to be a balanced program between the body and mind. St Thomas Aquinas stated that “nothing is more useful for the preservation of health than physical education”, and believed happiness could only be fulfilled through the quest of perfection in both the body and the soul (Mechikoff, 2014, p.116).
As I have started to show, physical activity has been central to human existence for thousands of years. As the world has changed dramatically around it, the way we run, jump, throw and compete has remained consistent. Physical activity has out lasted empires. It out lasted world wars and depressions. Physical education has evolved and survived through industrialization and urbanization and it will also survive the current challenges of the internet, cell phones, increased academic pressures and children having less unsupervised time away from parents.
As we moved from the spiritual to secular world, alternatively referred to as the here and now, Williams was insistent on the role of physical education, in modern education, or developing the skills for fine living (1930). Williams perspective was that although there are certainly physical aspects of physical education like posture, health and strength, these were becoming less important and being replaced by motives, purposes and incentives for life. According to Williams (1930) physical education should be used to teach life skills that can’t be taught, or are extremely hard to teach in other classroom settings. It is possible to teach many life skills through physical education due to the nature of many activities, sports or games actually leading the students to selfish and antisocial decisions and behaviors that could, but should not be made. In what other classes can you teach your students, or have them experience sportsmanship, leadership, conflict resolution, perseverance and handling disappointment or rejection simultaneously whilst at the same time teaching the psychomotor skill, the student learning outcome, or attaining the physical activity quota for the day. Upon graduation students need to be prepared for real life and physical education can bridge the gap between academic and real world environments.
According to Nash (1931) the most important role of physical education is to develop character. The qualities of good character, such as sacrifice, sportsmanship and loyalty are not just inherent or natural and need to be taught, learned and developed. Just as we learn about words, numbers or shapes. It is the accumulation of many minor social influences that help shape good character, and no other phase of education offers so many opportunities that physical education does (Nash, 1931). The United Nations Educational Scientific and Cultural Organization (2015) quote the declaration of Berlin in that “physical education is the most effective means of providing all children and youth with the skills, attitudes, knowledge and understanding for life long participation in society”. In data collected by Lee (1931) from leading college athletic directors found that supporting women through interscholastic sport can help with their development of social values, help them grow their network and make productive contacts, and also train them physically and socially for later situations in life.
Through sport and leisure activities, society can obtain and take advantage of a sense of belonging and community. Humans are social creatures who seek interaction in their lives, as far back as the 1400’s there are examples of medieval tournaments giving society a break from everyday duties and allowing even peasants to congregate and enjoy wine and games with each other, whilst the nobles would partake in more suitable recreational past times such as hawking and hunting (Mechikoff, 2014). A sense of community, even a group of acquaintances with similar physical activity or sporting interests can offer affiliation and belonging to us in times of need. From first hand experience I know what it’s like to turn to sport for this sense of belonging. When I moved across continents for my job in 2003 the first thing I did was find a men’s soccer team to play on. I had moved from Manchester England to Denver Colorado and didn’t no anybody, not a soul. Joining a soccer team, meeting people with similar interests and making friends, gave me the support I needed, and helped me settle in to a new country of strangers. 16 years later I still live here in the United States, now in California, married to a Filipina lady with two beautiful bi-racial children. Physical education and sport helped me on my journey.
Whilst our development socially and emotionally through physical education offers undoubted value, there is also the role of physical education in physical and health related aspects of our lives. Such areas of concentration include the muscles and bones, the cardiovascular system, the heart, and nutrition to name just a few. McCloy (1930) was vocal with the challenges that many areas of physical education had in being too philosophical and not being scientifically supported. McCloy was an advocate for conducting research and collecting data to continue the enhancement of physical education and understanding of the mechanics of the human body. By doing this McCloy believed that the field and discipline of physical education would be more widely accepted by other academics in the scholastic environment (1930). Since then thanks in part to the advancement of technologies available to us, such research has been done in many areas of, and surrounding physical education. Daily calorie intake, blood pressure, heart rate zones, cardiovascular improvements, effect of physical exercise on lifetime health, muscle development, injury prevention and rehabilitation have all been explored, researched and developed as areas of physical education. The promotion of physical activity and exercise will reduce obesity in society, which over the last 30 years doubled in children and quadrupled in adolescences (Dennis 2016). Too many children and adults are sitting around and not being active enough. Government research in the United Kingdom also highlights obesity challenges and concludes one third of year-six students (10 year olds) are overweight or obese (Sparke & Palmer, 2018). Tarte (2014) states that that steady amounts of physical activity can help both prevent obesity and also maintain proper levels of blood pressure.
More recently it has been agreed upon that mind and body are not separate and we should not be looking at the benefits to the body or the mind in isolation. Richard Mulcaster who is considered the father of modern educational practices that include sport in the curriculum stated that the purpose of education was to develop both the mind and the body (Mechikoff, 2014). The two are not be mutually exclusive and it does not need to be about the value to one or the other. The most progressive research and compelling argument for physical education in schools is the value that physical education or physical exercise can have on improved student performance in the academic classroom environment. Physical education is part of the school curriculum and the stimulation of the body and mind during that class can have consequentially positive benefits to other classes and subjects throughout the day. Dr Chuck Hillman from the University of Illinois adds that physical activity can actually enlarge student focus by increasing the brains basil ganglia, with studies showing that after 20 minutes of walking the brain is more alert than that at rest (Taras, 2005). In essence by having the students go outside and walk, play, participate in games and interact with each other, they will not only receive the values of physical activity already outlined, but its now scientifically proven that they will be more alert when they return to the classrooms. According to Taras (2005) Physical education helps improve circulation, which increases blood flow to the brain and raises levels of norepinephrine and endorphins, which are known to reduce stress and improve mood. John Ratey who is the associate professor psychiatry at Harvard university confidently stated “exercise is like miracle-grow for the brain” all research conclusively shows that exercise will assist in building brain cells and improving academics (Ratey, 2019).
A large part of society is currently inactive and obese. There is too much sitting down watching television, playing with cell phones and iPads. Scientific evidence and leading opinions consistently agree that participation in physical activity, playing games, participating in leisure activities have life long benefits physically, mentally, socially and emotionally. Cutting back on physical education in our schools will make this worse. There will always be some that argue we don’t need physical education in schools, I could argue we don’t need chemistry, a second language and even certain parts of math’s in schools, based on my career path post college. You take away a subject and you take away opportunities, opportunities for students to explore themselves and those around them. Physical activity and sports is a cultural leveler, it unifies groups and cultures from various backgrounds who come together to win, compete, play, support and spectate. Whether through being a fan or a player, sports can blend color, ethnicity and socioeconomic status. Sport can bring parity across genders and race which is something we need in our world right now. We need children’s heads out of text books, away from iPads, cell phones and television screens and have them outside, sweating, running around, playing, falling, exercising, interacting, socializing, leading and cooperating with each other. Not only should physical education be part of the school curriculum, it should be accepted and considered the central cog that holds all the other disciplines together.
References:
Bailey, R. (2006). Physical education and sport in schools: a review of benefits and outcomes. Journal of School Health, 76(8), 397-402.
Collins Dictionary (2019). Retrieved online: https://www.collinsdictionary.com/us/dictionary/english/pe
Lee, M. (1931). The case For and Against Intercollegiate Athletics for Women and the Situation Since 1923. The Research Quarterly of the American Physical Education Association, Vol 2, 93-127.
McCloy, C. H. (1930). Professional progress through research. The Research Quarterly of the American Physical Education Association, 1(2), 63-73
Mechikoff, A, R. (2014). A history and philosophy of sporting physical education: From ancient civilization to the modern world (6th ed.). New York: McGraw Hill.
Miriam Webster Dictionary. (2019). Retrieved online: https://www.merriam-webster.com/dictionary/physical%20education
Nash, J. B. (1931). Character Education as an Objective. Mind and Body, 38, 497-499.
Ratey, J. (2019). John Ratey M.D. Retrieved Online: http://www.johnratey.com
Simon Jr, E.W. (2018). Physical education is key to longer, happier lives. Our kids and schools need more of it. USA Today. Retrieved online: https://www.usatoday.com/story/opinion/2018/12/12/kids-need-more-physical-education-core-school-subject-column/2216457002/
Sprake, A., & Palmer, C. (2018). Physical education is just as important as any other school subject. The Conversation. Retrieved online: https://theconversation.com/physical-education-is-just-as-important-as-any-other-school-subject-103187
Taras, H. (2005). Physical activity and student performance at school. Journal of School Health. 7(6), 214-218.
Tarte, J. (2004). Five reasons why we need physical education in schools. Life as an Educator. Retrieved online: http://www.justintarte.com/2014/09/5-reasons-why-we-need-more-physical.html
U.S. Department of Health & Human Services. (2016). President’s Council on Fitness, Sports, and Nutrition. Retrieved from: https://www.hhs.gov/fitness/resource-center/facts-and-statistics/index.html
United Nations Educational Scientific and Cultural Organization (2015). Quality physical education. Guidelines for policy makers. Paris, France. Retrieve online: https://en.unesco.org/inclusivepolicylab/sites/default/files/learning/document/2017/1/231101E.pdf
Williams, J, F., (1930). Education Through the Physical. The Journal of Higher Education Vol 1, 279-282.
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