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Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
This manuscript represents an effort to secure information concerning the progress of health and physical education in the schools. The author used both the inquiry form method and personal visiting in the investigation. The inquiry form on health was sent to 851 schools of which 460 schools returned a report in time for incorporation here. Of these, 162 were regular 4-year schools; 147 were junior high schools; and 151 were other reorganized types of schools. Visits were made to about 20 schools well distributed throughout the Nation. It is to be observed that 50 per cent of the schools launched the health program between 1925 and 1929, and 25 per cent more began it between 1920 and 1924. Therefore it is relatively new. In general, the junior high schools are found to have more highly developed health services than are the other types of schools. In many of them health work apparently came in with reorganization. Health examinations are quite common in the schools studied, especially in the reorganized types. Seven items are included in the examination given by 70 to 87 per cent of the schools. In order of frequency these are: (1) The eyes, (2) throat, (3) teeth, (4) ears, (5) nose, (6) heart, and (7) lungs. The teacher of the health work is very frequently the physical education teacher; this is evidence of a rather close integration between these two fields. In other cases the nurse teaches courses in health. Three-fourths of the schools require physical education; it is most frequently required in grade 9. Classes usually are held twice a week. It is interesting to find that the courses of study which were examined were dated 1929 or later, and that, of 24 announced objectives, the teaching of exercises which would furnish proper and enjoyable recreation for living in later life was most often mentioned. The objectives next in point of frequency were likewise directed toward adult life. Obviously physical education and health are tending toward work which carries over into later life. (Contains 28 tables and 27 footnotes.) [Best copy available has been provided.].
This joint UNESCO-NWCPEA Project comprised a World-wide physical education survey to inform the development of benchmark indicators on Quality Physical Education (QPE) in schools and Quality Physical Education Teacher Education/Training (QPETE/T) in provider institutions as well as principles of a physical education basic needs model. The survey adopted a multi-method/pluralistic approach to data generation from a range of sources including a specifically designed structured survey questionnaire translated into officially used UNESCO and several other languages seeking quantitative and qualitative data, as well as information derived from recent and current international, continental regional and national physical education-related studies.
Abstract at end: 11 leaves.
Focused on physical literacy and measurable outcomes, empowering physical educators to help students meet the Common Core standards, and coming from a recently renamed but longstanding organization intent on shaping a standard of excellence in physical education, National Standards & Grade-Level Outcomes for K-12 Physical Education is all that and much more. Created by SHAPE America — Society of Health and Physical Educators (formerly AAHPERD) — this text unveils the new National Standards for K-12 Physical Education. The standards and text have been retooled to support students’ holistic development. This is the third iteration of the National Standards for K-12 Physical Education, and this latest version features two prominent changes: •The term physical literacy underpins the standards. It encompasses the three domains of physical education (psychomotor, cognitive, and affective) and considers not only physical competence and knowledge but also attitudes, motivation, and the social and psychological skills needed for participation. • Grade-level outcomes support the national physical education standards. These measurable outcomes are organized by level (elementary, middle, and high school) and by standard. They provide a bridge between the new standards and K-12 physical education curriculum development and make it easy for teachers to assess and track student progress across grades, resulting in physically literate students. In developing the grade-level outcomes, the authors focus on motor skill competency, student engagement and intrinsic motivation, instructional climate, gender differences, lifetime activity approach, and physical activity. All outcomes are written to align with the standards and with the intent of fostering lifelong physical activity. National Standards & Grade-Level Outcomes for K-12 Physical Education presents the standards and outcomes in ways that will help preservice teachers and current practitioners plan curricula, units, lessons, and tasks. The text also • empowers physical educators to help students meet the Common Core standards; • allows teachers to see the new standards and the scope and sequence for outcomes for all grade levels at a glance in a colorful, easy-to-read format; and • provides administrators, parents, and policy makers with a framework for understanding what students should know and be able to do as a result of their physical education instruction. The result is a text that teachers can confidently use in creating and enhancing high-quality programs that prepare students to be physically literate and active their whole lives.