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126 Physical Education Essay Topic Ideas & Examples

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Physical education is an important aspect of education that focuses on the development of physical fitness and skills through various physical activities. It helps students understand the importance of leading a healthy and active lifestyle while also promoting teamwork, sportsmanship, and discipline. When it comes to writing essays on physical education, there are a plethora of topics that students can explore. Here are 126 physical education essay topic ideas and examples to help you get started:

The benefits of physical education in schools
The role of physical education in promoting mental health
The impact of physical education on academic performance
The importance of physical education for children with disabilities
The history of physical education in schools
The relationship between physical education and obesity
The benefits of incorporating technology in physical education classes
The role of physical education in promoting lifelong fitness
The importance of physical education for overall well-being
The benefits of team sports in physical education
The impact of physical education on social skills development
The role of physical education in preventing chronic diseases
The benefits of physical education for children'''s cognitive development
The importance of physical education for stress management
The impact of physical education on self-esteem
The benefits of including dance in physical education classes
The role of physical education in promoting healthy lifestyle choices
The importance of physical education for motor skills development
The benefits of outdoor activities in physical education
The impact of physical education on physical literacy
The role of physical education in promoting gender equality in sports
The benefits of physical education for children'''s emotional well-being
The importance of physical education for developing leadership skills
The impact of physical education on academic motivation
The benefits of incorporating mindfulness in physical education classes
The role of physical education in promoting cultural diversity
The importance of physical education for teaching sportsmanship
The benefits of including yoga in physical education classes
The impact of physical education on body image
The role of physical education in promoting inclusivity in sports
The importance of physical education for teaching teamwork
The benefits of physical education for children'''s social development
The impact of physical education on physical fitness levels
The role of physical education in promoting environmental awareness
The benefits of including nutrition education in physical education classes
The importance of physical education for teaching resilience
The impact of physical education on time management skills
The benefits of physical education for children'''s creativity
The role of physical education in promoting healthy competition
The importance of physical education for teaching conflict resolution skills
The benefits of including mindfulness in physical education classes
The impact of physical education on academic achievement
The role of physical education in promoting emotional intelligence
The importance of physical education for teaching goal setting
The benefits of physical education for children'''s self-regulation
The impact of physical education on self-efficacy
The role of physical education in promoting teamwork skills
The importance of physical education for teaching decision-making
The impact of physical education on self-confidence
The role of physical education in promoting creativity
The importance of physical education for developing problem-solving skills
The benefits of physical education for children'''s resilience
The impact of physical education on emotional regulation
The role of physical education in promoting positive body image
The importance of physical education for teaching conflict resolution
The impact of physical education on social skills
The role of physical education in promoting empathy
The importance of physical education for developing leadership qualities
The benefits of physical education for children'''s teamwork skills
The impact of physical education on communication skills
The role of physical education in promoting problem-solving abilities
The importance of physical education for developing resilience

In conclusion, physical education is a crucial component of a well-rounded education that promotes physical fitness, mental health, social skills, and overall well-being. By exploring these physical education essay topics and examples, students can gain a deeper understanding of the importance of physical education and its impact on various aspects of their lives. Whether you choose to focus on the benefits of physical education for cognitive development, social skills, or physical fitness, there are endless possibilities for exploring this important subject in your essays.

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Physical education is key to longer, happier lives. Our kids and schools need more of it.

Physical education should be on equal footing with academic classes. it teaches kids persistence, resilience, positive thinking and how to stay healthy..

In Franklin, Tennessee, on March 2, 2006.

Spot quiz: What is the only subject in school that engages a child’s mind, body, and spirit, promotes their physical and emotional health, helps them to learn better and cultivates the character they need to become productive adults? And what subject is consistently underfunded, understaffed and underscheduled?

If you answered physical education to both questions, you get an A grade.

At a time when American children are increasingly absorbed in their screens and one-third are overweight , the need for robust physical education is acute. Last month, the federal government updated its recommendations for physical activity for the first time in 10 years. The guidelines now include recommendations for children as young as age 3 , and advise a minimum of 60 minutes per day of moderate to vigorous activity for ages 6-17. Alas, only one in five teenagers meets this standard.

Inactivity has been called “the new smoking,” and the prevalence of obesity and inactivity may well mean children today will lead shorter lifespans than their parents . Children desperately need to learn the importance of physical fitness, how to achieve it, and how to maintain it. Well-taught physical education keeps students moving and motivated, building their competence and confidence so that they can stay fit over a lifetime.

Funding for PE classes is shockingly low

Alas, just when children need it most, PE has slipped to the bottom of the curricular ladder in all too many school districts. It is profoundly shocking that the median PE budget for American schools is only $764 a year, according to the Society of Health and Physical Educators. In a school of 500 students, that means only $1.50 per child for PE, when total per pupil annual expenditures in our public schools often exceeds $12,000.

This is of special concern in the inner city, where families have few fitness resources outside of school. But it is troubling everywhere, as a perfect storm of circumstances has conspired to minimize activity in children’s lives, not only putting them at risk for life-threatening diseases later on, but depriving them of the mental and cognitive benefits we know exercise provides. Harvard neuropsychiatrist John Ratey has called exercise “ Miracle-Gro for the brain ,” and hundreds of studies show exercise enhances learning as well as emotional health and social development.

More: Starvation issues in universities? The real college problem is obesity.

Taxing our soda and interfering with our diets won't always result in slimmer waistlines

Body positivity is not an excuse for obesity: Your Say

We are also putting unfit children at financial risk as adults. Researchers at Johns Hopkins University have calculated that an overweight individual’s lifetime medical expenses related to his or her excess weight average $62,331, and lost wages around $93,100, roughly double the costs for a person of healthy weight — and enough money to put a child through college or make a down payment on a house.

Traditionally, schools have been instrumental in supporting children’s health, because they are uniquely positioned to reach the maximum number of children over a 12-year period. They help to ensure students are immunized, provide health screenings, and strive to serve nutritional meals. Physical education is every bit as important as the right shots and eating your vegetables, and yet not one state follows the Centers for Disease Control recommendations for time spent in PE at all grade levels. Some children with the means and desire to play sports get exercise that way, but the reality is that 70 percent of children drop out of organized sports by age 13.

Studies show kids in PE continue healthy habits

By contrast, regular PE class means all children can access the myriad benefits exercise provides until they reach adulthood – and beyond. According to the Physical Activity Council, children who have physical education in school are twice as likely to be active outside PE class and to remain active when they become adults . Correlation does not equate to cause, but it makes sense that children who learn good fitness habits in school will practice them out of school, and that a fit childhood sets a foundation for fitness as an adult.

While I appreciate the competing concerns schools must prioritize today, I believe it is time to make physical education a core subject on equal footing with academic classes. It is well established that children have a right to a quality education, and physical education is a fundamental aspect of that right, giving children the knowledge they need to stay healthy and equipping them for life’s challenges by teaching persistence, resilience, and positive thinking.

Our country boasts one of the highest standards of living in the world. Surely we can find a way to give our kids the gift of physical education and fitness. We did it in the past, when schools rallied behind JFK’s call for a fit nation as “ a vital prerequisite to America’s realization of its full potential ,” and we can do it again today. Indeed, some schools already have, and we can learn from them. All it takes is the will to make it happen, and Americans have always had plenty of that.

William E. Simon Jr., a former assistant U.S. attorney and the 2002 Republican nominee for governor of California, is co-founder of UCLA Health Sound Body Sound Mind and the author of "Break a Sweat, Change Your Life: The Urgent Need for Physical Education in Schools."

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Physical Education in Schools

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Physical health benefits, mental health benefits, educational benefits.

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Physical Education is just as important as any other school subject

Lecturer in Physical Education, University of Central Lancashire

Senior Lecturer in PE and Sports Studies, University of Central Lancashire

Disclosure statement

Andrew Sprake is affiliated with the North Western Counties Physical Education Association and FIEP in a voluntary capacity.

Clive Palmer does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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Physical Education (PE) is often viewed as a marginal subject within the curriculum. And many secondary schools actively reduce PE time to make way for what are deemed more “serious” or “important” subjects.

Research from the Youth Sport Trust shows that 38% of English secondary schools have cut timetabled PE for 14- to 16-year-olds. One of the main reasons for this is the increased pressure to produce exam results . Much of the time pupils would usually spend in PE lessons is now spent receiving extra tutoring on topics other than PE.

Despite these cuts, however, PE is still championed for its potential to promote health and encourage lifelong physical activity. This is an important issue given that over 30% of year six pupils are classed as “overweight” or “obese” according to the latest government figures .

PE is also praised for its contribution to improved psychological health , for helping to nurture social and moral development – as well as supporting cognitive and academic performance .

The Association for Physical Education maintains that high quality PE fosters the physical, moral, social, emotional, cultural and intellectual development of pupils. But the many aims for PE – such as health promotion, skills development as well as a focus on social and moral issues – has resulted in confusion about the subject and has done little to further the educational experiences in practice. In fact, it has been argued that PE offers more entertainment than education .

Not intellectual enough

A waste of time and a bit of entertainment, or vitally important to the education and development of a child – which is it?

Part of the problem seems to be that PE is often viewed as an opportunity for pupils to be active and to enjoy themselves. Or in some cases, as a form of stress relief and to serve as a break from traditional learning.

Clearly, these areas are valuable for pupils’ general well-being and there is a growing evidence base to suggest that physical activity has the potential to support learning more broadly . But the role of PE is not merely to prop up and support pupils’ learning in other subjects. Instead, it should provide meaningful learning experiences within the subject itself.

What PE seemingly lacks in comparison to all other subjects is a platform on which pupils’ learning can be communicated and evidenced with clarity and rigour. And while PE is often marginalised to make way for more valuable or academic subjects, it seems the intellectual and academic value of PE itself is largely overlooked.

The potential of PE

PE, sport and physical culture each offer a unique platform on which to explore a multitude of holistic learning opportunities. For instance, the ethical or moral controversies in sport can give teachers a range of educational stimuli for debate, reasoning and critical thinking.

The Sports Monograph is a recent project we worked on, which invited learners to collaborate and share their opinions and experiences about sport and what it means to them. The project included primary and secondary school pupils, as well as undergraduate and postgraduate students, who were all supported by their teachers and lecturers.

As part of the project, not only were the pupils recognised for their written contributions at school awards evenings, but unlike in traditional PE, their work left a trail of learning evidence and intellectual engagement – which the schools recognised and celebrated. PE was effectively standing shoulder to shoulder with other subjects in the curriculum as a valuable educational endeavour, with written evidence to support the claim. These pupils now have publications that are being used to teach undergraduate students at the University of Central Lancashire.

Future health

The spiralling downtrend of PE time in secondary schools is a major cause for concern and it would seem that PE is in urgent need of an overhaul. But while the future of PE may be uncertain, there are certainly many opportunities for cross-curricular links and integrative learning in PE.

A recent project, for instance, explored the link between cycling and wider conceptual learning. Similarly, another recent study explored the physical aspects of learning across all curriculum areas, simply through setting up a tent .

The role that PE can play as part of the wider academic curriculum seems to be, at best understated, and at worst, completely overlooked. Activities like the ones raised here could help to broaden the educational potential of PE, encourage more pupils to engage with the subject and strengthen the place of PE as a unique and valuable educational pursuit. The opportunities are there, but PE must be ready to grasp them and let the pupils write about their sporting passions to reflect what they are said to be learning.

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Physical Education and Its Benefits Exploratory Essay

Physical education should be an integral part of the curriculum. It is amazing that schools can compromise physical education with all its benefits. Schools in particular know the benefits of physical education in a student’s life and should be able to fight for the children’s rights.

Physical exercise promotes blood circulation in the body especially in the brain and such activity works to reduce stress and improve on mood and attitude of the student as work without play makes Jack a dull boy. Moreover studies have proved that physically active children achieve more in class.

The national association for sports and physical education recommend at least sixty minutes of exercise daily or for most days of the week.

Statistics show that over ten million children aged between six and nineteen are overweight in the United States. Among the adolescents, the number of the over weights toady is four times than in the last decade; a very alarming rate. The dangers of being overweight are too adverse to be true.

Some of the health risks associated with obesity and overweight are polygenic disorders like pre-diabetes and diabetes, heart diseases, hypertension, hyperlipidemia, apnea and many more.

Additionally, nutritionists say that an obese child is likely to be an obese adult. The fact that fat cells are capable of increasing in number during childhood but in adulthood the body system can only work to fill the existing ones and not to form new ones supports this claim.

Obesity is a major health concern in most of the countries and especially in the US as aforementioned. Obesity is hard to manage not mentioning its health related risks; it calls for specialist medical care, which is very expensive to a given country; therefore, nations cannot afford to cut down the programs that help to manage and/or prevent obesity.

With most foods working to accumulate fats in the body and the changes in lifestyle, policy makers cannot ignore this pertinent issue. Physical exercise in schools should draw their support from family members, the society and the government.

The government should set aside money for physical exercises in particular in the national budget as it does not only affect the students positively but also saves the country’s economy greatly for a ‘sick’ nation is an unproductive nation.

There are other benefits associated with physical education, which should compel parents and the government to embrace the activity. Physical activity improves on the students overall confidence; for instance, performing in the field instills courage in the student.

In addition, many students learn of their talents in school sports most of whom secure sporting jobs internationally which is beneficial to the individual student, the parents and the nation and this underscores the need to revive this dying yet necessary activity.

Physical activity also promotes a healthy lifestyle in adulthood. Students grow into responsible citizens who influence their children positively; the best news is that this behavior passes from generation to generation hence giving rise to a healthy nation.

Hygiene and sex education are part of the physical education curriculum. These work together to give birth to an all round person. Another virtue learnt is teamwork as most sports in schools are holistic and this promotes the spirit of unity in a student’s life.

The factors above would be lost if the government does not intervene to save the dying physical education. Schools will not be a place of molding one into a responsible citizen, as the curriculum would be incomplete without physical education.

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This story about PE teachers was produced by The Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s newsletter .

Amanda Amtmanis, an elementary physical education instructor in Middletown, Connecticut, handed out cards with QR codes to a class of third graders, and told them to start running.

The kids sprinted off around the baseball field in a light drizzle, but by the end of the first lap, a fifth of a mile, many were winded and walking. They paused to scan the cards, which track their mileage, on their teacher’s iPad and got some encouragement from an electronic coach — “Way to run your socks off!” or “Leave it all on the track!”

A boy in a red Nike shirt surged ahead, telling Amtmanis his goal was to run 5 miles. “Whoa, look at Dominic!” another boy exclaimed.

“We don’t need to compare ourselves to others,” Amtmanis reminded him.

The third graders finished a third lap, alternating running and walking, and were about to start on a scavenger hunt when the rain picked up, forcing them inside. Amtmanis thanked her students for their willingness to adjust — a skill many of them have practiced far more often than running these past 18 months.

The full impact of the pandemic on kids’ health and fitness won’t be known for some time. But it’s already caused at least a short-term spike in childhood obesity Rates of overweight and obesity in 5- through 11-year-olds rose nearly 10 percentage points in the first few months of 2020.

Amtmanis’ “mileage club,” which tracks students’ running, both in and out of school, and rewards them with Pokémon cards when they hit certain targets, is an example of how PE teachers around the country are trying to get kids back in shape.

But inclement weather isn’t the only thing PE teachers are up against as they confront what might be called “physical learning loss.” Physical education as a discipline has long fought to be taken as seriously as its academic counterparts. Even before the pandemic, fewer than half the states set any minimum amount of time for students to participate in physical education, according to the Society of Health and Physical Educators (SHAPE), which represents PE and health instructors.

Now, as schools scramble to help kids catch up academically, there are signs that PE is taking a back seat to the core subjects yet again. In some California schools, administrators are shifting instructional minutes from PE to academic subjects — or canceling class altogether so PE teachers can sub for classroom teachers; in others, they’re growing class sizes in the gym, so they can shrink them in the classroom.

Meanwhile, innovative instructors like Amtmanis, who has worked in her district for more than 20 years, are struggling to get their ideas off the ground. Over the summer, the principal of Macdonough Elementary, one of two schools where Amtmanis teaches, approved her request to participate in another running program called The Daily Mile, in which kids walk or run 15 minutes a day during school hours.

Daily running breaks “boost attentiveness, which has positive effects on academics,” Amtmanis argued.

But two weeks into the school year, not a single teacher had bought into the idea.

“The issue is their packed schedule,” Amtmanis said.

Last year, many schools conducted gym class remotely, with students joining in from their bedrooms and living rooms.

The online format presented several challenges. Many students lacked the equipment, space, or parental support to participate fully. And many instructors grappled with how to teach and assess motor skills and teamwork online.

Though instructors found creative ways to keep students moving — substituting rolled-up socks for balls, and “disguising fitness” in scavenger hunts and beat-the-teacher challenges — they still fretted that online gym wasn’t giving students the same benefits as in-person classes.

Compounding their concern was the fact that many students were also missing out on recess and extracurricular sports.

In a March 2021 survey conducted by the Cooper Institute, maker of the popular FitnessGram assessments, close to half the PE teachers and school and district administrators responding said their students were “significantly less” physically active during their schools’ closure than before it.

Schools that reopened last year faced their own set of challenges, including bans on shared equipment that made even a simple game of catch impossible. Schools that were open for in-person learning were also much more likely to cut back on PE instructional time, or eliminate it altogether, the survey found.

The consequences of these reductions in physical activity are hard to quantify, especially since many schools suspended fitness testing during the pandemic and have yet to resume it, but some PE teachers say they’re seeing more kids with locomotor delays and weaker stamina than normal.

“The second graders are like first graders, and some are even like kindergarteners,” said Robin Richardson, an elementary PE instructor in Kentucky. They can jump and hop, she said, but they can’t leap. They’re exhausted after 20 seconds of jumping jacks.

An unusually high number of Richardson’s first graders can’t skip or do windmills. Some lack the spatial awareness that’s essential to group games.

“They don’t know how to move without running into each other,” she said.

Other instructors are seeing an increase in cognitive issues, such as difficulty paying attention or following directions, particularly among kids who remained remote for most or all of last year.

Kyle Bragg, an elementary PE instructor in Arizona, has seen kids sitting with their backs to him, staring off into space when he’s talking. “I say ‘Knees, please,’ so they spin around to face me,” he said.

And some PE teachers say their students’ social-emotional skills have suffered more than their gross motor skills. “They forgot how to share; how to be nice to each other; how to relate to each other,” said Donn Tobin, an elementary PE instructor in New York.

PE has a key role to play in boosting those skills, which affect how kids interact in other classes, said Will Potter, an elementary PE teacher in California.

“We’re uniquely situated to handle the social-emotional needs that came out of the pandemic, in a way classroom teachers are not,” Potter said.

Amtmanis, for her part, worries about her students’ mental health. She sees the little signs of strain daily — the kid who got upset because he couldn’t pick his group, for example, and the one who was distressed that his Mileage Club card had gotten mixed up in the front office.

“Their emotional reserves are low,” she said.

Yet not all instructors are reporting drops in their students’ fitness and skill development. Teachers in some middle- and upper-income districts said they haven’t noticed much of a change at all. In some communities, families seemed to spend more time outdoors.

“We saw the skyrocketing sale of bicycles, we saw families going for walks,” said Dianne Wilson-Graham, executive director of the California Physical Education and Health Project.

But in Title I schools like Macdonough, where more than half the students are low-income, some kids didn’t even have access to a safe place to exercise or play during school closures.

“Not only are they not in soccer leagues, but sometimes they don’t even have a park,” Amtmanis said.

Amtmanis came up with the idea of doing the Daily Mile after spring fitness tests revealed drops in her students’ strength, flexibility and endurance.

But many schools still aren’t sure how much physical learning loss their students have experienced as a result of the pandemic. Most schools pressed pause on fitness testing last year, and some elementary-school instructors are reluctant to restart it. They say the tests aren’t valid with young children, even in ordinary times, and argue the time they take could be better spent on Covid catch-up.

Andjelka Pavlovic, director of research and education for the Cooper Institute, said its tests are scientifically proven to be valid for students who are 10 and up, or roughly starting in fourth grade.

Fitness testing requirements vary by state, county or even district. Some states specify how often students must be tested; others leave it largely to the teacher.

Bragg, the Arizona teacher, said he has put testing “on the backburner” because “right now it’s not at the forefront of what’s important.”

Richardson said she is avoiding testing because she doesn’t want to use up precious instructional time or demoralize her students. “I want my kids to enjoy movement,” she said. If they perform poorly on the tests, “they may not feel as strong.”

In Connecticut, where schools are required to test fourth graders’ fitness annually, Amtmanis approached testing cautiously last year. She didn’t want to embarrass her students, so she made it into a series of games.

Instead of Sit-and-Reach, they had a “flexibility contest,” in which kids broke into teams for tag then had to perform stretches if they were tagged. She measured the distances stretched with curling ribbon, tied the ribbons together, and attached a balloon to the end. The team whose balloon soared the highest won fidget putty.

Pushups became a Bingo game, with the center space representing pushups.

“My goal was to get through it without ever using the words ‘fitness” or ‘testing,’” she said.

As the pandemic drags on, some instructors are taking a similar approach to fitness remediation and acceleration.

Bragg likes a warmup called “ Touch Spots ,” in which first graders listen as the instructor reads off the name of a color, then run and touch a corresponding dot on the floor. It works on reaction time, cardiovascular endurance, spatial awareness and sequencing — but the kids don’t know that.

“Students are having so much fun that they don’t realize how much fitness they are doing,” Bragg said.

Differentiation — tailoring instruction to meet individual students’ needs — has become even more essential, with former remote learners often lagging behind their in-person peers, Bragg said.

When playing catch, for example, he offers his students different sized balls — the smaller ones are more challenging.

Potter, the California teacher, spent the first two weeks of school teaching his students how to connect with their partners, stressing the importance of eye contact and body language.

“When you’re on Zoom, you look at the camera to make eye contact,” he said. “It’s a very different environment.”

Bragg reminds his students how to include kids who are standing on the sidelines, modeling excited body language and tone of voice. Lately, he’s noticed that kids who were remote last year are being excluded from groups.

“Social interaction needs to be practiced, just like how to throw a ball,” he said.

Richardson, the Kentucky PE teacher, is trying to build up her students’ stamina gradually, through progressively longer intervals of exercise.

But she works in a school with pods, so she sees each group of kids for five consecutive days, every third week. The two weeks in between, she has to hope that teachers will provide recess and “movement breaks.” She’s trying to get them to give kids breaks “when they get glassy-eyed and frustrated.”

Recently, Richardson was at a staff training session at which depleted teachers were “popping candy in the back.” When she raised her hand and requested a break in the training, her colleagues cheered. She told them to remember how they felt when their students return to the building.

“I always say, ‘If your bum is numb, your brain is the same,’” she said.

Convincing classroom teachers to set aside more time for movement can be challenging, though. As students return from months of online learning, teachers are under enormous pressure to get them caught up academically.

Kate Cox, an elementary and middle-school PE teacher in California, wishes schools would “realize what they’re missing when they cut PE because of learning loss in other areas.” Physical education is “readying their minds and bodies to be more successful in other areas,” Cox said.

Terri Drain, the president of SHAPE, argued that schools fail students when they treat physical learning loss as less serious than its academic counterpart.

“In the primary grades, children develop fundamental motor skills, such as throwing, catching, running, kicking and jumping,” she said. Unless schools commit to helping kids catch up, “the impacts of this ‘missed learning’ will be lifelong.”

In Connecticut, Amtmanis hasn’t given up on convincing teachers to carve out time for the Daily Mile. She recently sent them a list of suggestions on how to fit 15 minutes of running into the day, including by incorporating it as an active transition between academic blocks.

“While it may seem like there aren’t minutes to spare,” she wrote, “the energizing effect of the active transition should result in more on-task behavior and more efficient working.”

In the meantime, Amtmanis plans to keep using the mileage club to motivate her students to run and to monitor their progress.

“I don’t want to call attention to the fact that not everyone is fit,” she said. “This is an unobtrusive way to keep the data.”

Physical Education Schools

What is the impact of physical education on students’ well-being and academic success?

Decreasing time for quality phys-ed to allow more instructional time for core curricular subjects – including math, science, social studies and English – is counterproductive, given its positive benefits on health outcomes and school achievement.

by: Lee Schaefer , Derek Wasyliw

date: June 25, 2018

Download and print the Fact Sheet (232.30 kB / pdf)

What is the impact of physical education on students' well-being and academic success?

Research confirms that healthier students make better learners. The term quality physical education is used to describe programs that are catered to a student’s age, skill level, culture and unique needs. They include 90 minutes of physical activity per week, fostering students’ well-being and improving their academic success. However, instructional time for quality phys-ed programs around the world are being decreased to prioritize other subject areas (especially math, science, social studies and English) in hopes to achieve higher academic achievement. However, several studies have identified a significant relationship between physical activity and academic achievement. Research also demonstrates that phys-ed does not have negative impacts on student success and that it offers the following physical, social, emotional and cognitive benefits:

Quality phys-ed helps students understand how exercise helps them to develop a healthy lifestyle, gain a variety of skills that help them to participate in a variety of physical activities and enjoy an active lifestyle.

Quality phys-ed provides students with the opportunity to socialize with others and learn different skills such as communication, tolerance, trust, empathy and respect for others. They also learn positive team skills including cooperation, leadership, cohesion and responsibility. Students who play sports or participate in other physical activities experience a variety of emotions and learn how to better cope in stressful, challenging or painful situations.

Quality phys-ed can be associated with improved mental health, since increased activity provides psychological benefits including reduced stress, anxiety and depression. It also helps students develop strategies to manage their emotions and increases their self-esteem.

Research tends to show that increased blood flow produced by physical activity may stimulate the brain and boost mental performance. Avoiding inactivity may also increase energy and concentration in the classroom.

Therefore, decreasing time for quality phys-ed to allow more instructional time for core curricular subjects – including math, science, social studies and English – is counterproductive, given its positive benefits on health outcomes and school achievement.

Additional Information Resources

PHE Canada (2018). Quality daily physical education . Retrieved from https://phecanada.ca/activate/qdpe

Ontario Ministry of Education. (2005). Healthy schools daily physical activity in schools grades 1 ‐ 3. Retrieved from http://www.edu.gov.on.ca/eng/teachers/dpa1-3.pdf

Ardoy, D. N., Fernández‐Rodríguez, J. M., Jiménez‐Pavón, D., Castillo, R., Ruiz, J. R., & Ortega, F. B. (2014). A Physical Education trial improves adolescents’ cognitive performance and academic achievement: The EDUFIT study. Scandinavian journal of medicine & science in sports , 24 (1).

Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & Education, B. P. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research papers in education , 24 (1), 1-27.

Beane, J.A. (1990). Affect in the curriculum: Toward democracy, dignity, and diversity . Columbia: Teachers College Press.

Bedard, C., Bremer, E., Campbell, W., & Cairney, J. (2017). Evaluation of a direct-instruction intervention to improve movement and pre-literacy skills among young children: A within-subject repeated measures design. Frontiers in pediatrics , 5 , 298.

Hellison, D.R., N. Cutforth, J. Kallusky, T. Martinek, M. Parker, and J. Stiel. (2000). Youth development and physical activity: Linking universities and communities. Champaign, IL: Human Kinetics.

Ho, F. K. W., Louie, L. H. T., Wong, W. H. S., Chan, K. L., Tiwari, A., Chow, C. B., & Cheung, Y. F. (2017). A sports-based youth development program, teen mental health, and physical fitness: An RCT. Pediatrics , e20171543.

Keeley, T. J., & Fox, K. R. (2009). The impact of physical activity and fitness on academic achievement and cognitive performance in children. International Review of Sport and Exercise Psychology , 2 (2), 198-214.

Kohl III, H. W., & Cook, H. D. (Eds.). (2013). Educating the student body: Taking physical activity and physical education to school . National Academies Press.

Rasberry, C. N., Lee, S. M., Robin, L., Laris, B. A., Russell, L. A., Coyle, K. K., & Nihiser, A. J. (2011). The association between school-based physical activity, including physical education, and academic performance: a systematic review of the literature. Preventive medicine , 52 , S10-S20.

Sallis, J. F., McKenzie, T. L., Kolody, B., Lewis, M., Marshall, S., & Rosengard, P. (1999). Effects of health-related physical education on academic achievement: Project SPARK. Research quarterly for exercise and sport , 70 (2), 127-134.

Strong WB, Malina RM, Blimkie CJ, Daniels SR, Dishman RK, Gutin B, Hergenroeder AC, Must A, Nixon PA, Pivarnik JM, Rowland T, Trost S, & Trudeau F (2005). Evidence based physical activity for school-age youth. Journal of Pediatrics . 146(6):732–737.

Trudeau, F., & Shephard, R. J. (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity , 5 (1), 10.

Beane, J. A. (1990). Affect in the curriculum: Toward democracy, dignity, and diversity . Columbia University, New York, NY: Teachers College Press.

Meet the Expert(s)

Lee schaefer.

Assistant Professor in the Kinesiology and Physical Education Department at McGill University

Lee Schaefer is an Assistant Professor in the Kinesiology and Physical Education Department at McGill University. His work is generally focused on teacher education and teacher knowle...

Derek Wasyliw

Master’s student in the Kinesiology and Physical Education Graduate Program at McGill University

Derek Wasyliw is a second-year Master’s student in the Kinesiology and Physical Education Graduate Program at McGill University. He is the proud recipient of the 2017-2018 SSHRC Jo...

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Great Argumentative Essay Topics On Physical Education

Unless you’re an educator or other school official, physical education is not a realm of education you often hear much debate about. Argumentative essay topics must be debatable and interesting, and let’s face it, physical education doesn’t seem very debatable or interesting. Finding a topic in physical education for an argumentative essay can be difficult. Here is a list of ideas for topics on physical education for your argumentative essay.

7 Argumentative Essay Topics in Physical Education

Many schools require students to participate in physical education. If a student fails to participate, he or she may not pass the grade or graduate high school. Should students be required to participate in physical education classes?
Some schools allow some students to opt out of physical education and choose from a list of “substitute” electives, such as band. Should some students be required to take physical education courses and others opt out? Or should all students have the same requirements?
In many schools, students who play sports must still meet the requirement for physical education in addition to sports team practice. Should students who play sports year-round be required to take physical education courses?
The point of physical education is to help children be physically active and learn about the importance of exercise. Does physical education teach children about the importance of physical activity as a human? Is physical education useful or useless?
Physical education teachers usually have a set curriculum. All students participate in the same activities whether they enjoy or want to participate in them. This can be troublesome for those students who have great difficulty or are afraid of some activities. Should students be able to choose which activities they will participate in? Should physical education classes offer more than one activity at a time so children can make a choice?
Students are graded and often have to meet expectations for performance in physical education to pass. For instance, students usually have to run a mile within a specific amount of time. Many students struggle to meet these expectations. Should students be required to meet expectations and performance standards in physical education classes?
Physical education classes contain a mix of students with different disabilities. Some students may have more difficulty than others and may not be able to participate in some activities other children can. For example, a heavier-set child may not be able to run as fast as other children. Should there be different physical education classes that differ based on physical ability? Should students who are physically fit and able to participate in most activities be in separate classes than those who are not as physically inclined as other children?

When writing any argumentative essay, you need to make sure the topic you choose is important to you. Perhaps one of these topics reminds you of issues in your own childhood. Also be sure to take a stand and use facts to support your claim. Physical education may not seem like an area that is widely debated, but hopefully this list has shown you that it can be and is.

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Article Contents

Introduction.

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‘Physical education makes you fit and healthy’. Physical education's contribution to young people's physical activity levels

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Supplementary Data

S. Fairclough, G. Stratton, ‘Physical education makes you fit and healthy’. Physical education's contribution to young people's physical activity levels, Health Education Research , Volume 20, Issue 1, February 2005, Pages 14–23, https://doi.org/10.1093/her/cyg101

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The purpose of this study was to assess physical activity levels during high school physical education lessons. The data were considered in relation to recommended levels of physical activity to ascertain whether or not physical education can be effective in helping young people meet health-related goals. Sixty-two boys and 60 girls (aged 11–14 years) wore heart rate telemeters during physical education lessons. Percentages of lesson time spent in moderate-and-vigorous (MVPA) and vigorous intensity physical activity (VPA) were recorded for each student. Students engaged in MVPA and VPA for 34.3 ± 21.8 and 8.3 ± 11.1% of lesson time, respectively. This equated to 17.5 ± 12.9 (MVPA) and 3.9 ± 5.3 (VPA) min. Boys participated in MVPA for 39.4 ± 19.1% of lesson time compared to the girls (29.1 ± 23.4%; P < 0.01). High-ability students were more active than the average- and low-ability students. Students participated in most MVPA during team games (43.2 ± 19.5%; P < 0.01), while the least MVPA was observed during movement activities (22.2 ± 20.0%). Physical education may make a more significant contribution to young people's regular physical activity participation if lessons are planned and delivered with MVPA goals in mind.

Regular physical activity participation throughout childhood provides immediate health benefits, by positively effecting body composition and musculo-skeletal development ( Malina and Bouchard, 1991 ), and reducing the presence of coronary heart disease risk factors ( Gutin et al. , 1994 ). In recognition of these health benefits, physical activity guidelines for children and youth have been developed by the Health Education Authority [now Health Development Agency (HDA)] ( Biddle et al. , 1998 ). The primary recommendation advocates the accumulation of 1 hour's physical activity per day of at least moderate intensity (i.e. the equivalent of brisk walking), through lifestyle, recreational and structured activity forms. A secondary recommendation is that children take part in activities that help develop and maintain musculo-skeletal health, on at least two occasions per week ( Biddle et al. , 1998 ). This target may be addressed through weight-bearing activities that focus on developing muscular strength, endurance and flexibility, and bone health.

School physical education (PE) provides a context for regular and structured physical activity participation. To this end a common justification for PE's place in the school curriculum is that it contributes to children's health and fitness ( Physical Education Association of the United Kingdom, 2004 ; Zeigler, 1994 ). The extent to which this rationale is accurate is arguable ( Koslow, 1988 ; Michaud and Andres, 1990 ) and has seldom been tested. However, there would appear to be some truth in the supposition because PE is commonly highlighted as a significant contributor to help young people achieve their daily volume of physical activity ( Biddle et al. , 1998 ; Corbin and Pangrazi, 1998 ). The important role that PE has in promoting health-enhancing physical activity is exemplified in the US ‘Health of the Nation’ targets. These include three PE-associated objectives, two of which relate to increasing the number of schools providing and students participating in daily PE classes. The third objective is to improve the number of students who are engaged in beneficial physical activity for at least 50% of lesson time ( US Department of Health and Human Services, 2000 ). However, research evidence suggests that this criterion is somewhat ambitious and, as a consequence, is rarely achieved during regular PE lessons ( Stratton, 1997 ; US Department of Health and Human Services, 2000 ; Levin et al. , 2001 ; Fairclough, 2003a ).

The potential difficulties of achieving such a target are associated with the diverse aims of PE. These aims are commonly accepted by physical educators throughout the world ( International Council of Sport Science and Physical Education, 1999 ), although their interpretation, emphasis and evaluation may differ between countries. According to Simons-Morton ( Simons-Morton, 1994 ), PE's overarching goals should be (1) for students to take part in appropriate amounts of physical activity during lessons, and (2) become educated with the knowledge and skills to be physically active outside school and throughout life. The emphasis of learning during PE might legitimately focus on motor, cognitive, social, spiritual, cultural or moral development ( Sallis and McKenzie, 1991 ; Department for Education and Employment/Qualifications and Curriculum Authority, 1999 ). These aspects may help cultivate students' behavioural and personal skills to enable them to become lifelong physical activity participants [(thus meeting PE goal number 2 ( Simons-Morton, 1994 )]. However, to achieve this, these aspects should be delivered within a curriculum which provides a diverse range of physical activity experiences so students can make informed decisions about which ones they enjoy and feel competent at. However, evidence suggests that team sports dominate English PE curricula, yet bear limited relation to the activities that young people participate in, out of school and after compulsory education ( Sport England, 2001 ; Fairclough et al. , 2002 ). In order to promote life-long physical activity a broader base of PE activities needs to be offered to reinforce the fact that it is not necessary for young people to be talented sportspeople to be active and healthy.

While motor, cognitive, social, spiritual, cultural and moral development are valid areas of learning, they can be inconsistent with maximizing participation in health-enhancing physical activity [i.e. PE goal number 1 ( Simons-Morton, 1994 )]. There is no guidance within the English National Curriculum for PE [NCPE ( Department for Education and Employment/Qualifications and Curriculum Authority, 1999 )] to inform teachers how they might best work towards achieving this goal. Moreover, it is possible that the lack of policy, curriculum development or teacher expertise in this area contributes to the considerable variation in physical activity levels during PE ( Stratton, 1996a ). However, objective research evidence suggests that this is mainly due to differences in pedagogical variables [i.e. class size, available space, organizational strategies, teaching approaches, lesson content, etc. ( Borys, 1983 ; Stratton, 1996a )]. Furthermore, PE activity participation may be influenced by inter-individual factors. For example, activity has been reported to be lower among students with greater body mass and body fat ( Brooke et al. , 1975 ; Fairclough, 2003c ), and higher as students get older ( Seliger et al. , 1980 ). In addition, highly skilled students are generally more active than their lesser skilled peers ( Li and Dunham, 1993 ; Stratton, 1996b ) and boys tend to engage in more PE activity than girls ( Stratton, 1996b ; McKenzie et al. , 2000 ). Such inter-individual factors are likely to have significant implications for pedagogical practice and therefore warrant further investigation.

In accordance with Simons-Morton's ( Simons-Morton, 1994 ) first proposed aim of PE, the purpose of this study was to assess English students' physical activity levels during high school PE. The data were considered in relation to recommended levels of physical activity ( Biddle et al. , 1998 ) to ascertain whether or not PE can be effective in helping children be ‘fit and healthy’. Specific attention was paid to differences between sex and ability groups, as well as during different PE activities.

Subjects and settings

One hundred and twenty-two students (62 boys and 60 girls) from five state high schools in Merseyside, England participated in this study. Stage sampling was used in each school to randomly select one boys' and one girls' PE class, in each of Years 7 (11–12 years), 8 (12–13 years) and 9 (13–14 years). Three students per class were randomly selected to take part. These students were categorized as ‘high’, ‘average’ and ‘low’ ability, based on their PE teachers' evaluation of their competence in specific PE activities. Written informed consent was completed prior to the study commencing. The schools taught the statutory programmes of study detailed in the NCPE, which is organized into six activity areas (i.e. athletic activities, dance, games, gymnastic activities, outdoor activities and swimming). The focus of learning is through four distinct aspects of knowledge, skills and understanding, which relate to; skill acquisition, skill application, evaluation of performance, and knowledge and understanding of fitness and health ( Department for Education and Employment/Qualifications and Curriculum Authority, 1999 ). The students attended two weekly PE classes in mixed ability, single-sex groups. Girls and boys were taught by male and female specialist physical educators, respectively.

Instruments and procedures

The investigation received ethical approval from the Liverpool John Moores Research Degrees Ethics Committee. The study involved the monitoring of heart rates (HRs) during PE using short-range radio telemetry (Vantage XL; Polar Electro, Kempele, Finland). Such systems measure the physiological load on the participants' cardiorespiratory systems, and allow analysis of the frequency, duration and intensity of physical activity. HR telemetry has been shown to be a valid and reliable measure of young people's physical activity ( Freedson and Miller, 2000 ) and has been used extensively in PE settings ( Stratton, 1996a ).

The students were fitted with the HR telemeters while changing into their PE uniforms. HR was recorded once every 5 s for the duration of the lessons. Telemeters were set to record when the teachers officially began the lessons, and stopped at the end of lessons. Total lesson ‘activity’ time was the equivalent of the total recorded time on the HR receiver. At the end of the lessons the telemeters were removed and data were downloaded for analyses. Resting HRs were obtained on non-PE days while the students lay in a supine position for a period of 10 min. The lowest mean value obtained over 1 min represented resting HR. Students achieved maximum HR values following completion of the Balke treadmill test to assess cardiorespiratory fitness ( Rowland, 1993 ). This data was not used in the present study, but was collated for another investigation assessing children's health and fitness status. Using the resting and maximum HR values, HR reserve (HRR, i.e. the difference between resting and maximum HR) at the 50% threshold was calculated for each student. HRR accounts for age and gender HR differences, and is recommended when using HR to assess physical activity in children ( Stratton, 1996a ). The 50% HRR threshold represents moderate intensity physical activity ( Stratton, 1996a ), which is the minimal intensity required to contribute to the recommended volume of health-related activity ( Biddle et al. , 1998 ). Percentage of lesson time spent in health enhancing moderate-and-vigorous physical activity (MVPA) was calculated for each student by summing the time spent ≥50% HRR threshold. HRR values ≥75% corresponded to vigorous intensity physical activity (VPA). This threshold represents the intensity that may stimulate improvements in cardiorespiratory fitness ( Morrow and Freedson, 1994 ) and was used to indicate the proportion of lesson time that students were active at this higher level.

Sixty-six lessons were monitored over a 12-week period, covering a variety of group and individual activities ( Table I ). In order to allow statistically meaningful comparisons between different types of activities, students were classified as participants in activities that shared similar characteristics. These were, team games [i.e. invasion (e.g. football and hockey) and striking games (e.g. cricket and softball)], individual games (e.g. badminton, tennis and table tennis), movement activities (e.g. dance and gymnastics) and individual activities [e.g. athletics, fitness (circuit training and running activities) and swimming]. The intention was to monitor equal numbers of students during lessons in each of the four designated PE activity categories. However, timetable constraints and student absence meant that true equity was not possible, and so the number of boys and girls monitored in the different activities was unequal.

Number and type of monitored PE lessons

Student sex, ability level and PE activity category were the independent variables, with percent of lesson time spent in MVPA and VPA set as the dependent variables. Exploratory analyses were conducted to establish whether data met parametric assumptions. Shapiro–Wilk tests revealed that only boys' MVPA were normally distributed. Subsequent Levene's tests confirmed the data's homogeneity of variance, with the exception of VPA between the PE activities. Though much of the data violated the assumption of normality, the ANOVA is considered to be robust enough to produce valid results in this situation ( Vincent, 1999 ). Considering this, alongside the fact that the data had homogenous variability, it was decided to proceed with ANOVA for all analyses, with the exception of VPA between different PE activities.

Sex × ability level factorial ANOVAs compared the physical activity of boys and girls who differed in PE competence. A one-way ANOVA was used to identify differences in MVPA during the PE activities. Post-hoc analyses were performed using Hochberg's GT2 correction procedure, which is recommended when sample sizes are unequal ( Field, 2000 ). A non-parametric Kruskal–Wallis ANOVA calculated differences in VPA during the different activities. Post-hoc Mann–Whitney U -tests determined where identified differences occurred. To control for type 1 error the Bonferroni correction procedure was applied to these tests, which resulted in an acceptable α level of 0.008. Although these data were ranked for the purposes of the statistical analysis, they were presented as means ± SD to allow comparison with the other results. All data were analyzed using SPSS version 11.0 (SPSS, Chicago, IL).

The average duration of PE lessons was 50.6 ± 20.8 min, although girls' (52.6 ± 25.4 min) lessons generally lasted longer than boys' (48.7 ± 15.1 min). When all PE activities were considered together, students engaged in MVPA and VPA for 34.3 ± 21.8 and 8.3 ± 11.1% of PE time, respectively. This equated to 17.5 ± 12.9 (MVPA) and 3.9 ± 5.3 (VPA) min. The high-ability students were more active than the average- and low-ability students, who took part in similar amounts of activity. These trends were apparent in boys and girls ( Table II ).

Mean (±SD) MVPA and VPA of boys and girls of differing abilities

Boys > girls, P < 0.01.

Boys > girls, P < 0.05.

Boys engaged in MVPA for 39.4% ± 19.1 of lesson time compared to the girls' value of 29.1 ± 23.4 [ F (1, 122) = 7.2, P < 0.01]. When expressed as absolute units of time, these data were the equivalent of 18.9 ± 10.5 (boys) and 16.1 ± 14.9 (girls) min. Furthermore, a 4% difference in VPA was observed between the two sexes [ Table II ; F (1, 122) = 4.6, P < 0.05]. There were no significant sex × ability interactions for either MVPA or VPA.

Students participated in most MVPA during team games [43.2 ± 19.5%; F (3, 121) = 6.0, P < 0.01]. Individual games and individual activities provided a similar stimulus for activity, while the least MVPA was observed during movement activities (22.2 ± 20.0%; Figure 1 ). A smaller proportion of PE time was spent in VPA during all activities. Once more, team games (13.6 ± 11.3%) and individual activities (11.8 ± 14.0%) were best suited to promoting this higher intensity activity (χ 2 (3) =30.0, P < 0.01). Students produced small amounts of VPA during individual and movement activities, although this varied considerably in the latter activity ( Figure 2 ).

Mean (±SD) MVPA during different PE activities. ** Team games > movement activities ( P < 0.01). * Individual activities > movement activities ( P < 0.05).

Mean (±SD) VPA during different PE activities. ** Team games > movement activities ( Z (3) = −4.9, P < 0.008) and individual games ( Z (3) = −3.8, P < 0.008). † Individual activities > movement activities ( Z (3) = −3.3, P < 0.008). ‡ Individual game > movement activities ( Z (3) = −2.7, P < 0.008).

This study used HR telemetry to assess physical activity levels during a range of high school PE lessons. The data were considered in relation to recommended levels of physical activity ( Biddle et al. , 1998 ) to investigate whether or not PE can be effective in helping children be ‘fit and healthy’. Levels of MVPA were similar to those reported in previous studies ( Klausen et al. , 1986 ; Strand and Reeder, 1993 ; Fairclough, 2003b ) and did not meet the US Department of Health and Human Services ( US Department of Health and Human Services, 2000 ) 50% of lesson time criterion. Furthermore, the data were subject to considerable variance, which was exemplified by high standard deviation values ( Table II , and Figures 1 and 2 ). Such variation in activity levels reflects the influence of PE-specific contextual and pedagogical factors [i.e. lesson objectives, content, environment, teaching styles, etc. ( Stratton, 1996a )]. The superior physical activity levels of the high-ability students concurred with previous findings ( Li and Dunham, 1993 ; Stratton, 1996b ). However, the low-ability students engaged in more MVPA and VPA than the average-ability group. While it is possible that the teachers may have inaccurately assessed the low and average students' competence, it could have been that the low-ability group displayed more effort, either because they were being monitored or because they associated effort with perceived ability ( Lintunen, 1999 ). However, these suggestions are speculative and are not supported by the data. The differences in activity levels between the ability groups lend some support to the criticism that PE teachers sometimes teach the class as one and the same rather than planning for individual differences ( Metzler, 1989 ). If this were the case then undifferentiated activities may have been beyond the capability of the lesser skilled students. This highlights the importance of motor competence as an enabling factor for physical activity participation. If a student is unable to perform the requisite motor skills to competently engage in a given task or activity, then their opportunities for meaningful participation become compromised ( Rink, 1994 ). Over time this has serious consequences for the likelihood of a young person being able or motivated enough to get involved in physical activity which is dependent on a degree of fundamental motor competence.

Boys spent a greater proportion of lesson time involved in MVPA and VPA than girls. These differences are supported by other HR studies in PE ( Mota, 1994 ; Stratton, 1997 ). Boys' activity levels equated to 18.9 min of MVPA, compared to 16.1 min for the girls. It is possible that the characteristics and aims of some of the PE activities that the girls took part in did not predispose them to engage in whole body movement as much as the boys. Specifically, the girls participated in 10 more movement lessons and eight less team games lessons than the boys. The natures of these two activities are diverse, with whole body movement at differing speeds being the emphasis during team games, compared to aesthetic awareness and control during movement activities. The monitored lessons reflected typical boys' and girls' PE curricula, and the fact that girls do more dance and gymnastics than boys inevitably restricts their MVPA engagement. Although unrecorded contextual factors may have contributed to this difference, it is also possible that the girls were less motivated than the boys to physically exert themselves. This view is supported by negative correlations reported between girls' PE enjoyment and MVPA ( Fairclough, 2003b ). Moreover, there is evidence ( Dickenson and Sparkes, 1988 ; Goudas and Biddle, 1993 ) to suggest that some pupils, and girls in particular ( Cockburn, 2001 ), may dislike overly exerting themselves during PE. Although physical activity is what makes PE unique from other school subjects, some girls may not see it as such an integral part of their PE experience. It is important that this perception is clearly recognized if lessons are to be seen as enjoyable and relevant, whilst at the same time contributing meaningfully to physical activity levels. Girls tend to be habitually less active than boys and their levels of activity participation start to decline at an earlier age ( Armstrong and Welsman, 1997 ). Therefore, the importance of PE for girls as a means of them experiencing regular health-enhancing physical activity cannot be understated.

Team games promoted the highest levels of MVPA and VPA. This concurs with data from previous investigations ( Strand and Reeder, 1993 ; Stratton, 1996a , 1997 ; Fairclough, 2003a ). Because these activities require the use of a significant proportion of muscle mass, the heart must maintain the oxygen demand by beating faster and increasing stroke volume. Moreover, as team games account for the majority of PE curriculum time ( Fairclough and Stratton, 1997 ; Sport England, 2001 ), teachers may actually be more experienced and skilled at delivering quality lessons with minimal stationary waiting and instruction time. Similarly high levels of activity were observed during individual activities. With the exception of throwing and jumping themes during athletics lessons, the other individual activities (i.e. swimming, running, circuit/station work) involved simultaneous movement of the arms and legs over variable durations. MVPA and VPA were lowest during movement activities, which mirrored previous research involving dance and gymnastics ( Stratton, 1997 ; Fairclough, 2003a ). Furthermore, individual games provided less opportunity for activity than team games. The characteristics of movement activities and individual games respectively emphasize aesthetic appreciation and motor skill development. This can mean that opportunities to promote cardiorespiratory health may be less than in other activities. However, dance and gymnastics can develop flexibility, and muscular strength and endurance. Thus, these activities may be valuable to assist young people in meeting the HDA's secondary physical activity recommendation, which relates to musculo-skeletal health ( Biddle et al. , 1998 ).

The question of whether PE can solely contribute to young people's cardiorespiratory fitness was clearly answered. The students engaged in small amounts of VPA (4.5 and 3.3 min per lesson for boys and girls, respectively). Combined with the limited frequency of curricular PE, these were insufficient durations for gains in cardiorespiratory fitness to occur ( Armstrong and Welsman, 1997 ). Teachers who aim to increase students' cardiorespiratory fitness may deliver lessons focused exclusively on high intensity exercise, which can effectively increase HR ( Baquet et al. , 2002 ), but can sometimes be mundane and have questionable educational value. Such lessons may undermine other efforts to promote physical activity participation if they are not delivered within an enjoyable, educational and developmental context. It is clear that high intensity activity is not appropriate for all pupils, and so opportunities should be provided for them to be able to work at developmentally appropriate levels.

Students engaged in MVPA for around 18 min during the monitored PE lessons. This approximates a third of the recommended daily hour ( Biddle et al. , 1998 ). When PE activity is combined with other forms of physical activity support is lent to the premise that PE lessons can directly benefit young people's health status. Furthermore, for the very least active children who should initially aim to achieve 30 min of activity per day ( Biddle et al. , 1998 ), PE can provide the majority of this volume. However, a major limitation to PE's utility as a vehicle for physical activity participation is the limited time allocated to it. The government's aspiration is for all students to receive 2 hours of PE per week ( Department for Education and Employment/Qualifications and Curriculum Authority, 1999 ), through curricular and extra-curricular activities. While some schools provide this volume of weekly PE, others are unable to achieve it ( Sport England, 2001 ). The HDA recommend that young people strive to achieve 1 hour's physical activity each day through many forms, a prominent one of which is PE. The apparent disparity between recommended physical activity levels and limited curriculum PE time serves to highlight the complementary role that education, along with other agencies and voluntary organizations must play in providing young people with physical activity opportunities. Notwithstanding this, increasing the amount of PE curriculum time in schools would be a positive step in enabling the subject to meet its health-related goals. Furthermore, increased PE at the expense of time in more ‘academic’ subjects has been shown not to negatively affect academic performance ( Shephard, 1997 ; Sallis et al. , 1999 ; Dwyer et al. , 2001 ).

Physical educators are key personnel to help young people achieve physical activity goals. As well as their teaching role they are well placed to encourage out of school physical activity, help students become independent participants and inform them about initiatives in the community ( McKenzie et al. , 2000 ). Also, they can have a direct impact by promoting increased opportunities for physical activity within the school context. These could include activities before school ( Strand et al. , 1994 ), during recess ( Scruggs et al. , 2003 ), as well as more organized extra-curricular activities at lunchtime and after school. Using time in this way would complement PE's role by providing physical activity opportunities in a less structured and pedagogically constrained manner.

This research measured student activity levels during ‘typical’, non-intensified PE lessons. In this sense it provided a representative picture of the frequency, intensity and duration of students' physical activity engagement during curricular PE. However, some factors should be considered when interpreting the findings. First, the data were cross-sectional and collected over a relatively short time frame. Tracking students' activity levels over a number of PE activities may have allowed a more accurate account of how physical activity varies in different aspects of the curriculum. Second, monitoring a larger sample of students over more lessons may have enabled PE activities to be categorized into more homogenous groups. Third, monitoring lessons in schools from a wider geographical area may have enabled stronger generalization of the results. Fourth, it is possible that the PE lessons were taught differently, and that the students acted differently as a result of being monitored and having the researchers present during lessons. As this is impossible to determine, it is unknown how this might have affected the results. Fifth, HR telemetry does not provide any contextual information about the monitored lessons. Also, HR is subject to emotional and environmental factors when no physical activity is occurring. Future work should combine objective physical activity measurement with qualitative or quantitative methods of observation.

During PE, students took part in health-enhancing activity for around one third of the recommended 1-hour target ( Biddle et al. , 1998 ). PE obviously has potential to help meet this goal. However, on the basis of these data, combined with the weekly frequency of PE lessons, it is clear that PE can only do so much in supplementing young people's daily volume of physical activity. Students need to be taught appropriate skills, knowledge and understanding if they are to optimize their physical activity opportunities in PE. For improved MVPA levels to occur, health-enhancing activity needs to be recognized as an important element of lessons. PE may make a more significant contribution to young people's regular physical activity participation if lessons are planned and delivered with MVPA goals in mind.

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Author notes

1REACH Group and School of Physical Education, Sport and Dance, Liverpool John Moores University, Liverpool L17 6BD and 2REACH Group and Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool L3 2ET, UK

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Home / Essay Samples / Education / Physical Education / What I Learned in Physical Education: From Basketball to Yoga

What I Learned in Physical Education: From Basketball to Yoga

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‘Physical education makes you fit and healthy’. Physical education's contribution to young people's physical activity levels

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