1

Chapter1:Introduction
Asthedigitalageprogresses,sedentarylifeincreasesandthelackofproperphysical
educationinCaliforniaschoolsisbecominghighlyprevalent.AccordingtotheCalifornia
DepartmentofEducation20132014schoolyeartesting,62.9%of9thgradersatHighTech
HighNorthCounty(HTHNC)metorpassedthestandardoftherequiredamountsofaerobic
healthinthestateofCalifornia.Incomparison,theaveragepercentageofschoolsinSanDiego
Countystandsat74.1%,leavingHTHNC11.2%belowschoolswithatraditionalPhysical
Educationcurriculumincorporatedintotheirschooling.Schoolsholdahighresponsibilityfor
adolescentparticipationinphysicalactivity(Diamant,Babey,&Wolstein,2011),asitprovides
uniqueopportunitiesandgoalsthatencouragechildandteenfitnessdevelopment(Masurier&
Corbin,2006),whichthencantransfertolateryears(CentersforDiseaseControland
Prevention,2010).Researchershavefoundthatlowcardiovascularfitnessisrelatedtohigher
riskofchronicdisease(Masurier&Corbin,2006).Hence,foreshadowingthat,children
providestrongevidencethatlowfit,inactive,andoverweightchildrenbecomelowfit,inactive
andoverweightadults(Masurier&Corbin,2006).
Physicalactivityalsopromoteslearningandacademicperformanceduetoitsabilityto
increasecognitivefunctioning(Masurier&Corbin,2006),motivation(Prusak,Treasure,Darst,
&Pangrazi,2004),selfmanagement,andoverallwellness(Masurier&Corbin,2006.)Itis
recommendedthatstudentsreceive60minutesormoreofaerobic,musclestrengthening,and
bonestrengtheningactivitiesatleastthreedaysperweek(CentersforDiseaseControland
Prevention,2013).HTHNCdoesnotprovidenearlythismuchactivity,soifstudentsarenot
gettingthisactivityoutsideofschoolforwhateverreason,itishurtingthemnowandinthe

futureconcerningchronicdisease,obesity,andtheirmentalhealth.Researchersconcludethat
regularphysicalactivityisassociatedwithincreasedmentalalertnessandhigheracademic
achievement,aswellaslowerofstressanddepression(Diamant,Babey,&Wolstein,2011).
Manyschools,includingHTHNChavetakenadvantageofthelackofstandardsallowing
schoolstooptoutofrequiringphysicaleducationaspartoftheircurriculum.Somemaymake
thecounterpointthatphysicaleducationisaburdenonthebudgetoftheschooland/ordistrict
andthatitcantakeawayfromacademichours,whichmanywouldagreedpositivelyaidtest
scores.However,keepingstudentsinaclassroomformanyhourswithoutmuchopportunityfor
structuredphysicalactivitymayresultinmorenegativeeffectsthanpositive.Intruth,giving
studentstheopportunityforphysicalandmentaloutletsthroughthistypeofactivityeachday
paysforitselfasphysicalactivityincreasesexecutivefunctions,theabilitytoconcentrate,
memory,andintellectualperformance(PublicHealthInstitute,2010,p.11).Thiscutinphysical
educationhasaddedtothecontinuingobesitycrisisinthenation,andtheproblemwillonly
continuetogrowuntilchildrenhaveastructureddailyexerciseroutine.TheHighTechHigh
organizationcanandshoulddomoretosupportthephysicalhealthofitsstudents.Thisreport
examineshowHighTechHighcurrentlystructuresphysicalactivityandhowtheorganization
canbettersupportthephysicalhealthofitselementaryandsecondarystudents.

Chapter2:PhysicalEducationBenefitsandTrendsinSchools
PhysicalEducationandphysicalactivityhavemanybenefitsandmayproveimperativeto
schoolsasatoolforthebettermentofstudentlife.Ithasbeenproventohelpcontrolweightand
toreducerisksforcardiovasculardisease,type2diabetes,metabolicsyndrome,andthe
likelihoodofcoloncancerandbreastcancer(CentersforDiseaseControlandPrevention,2011).
Itmayaidwiththepreventionofcognitivedelaysaswell.Studiesshowthatphysicalexercise
canimprovememoryandlearning,evenforthosewhosufferfromcognitiveimpairment.In
addition,aerobicexercisehadbeenshowntoreducegeneralizedanxietyandanxietysensitivity
(NationalCenterforBiotechnologyInformation,2012).
PhysicalEducationandImprovedPhysicalHealthandFitness
Physicalactivitydoesnotonlyhavelongtermbenefits.Manyhealthbenefitscanbe
obtainedfromjustonesession.Forashorttimebefore,entirelyduringandforasmallperiod
afterexercise,apersonsheartratemayincrease.Thebrainsendsoutadrenalinetopreparethe
bodyfortheupcomingexertionthisisknownastheanticipatoryeffect,asthismaybegin
beforeexercisestarts(FitnessHealthWellness,2010).Aparticularlyengagingsessionuses
glycogen.Whenglycogendepletes,endorphinsarereleasedtocompensate.Inaddition,evenone
sessionmayincreasemusclehealthbyprovidingthebonesystemwithadditionalbloodand
oxygen(HealthyLiving,2014).Ithasbeenshowntohelpwiththeimmunesystem,whichmay
haveaneffectofstudentsattendancebydecreasingchancesofsickness(PublicHealthInstitute,
2012).
Moreover,alackofexercisecanhavenegativeshorttermeffects.Fatigueisacommon
symptom,andthelackofenergytoexercisemaycauseanevendeeper,selffulfillinglackof

energy.Itmayalsocauseanincreaseofappetite,stress,andpoorsleep.(Livestrong,2014.)
Inactivitycanberelatedtofidgeting,feelingsofrestlessness,anddecreasesintheabilityto
concentrate(PublicHealthInstitute,2012).
Physicalfitnessandhealthmayhaveanothersignificanteffectaswellcardiovascular
health.Physicalfitnessandcardiovascularhealthgohandinhand.Below,youwillreadmore
abouttheeffectsofcardiovascularhealthindepth.
PhysicalActivityandDiseasePrevention:CardiovascularHealth
Thecardiovascularhealthofanindividualisdeterminedbythepersonsphysicalfitness
habits,eating/nutritionhabits,mentalwellness,andoveralllifestyle.Essentially,ahealthyheart
isahealthybody.
LindaV.VanHorn(2012)
mentionedthatcurrently,therearemorethan26.5
million
noninstitutionalized(16yearsofageandolder)adultsintheUnitedStateswhohave
beendiagnosedwithcardiovasculardisease.LindaV.VanHorn(2012)alsonotedthatoutof
thisnumber,about600,000diefromtheillnesseveryyearthatis1outof4peoplewhodiefrom
cardiovasculardisease.Therearemanyleadingfactorsthataffectheartdisease,allofwhich
shouldbetakenintoconsiderationonadailybasis.
PhysicalEducationandphysicalactivityaretwoofthemostimportantaspectsofones
lifestyle.Regularexercisehasabeneficialeffectonagoodamountoftheestablishedriskfactors
forcardiovasculardisease.Forexample,dailyphysicalactivity(evenifforasmallamountof
time)canincreaseexercisetolerance.Thisallowsadolescentstostartearlyphysicalfitness
habitsthatwillmostlikelyinfluencelifetimeroutines.Exercisealsopromotesreductioninbad
cholesterolandanincreaseingoodcholesterol.Anunhealthycholesterollevelinthebloodis
causedbylowdensitylipoprotein(LDL)levels.Thehealthy,highdensitylipoprotein(HDL)

levelsincholesterolareobtainedbycontinualphysicalactivity.Myers(2003)explainedthatthe
benefitsofregularexerciseintermsofcardiovascularhealtharereductioninbloodpressure
levels/bloodlipidlevelsandbodyweightinadditiontoanincreaseininsulinsensitivity.
Althoughtheseeffectswillbegenerallysmall,continued,moderateexerciseonaregularor
consistentbasis,whenincorporatedwithotherlifestylemodifications(suchaspropereating
habits,smokingcessation,andmedicationuse),canbedramatic.
Healthynutritioncustomsareessentialtostayhealthyintermsofthecardiovascular
systems.Dietisoneofthekeythingsonecanchangethatwillimpactallothercardiovascular
riskfactors.Foodswithvitamins,minerals,supplements,proteins,andnutrientsareallvery
importanttokeepahearthappyandhealthy.Ahealthydietisonethatincludesvegetablesand
fruits,highfiber,ironymeats,seafood,andfatfreefatdairyproducts.Incontrast,adietshould
belowinsaturatedfat,transfatandcholesterol.Junkfoodsortoomuchsalt/sugar(if
overconsumed)areknowntodeterioratetheheart.Fatshouldnotexceed37%ofapersons
calorieintake,forthiswillincreasetherisk.Sodiumisanotherfactorthat,ifconsumedtoo
much,canleadtohighbloodpressure(hypertension)whichisanotherriskfactor.Thehealthy
choicesofdietwouldincludefruit,nuts,wholegrain,fish,andsoy.Theroleofonesdiet,as
wellastheamountofphysicaleducationonereceives,arevitalpartsinthedevelopmentand
preventionofcardiovasculardisease.
Theheartheartconnectionshouldbeoneveryone'sradar.Patientsparticipatinginan
exerciseprogramorfitnessgroupreportedanincreaseinselfconfidence,lowerstresslevels,and
lessanxiety(Myers,2003).Italsodecreasedtheirdeathrateby20%to25%.
Mostofthese
studiesconductedbytheAmericanHeartAssociationPatientProgramsusedprograms

consistingofthirtytosixtyminutesofcontinuousexercisethreedaysaweek.Justalittlebitof
modestactivitycanmakeahugedifferenceinonesmindset.
ResearchfromtheAmericanHeart
Associationdoesnotdirectlyrelatementalhealthtoheartdiseasehowever,itiscertainly
possibleformentalhealthtoactasanadditionalriskfactor.Mentalhealthaspectssuchasstress
oranxietycanaffectbloodpressureandheartratebyincreasingtheamounthormoneslike
adrenalineandcortisol.Depressioncanleadtoadecreaseininterestingeneral.Thisincludesa
declineineatinghealthy,beingphysicallyactive,andanincreaseinwantingtosmokeandliving
asedentarylifestyle.Insteadofreducingsedentaryactivity,oneshouldbemoreproductiveone
shouldeathealthier,exercisemore,andthinkpositively.
Therearemanyaspectsthatcontributetoonescardiovascularhealth.Physicaleducation,
physicalfitness,exercise,nutritionanddiet,mentalhealth,andenvironmentaleffectsallhave
majorrolesintheheartshealth.
Whenallofthesearepracticedthehumanbodywillreach
maximumhealthiness.Whiletheimmunesystemwillcombatdiseasemoreefficiently,the
skeletalsystemprotectsthebodyinalldifferentways.
PhysicalActivityandDiseasePrevention:BoneHealth
Bonesarelivingcomponentsofthehumanbody.Skeletonsarelivingtissuesthatare
continuallybreakingdownandrebuildingthemselves.Inordertocontinuethisprocessinan
efficientway,peoplemustpracticehealthyhabitsintheirdailylives.Bonesandbodiesrequire
regularexerciseandahealthydietinordertogrowandavoiddisease.Themajordiseasethat
affectsthebonesisosteoporosis.Thisisnormallyrelevantinlaterlives,butthediseaseis
dependentonthechoiceshumansmakeintheearlystagesofbonegrowth.

Exercisetreatsandpreventsosteoporosisandhelpsstrengthenthebones(National
InstitutesofHealth,2012).Thediseaseexpediatesbonelossandputsusatriskforfragilebones.
Physicaleducationclassescanprovideadesignatedtimeforexerciseforstudentsinorderto
avoidweakbones.Consideringmostofthebodysbonemassisformedbeforetheageoftwenty
two,exerciseisevenmoreimportantforadolescentstoachievepeakbonemass.Notall
exercisesaidinbonegrowthinhealthonlyweightbearingexercisesarenecessaryforbones.
Theseactivitiesmusthavehighimpact,highrateofimpact,andahighfrequencyofimpact.
Someexamplesarerunning,walking,andliftingweights(Quinn,2009).Itisrecommendedto
havethirtyminutesofthistypeofactivitythreetofivetimesaweek(NationalInstitutesof
Health,2012).Theprocessthebodyusestostrengthenbonescanbeexplainedclearly.Very
similartothewayonegrowsmuscle,strenuousactivitymakeshairlinecracksinonesbones.
Duringthehealingprocess,thebonesarerepairedstrongerandanindividualisabletotakemore
stressonthem.Nonweightbearingactivitiesdonotsupportbonestrength,buttheydoaid
musclehealth.Theseactivitiesincludeswimmingandbicycling.Physicalactivityforbonesis
criticalatanyage,butmoresoinyoungerlife.Thisisinordertoavoiddiseaseandbrokenbones
inthefuture.Physicaleducationduringschoolcanactasaplacefortheseactivitiesforstudents.
Anotherimportantaspectforhealthybonesisdiet.Bonesrequireahighamountof
vitaminDandcalcium.Thetwoworktogetherinthebodyinordertoformstrongbones.
CalciumisunabletobeabsorbedbyourbodieswithouttheassistanceofvitaminD.Without
eitherofthesevitamins,thebodywouldfaceinsufficientamountsofcalcium.Withoutenough
calcium,theskeletonsbegintoweaken,andtheriskforosteoporosisincreases(National
InstitutesofHealth,2012).Excesscalciumthatisnotabsorbedcanbuildupwhichcancause

heartorkidneyfailure.Teachingstudentswhatisneededtobeconsumedbybodiesisanother
largeaspectofthecurriculuminphysicaleducation.Exerciseandahealthydietrelyoneach
othertoformbones.Onlyincludingoneaspect(exerciseordiet)indailylivescouldnotsuffice
wellenoughtocreatetheboneshumansneed.Thecombinationofunderstandingnutritionand
implementingphysicalactivityisextremelyimportantforallofthepopulation.Thiscombination
cannotonlyhelpavoidosteoporosis,butalsoobesityanddiabetes.
PhysicalActivityandDiseasePrevention:ChildhoodObesityandDiabetes
IntheUnitedStates,19%ofchildrenareoverweightand66%ofadultsareoverweight
(CenterforDiseaseControl,2014).Childrentendtobemoreactivethanadults,asAmerican
cultureencouragesphysicalactivitymuchgreaterinyouthandadolescentyearsthanin
adulthood.Evenwiththis,physicalactivityhasbecomeamuchlessvaluedpartoflife.Inthe
last30years,childhoodobesityhasdoubledandadolescentobesityhasquadrupled.Ithas
developedinthismannersonegativelythatmorethanhalfofchildrenwereobesein2012and
itisnotanumberthathasbeendecreasing(CenterforDiseaseControl,2014).
Aspeopleage,theirmetabolismslowsdown,whichcanleadtoagreaterchanceof
becomingoverweightorobese.Withobesitycomesamuchgreaterriskforlifechanging
diseasessuchasheartdisease,stroke,kidneyfailure,andblockedarteries.Thoughthesediseases
oftenoccurinobesitylaterinlife,itishighlyimportanttopreventobesityfromayoungage,as
itcanstopmanyharmfuldiseasesintheirtracks.Lifestylehabitssuchashealthyeatingand
regularphysicalactivitycandecreasethelikelihoodofobesitylaterinlife.
Childrenreceiveasignificantamountoftheirphysicalactivityfromthephysical
educationthattheyaretaughtinschool.Eventheclassesthatfallshortoftherecommended

amountofphysicalactivityhaveasignificanteffectonthehealthofthestudentscomparedto
thatofclassesthatparticipateinnophysicalactivity(Datar&Sturm,2004).
Thepracticeofparticipatinginphysicaleducationduringschoolisapreventative
measureincombatingobesityanddiabetesatayoungage.Physicaleducationhelpstomaintain
achildsphysicalhealthatastablelevel.Theregularityofphysicaleducationinschoolteaches
studentstomaintainahealthylifestyleearlyinlife.Therefore,studentsaremorelikelytoretain
thetaughthealthylifestyleastheygrowolder

(Masurier&Corbin,2006).Inaddition,schoolisa
veryimportantenvironmenttoencouragesuchhabits,asnearlyallofthenationspopulationsof
childrenandadolescentsattendschool.Enforcingphysicaleducationallowsforanimportant
preventiontoolaslifestylehabitswillreachlargeamountofstudents,evenstudentswhomay
havelowersocioeconomicstatusorbusylifestylesathome.
PhysicalActivityandMentalHealth
Physicaleducationandactivityinschoolstodayareseverelyunderratedandviewedas
unimportant.Therefore,itsimportanceisoftenneglected,andfewaretrulyinvestedinbringing
aboutastrongstructureforphysicaleducation.Throughmuchresearchingofstudiesand
articles,ithasbeenmadeevidentthatphysicaleducationandactivityisnotonlysomethingthat
needstobemoreheavilyintegratedinschoolscurriculum,butitisvitaltothementaland
physicalwellbeingofallyouth.
Thoughitmaybeoverlooked,physicalactivityandmentalhealtharedeeplyconnected
andintertwinedwithoneanotheraseachsupportsandstrengthenstheother.Researchhasshown
thattherearemanypositivebenefitsandoutcomesofphysicalactivityrelatingtomentalhealth
(
Masurier&Corbin,2006)
.Amajorwaythatphysicalactivityimprovesmentalhealthisby

10

relievingstress.Stressisconstantlycirculatinginteenagerslivesandmanydonottakethe
neededtimetomanagetheirstress.Manyreportsshowthatphysicalactivityhelpsrelievestress
inthelivesofyouth,andthatthoseinvolvedinphysicalactivitiesarelessstressed(American
PsychologicalAssociation,2014).Physicalactivitycanhelpgetstudentsmindsoffother
aspectsoftheirlivesandhelpsthemconnecttopeers,friendsandtheirschool(
PublicHealth
Institute,2010).
Anotherkeybenefitofphysicalactivityisthatmuchlikeitrelievesstress,ithelpsreduce
theriskofdepressionandsuicideinteens.Ithasbeenshownthatstudentswho
participatedin3
to5daysperweekofPEwerelesslikelytofeelsadthanthoseparticipatinginPE0to2days
perweek(
Brosnahan,Steffen,Lytle,Patterson&Boostrom,2004
).Physicalactivitiesalsohelps
provideastrongsocialnetworkingofstudentsandarethereforelesslikelytosufferfrom
depression
(Brosnahanetal.,2004)
.
Studentsparticipatinginphysicalactivitiesalsoproducesmanyvaluableskillsforlife
andincreasestheiracademicskills.Someskillsthatarefosteredthroughphysicaleducationare
theabilitytoconcentratebetter,focusandlearnbetter,improvedmemory,andgreater
commitmenttoschoolandpeernetworks
(
PublicHealthInstitute,2010
)
.Afewmoremajor
mentalbenefitsincludegoalsetting,planningandmanagement,persistence,takinginitiativeand
workingasateam
(
PublicHealthInstitute,2010).Anadditionalkeyoutcomeisimprovedself
confidence
(
PublicHealthInstitute,2010).Thesebenefitsandincrediblypositiveoutcomes
cannotgounnoticed.Thescaleisweighedveryheavilywithallthesepositives.Notonlydoes
physicalactivityandeducationimprovethebodyandphysicalhealth,butitfostersamuchbetter
mentalhealth,includingbetteracademicsandmanylifeskills.

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PhysicalActivityandLearning:PhysicalActivityandAcademicPerformance
Physicalactivityholdsmorebenefitsthanjustahealthylifestyleinfactrecentstudies
showthatforadolescents,physicalactivityhasthepotentialtoimproveacademicperformance
(PublicHealthInstitute,2010).Ofcourse,improvingthehealthofournationsyouthtakestop
priority.Theoverallhealthofouryoungergenerationhasbeeninanunfortunatefluxuationfor
roughlythepasttwentyyears.Therehasbeenanincreaseinchildhooddiabetes,obesityand
otherdiseasesthatarecausedbyunhealthyinfluencesintheirlifeorlifestylechoices.Many
childrenaregrowingintoadultswhoarenotawareofhowtotakecareforthemselvesand
contractingdiseasesotherwiseavoidableatanearlyage.Asoursocietybecomesmoreandmore
obsessedwithtechnology,ourchildrenonlybecomemoresedentary.Adolescentsandchildren
arefittinglessandlessphysicalactivityintotheirdailyroutine,whileintegratingmorejunkfood
intotheirdiet(Diamant,A.L.,Babey,S.H.,&Wolstein,J.,2011).Thisiswhereschoolscome
intoplace.Schoolsareagreatresourceforeducation,socialinteraction,andmanyother
endeavours.Physicalactivityisimplementedinschoolsbecauseofitscollaborative
environment,makingiteasyforstudentsofallages,athleticability,andincome(PublicHealth
Institute,2010)toexerciseandplay.
Howevertherehavebeenmajorsetbackswithphysicalactivityinschools.Themost
significantofthesesetbackswouldbethepubliceducationsystemstightbudget.Foryearsnow,
budgetconstraintshavemadeschoolscutdownonmanyoftheirlessacademicprograms.
Unfortunately,physicaleducationandtimeforphysicalactivityareoftenthefirsttogo.Most
schoolsmakethisdecisionbecausetheirfundingcomesfromthestandardizedtestscorestheir
studentsget(Diamant,A.L.,Babey,S.H.,&Wolstein,J.,2011).Manyadministratorsthinkthat

12

physicalactivitymightevenhinderachildslearningabilityandexperience.Therefore,schools
believethatthetimethatmightbeusedforP.Eandrecessisbetterspentlearningandpreparing
forsaidteststogetbetterscores(PublicHealthInstitute,2010).Contrarytothisdecisionisthe
ideathatphysicaleducationanddailyactivitycanbebeneficialtostudentsacademically.Infact,
thereisevidencethatstudentswhoexerciseregularlydobetterontestsandhavebetter
classroomparticipationthanstudentswhodonotpartakeinregularphysicalexertion.Schools
mightbesabotagingthemselvesandtheirstudentsbyremovingphysicaleducationandactivity
fromtheirstandardcurriculum.Evenbetterthanthepossibilityofbettergradesistheknowledge
thatourstudentswillbehealthierindividualsontheirwaytobeingablebodiedadults.
Asstatedpreviously,schoolscuttimeforphysicalactivitiesinordertofocuson
academics,astheybelievetheactivitiesmakeitdifficultforstudentstofocus.Thebreakinthe
dayorweekduetophysicaleducationisacommonexcuseamongstudentswhowanttogetout
ofwork.Schoolsalsofindthatitisdistractingforstudentstogetupandrunaboutforanhour
andthensitbackdownandbeexpectedtowork.Headsofadministrationbelievethatphysical
educationisnotjustawasteoftimeandresources,butahindrancetostudentswhowouldrather
besittingandworking(PublicHealthInstitute,2010).Schoolsseemtohaveaverynegative
opiniononphysicalactivityinschools,whichhasonlybeensupportedbythereluctanceof
studentsoverrecentyears.Toomanystudentsfindexcusesnottoparticipateinphysicalactivity,
leadingschoolstobelievethatitisnotworththeefforttotryandgetstudentsinvolvedwith
physicalexertion.Yet,thereisagooddealofevidencethatshowsusjusthowvaluablephysical
activityisforstudents.

13

Apivotalpointintheargumentagainstphysicaleducationandactivityistheimpactthey

mighthaveonstudentsacademically.Whenitcomestophysicalactivityintermsofacademics,
thereseemtobetwoverydifferentopinions:physicalactivityiseitherbeneficialforstudents
academicperformanceoritisdetrimentaltotheirgrades.Yet,despitethemanystudiesthathave
alreadybeendonebyseveraleducationandpsychologybasedorganizations,thereisstillnot
enoughsubstantialresearchtoconfirmthateithersideiscorrect.Infactmoststudiesshowthat
therereallyisntanyaffectonastudentsacademics(Coe,Pivarnik,Womack,Reeves,&
Malina,2006).Somestudiesconductedthusfarhaveshownthattherearesomepositiveeffectsa
physicaleducationclasscanhaveonastudent.Itshowsintheirgrades,testscoresandfitness
level(Coe,Pivarnik,Womack,Reeves,&Malina,2006).OnestudytookplaceinMichigan,
where214sixthgraderswereplacedintotwodifferentgroups:onewhichexercisedalongwitha
requiredphysicaleducationclassandanotherwhosimplywentalongwiththeirregularphysical
educationcurriculum.Thosewhohadanhourofphysicalactivityinadditiontotheirdaily
requiredphysicaleducationclass,displayedbetteracademicperformancethanthosewhoonly
hadtheirregularphysicaleducationclass(

ActiveLivingResearch,2009).Thosethatarguethat
therelationbetweenphysicalexertionandacademicsispositiveratherthannegativebasetheir
claimsoffofstudieslikethis.However,thiswasonlyonestudy,andwhencomparedtomany
similarstudies,theresultsdonotquiteaddup.Inmostcasestudiessuchasthis,physicalactivity
showedvirtuallylittletonoeffectonastudentsgradesorscores(Coe,Pivarnik,Womack,
Reeves,&Malina,2006).Yet,ifeverthereisanycorrelationbetweenacademicsandphysical
activity,itisusuallyapositiverelation.Acommonthreadamongphysicallyactivestudents
seemstobeheightenedfocusandamoreattentiveattitudehoweverthisisinclosercorrelation

14

withclassroombehaviorandmentalhealth(PublicHealthInstitute,2010).MichiganState
UniversityandTarletonStateUniversityhaveconductedhundredsofstudiesinthissubject,and
theyreleasedastatementrevealingthatonlyabouttwentyoftheonehundredstudiesthatthey
conductedwieldedanynegativerelationbetweenthetwo(ActiveLivingResearch,2009).The
majorityofstudiesinthisfieldshownocorrelationofphysicalactivityandacademic
performance,butifandwhentheydo,itisusuallyapositiveresultinfavorofphysicalactivity.
Studentsarenotnegativelyaffectedbyphysicalactivityinschool.Exercisemaynotbe
thefastestwaytoimprovetestscores,ormaintainastudentsfocus,butitcertainlyhasits
benefits.Oneoftheoutcomesofphysicalactivityincludesmorealertstudentswithclearerheads
pumpedwithadrenaline.Confidenceappearstobegreateramongstudentswhoexerciseona
regularbasis,andsocialskillsgrowasteamworkisbuiltamongclassmatesinphysicaleducation
(PublicHealthInstitute,2010).However,wemustrememberthatthegreatestadvantagegoes
fartherthanacademicsitgoesintoourchildrenshealth.Sincestudentsarerarelynegatively
affectedbyphysicalactivityinschools,ifatall,thereisagreaterbenefittoourfuture
generations.Weareprovidingawaytoleadahealthierlifestyleandthepossibilityofimproved
academics.Asidefrompossiblementalawarenessandacademicimprovement,aphysical
educationclassisaninvestmentintheimprovedhealthofourchildrensfuture.

PhysicalActivityandLearning:GrossMotorDevelopment,ProblemSolvingSkills,and
SelfManagementSkills

15

Physicalactivityandeducationcancontributetodevelopingandenhancingthestudents
motor,problemsolving,andselfmanagementskills(Diamant,Babey,&Wolstein,2011).
Physicaleducationprogramsareagreatwaytorevealrealworldskillstothestudent,including
selfmanagementandassessment.Astudentcanlearntomanagetheirdaytodaylivesand
amountsofphysicalactivitybeingimplementedintotheirschedules(Masurier&Corbin,2006)
Asstudentsdevelopintoadults,theywillalsousethisformofselfmanagementtoexhibit
assessmentskills.Thiswillhelpwithplanningpersonalgoals,settingupprograms,making
decisions,andsolvingproblems(Masurier&Corbin,2006).Bydevelopingtheseskillsearlyon,
childrenhaveheadstartonenhancingrealworldskillsthattheywillcontinuetouse.
Inaddition,motorskillsaregreatlyinfluencedbytheamountofphysicalactivityone
participatesin.AccordingtoSaundersetal.(2014),thosewhoreportedhavinghighmotorskills
reportedbeingmorephysicallyactivethroughouttheirchildhood.Childrenaremostlikelyto
participateinavarietyofformsofphysicaleducationiftheyhadhighmotorskills.Inorderfor
studentstodevelopqualitymotorskills,thereneedstobeanadequateeducatorfacilitatingtheir
instructionandincreasingtheiropportunitiestolearn(Masurier&Corbin,2006).Motorskills
havebeenknowntotransitfromchildhoodintoadulthood.Ifchildrencandevelopandestablish
theirbaselineoftheseskillsearlyon,thentheycouldactivelyparticipateinactivitiesthroughout
theiradolescentyearstodevelopthem.(
Saunders, Bremer, & Tremblay,
2014).
Lastly,physicaleducationisagreatcontributortoshapingonesproblemsolvingskills.
Exercise,enablesthebraintothinkclearly,performathigherstandards,andkeepahealthier
mindset(Lawrence,2007).Kidswhorunaroundfor15to45minutesbeforeclasscuttheir
hyperactivityinhalf,helpingthemfocusintheclassroomenvironment(Lawrence,2007).

16

Exercisingcontributestonewstemcellgrowthinthebrain.Pleasurechemicals,suchas
serotoninanddopamine,aredispersedthroughoutthebodytoreduceanger,fatigue,andtension
(Lawrence,2007).Decreasingtheamountoftheseemotionshelpstheindividualfocusonthe
taskathand.Thisistheresultofthebodysnervoussystembeingsimulatedandinturn
functioningatahigherlevel(Lawrence,2007).
Overall,physicalactivitycanbenefitthestudentinavarietyofwaysandhelpprepare
themforthefuture.Havingastructuredphysicaleducationcanhelpdevelopthesemotor,
selfmanagement,andproblemsolvingskillsandincreasethemeffectively.Settingasidetimeto
bephysicallyactiveisjustthefirststeptoleadingafittinglife.
PhysicalActivityandHabitsforLifetimeWellness
Physicalactivityhabitsthatarepracticedonadailybasishelpinfluenceahealthy
lifestylethroughoutoneslife.Healthyphysicalpatterns,especiallywhendevelopedduring
childhood,canhelponeswellnessnotonlyforlaterinlife,butthroughallstagesofgrowthina
lifetime.Studiesshowahealthylifestylecandetermineweight,highbloodpressureandcan
lowerlevelsofanxiety,depressionanddisease(Masurier&Corbin,2006).
Schoolshavemanyopportunitiestoeducatekidsonthetopicofhealththroughoutlife
andinfluencethemtostayphysicallyactive.ResearcherswiththePreventionInstituteand
ConvergencePartnership(2010)haveoutlinedanumberofpracticesandpoliciesthatwillhelp
improveyouthopportunitiesforphysicalactivity.Theserecommendationsincludestarting
physicalactivityatayoungageandprovidingopportunitiesduringtheschoolday(e.g.,physical
education)aswellasduringstructuredafterschoolprograms
.
Ifstudentscanlearnhowtobe

17

activeandhowtomaintainhealthynutrition,thiswillpositivelyimpacttheirdecisionsin
adulthood.
Childhoodisthemostsignificantstageforphysicalandmentalgrowthandmaintaining
healthyhabitstobetterhealthinlongevity.Awaytokeepkidshealthyisbykeepingupregular
cardiovascularandweightbearingexercises.Timemanagementonachildspartcanbehard
giventheamountofcontemporarydistractionsanddisruptionsinachildslife.Physical
educationimplementedinschoolscanimproveachildsmentalhealthandevenbehavioral
habitsthattheycanthencarryintoadultlife.Forexample,thePublicHealthInstitute(2010)
concludesthatphysicalactivitycanaidexecutivefunctioning,concentration,memory,and
academicperformance,whichareallskillsthatwillbenefitstudentsthroughouttheirlifetimes.
Unfortunately,schoolsfundingforphysicaleducationteachersandequipmentcanbe
costly.Schoolsarestillencouragedtoenforcephysicaleducation,nutritionalawarenessandthe
importanceofactivityinanywaytheycan.Withoutproperfundingandvisionforquality
physicaleducation,itmakesitdifficulttodeveloptheselifetimehabits.
CurrentPhysicalEducationTrends:PhysicalActivityinElementarySchools
Anadultshealth,physicalactivity,andoverallwellbeingaredevelopedwhentheyare
young,specificallywhentheyarechildren.Ifachildisusedtosittingaroundandnever
exercising,itislikelythatthosehabitswillbetakenwiththemintoadulthood.Physicalactivity
inelementaryschoolhasanimportantroleintodayssociety,beingthatitsuppliesthe
foundationofforminghealthyhabitsfortheoncomingyearsforthem.Thefuturehealthof
todayselementaryschoolgenerationdependsonhowwelltheyaretaughtaboutbeing
physicallyfit,howtopreventdiseasesandproblems,howtoeatproperly,andhowtokeepthe

18

bodyhealthy.Yetintodayselementaryschools,studentsarequicklyincreasinginweightand
decreasingthetimethattheyspendoutsideduringrecessandlunch.Anationwidestudy
determinedthatonly42%ofchildrenages6through11gettherecommended60minutesof
physicalactivityeveryday(PublicHealthInstitute.(2010).Onlysixstatesadheretohaving
childrenparticipatein150minutesofphysicalactivityweekly,andjustthreestateshave20
minutesofmandatoryelementaryschoolrecesseachday(Demissieetal.,2013).Thesenumbers
possiblyexplainwhyresearchhasalsodiscoveredthatmorethanathirdofAmerica'schildrenin
elementaryschoolareconsideredobese(CentersforDiseaseControlandPrevention,2005).
Childrentodayaregainingthehabitsofnotgoingoutsidetoplayandexerciseonadailybasis
becauseoftheabolitionofrecessanddecreasedlunchtimeinmanyelementaryschoolsinthe
nation.Thesehabitsofnotbeingphysicallyactiveeveryday,orevenafewtimesaweek,are
beingdevelopedinsideofelementaryschools.Thesehabitsarealsobeingtakenbackwith
childrengoinghome,outsideofschool.
Whathastochangeinordertodecreasethisshockingnumberofobesityinour
elementaryschools?Theideaofputtingthephysicalactivityof60minutesadaystandardback
intoelementaryschoolshelpsthehealthofchildrendrastically.Studieshaveshownthatan
increaseinphysicalactivitiesnotonlyimproveshealth,butalsocorrelateswithimproved
academicperformanceinotherclasses(PublicHealthInstitute,2010).

Recessandplaytimegets
thestudentstoreleaseexcessamountsofenergyandstress,sointheirotherclassestheycanbe
morefocused.Physicalactivitycanalsobeausefultoolforgettingyoungchildrentorelieve
theirstressandtodeveloptheirsocialskillswithotherchildren.Recesscouldbetheonlytime
whenchildrenwillbeabletopracticethesesocialskillswithotherkids.Notonlyisfreeplay

19

timebeingtakenfromthem,butalsoistheopportunitytoconnectandsocializewithother
children.Thiscouldcausechildrentomissoutonlearningopportunitieswhenitcomesto
properlysocializingandinteractingwithotherchildren.
Beingthatelementaryschoolstudentsareataveryimpressionableage,beingexposedto
dailyphysicalactivityandeducationthroughgamesandfunworkoutsgivethemabetterchance
ofdevelopinghealthyhabits.Usingphysicalactivityandeducationinafunwaywhilestillusing
exercisemethodscaninformstudentsonhowtoproperlytakecareoftheirbodieswhilestill
havingfun.Somefunphysicalactivitiescanbetaughtthroughteamsports,games,outdoor
activities,teambuildinggames,andevenexercisesthatcanpotentiallybeadaptedtosuitthe
childrenslikes.Oncethechildrenseethatexercisingandbeinghealthycanbefunwhilestill
learningitsimportance,theyllbemorelikelytobemoreactiveoutsideofschooland
throughouttheirfutureyears,thushopingtodecreasetheshockingnumberofchildhoodobesity
inAmericatoday,andtoincreaseamountofphysicalactivityhabitsdevelopedinelementary
schoolstudentsthattheycanhopefullytakewiththemtosecondaryschoolandhighschool.
CurrentPhysicalEducationTrends:PhysicalActivityinSecondarySchools
Everydaymoreandmoreadolescentsaredoinglessphysicalactivity.Thelackof
physicalactivityisintroducingkidstoissueslikeobesityanddiabetes.TheU.S.Departmentof
HealthandHumanServicesrecommendsalevelofphysicalactivitythatincreasesheartrateand
causesheavybreathingsomeofthetimeforatotalof60minutesaday,atleastfivedaysaweek.
Unfortunatelyonly27%ofadolescentstudentsmeetthethe60minuterecommendationof
physicalactivity.Mostofthefocusofphysicaleducationisprioritizedtowardschildrenages6to
12,ratherthanteenagersaged13to19.Theabsenceofphysicalactivityisincreasingwithage.

20

Studentinsecondaryschoolwhocompletethe60minutesofphysicalactivityrangefrom30.2%
to60.3%acrossstates(median:42.1%),from20.0%to74.8%acrosslargeurbanschooldistricts
(median:53.7%),andfrom46.2%to65.0%acrossterritories(median:54.6%)(Demissieetal.,
2013).Thismeansabout3060%ofstudentsmeetthequota.Thisisanoverallsummary,but
therearecertaindifferences.
GenderDifferences.
Thedeclineinphysicalactivitylevelsisgreatestduringthe
secondaryschoolyears(aged12to18years),andpreviouslypublishedresearchconsistently
reportslowerphysicalactivityamongadolescentgirlsthanamongadolescentboys(
Centersfor
DiseaseControlandPrevention(CDC).19912013HighSchoolYouthRiskBehaviorSurvey
Data.
).
GradeDifferences.
In2013,ninthandtenthgradersweremorelikelythaneleventhor
twelfthgraderstogettherecommendedamountofphysicalactivity(51and49percent,versus
45and44percent,respectively).(ChildTrendsDataBank,2014).Inactivityamongyouth
increasesbygradelevelfrom24.3%in9thgradeto38.9%in12thgrade.Theolderstudentsare
lesslikelytobeactive.Thereforelesslikelytocontinueexercisingintoadulthood.
EthnicityDifferences.
Inaddition,inactivityishighestamongBlackyouth(36.4%)and
lowestamongWhiteyouth(29.3%).Whitestudentsaresignificantlymorelikelythanblackor
Hispanicyouthtomeetrecommendedlevelsofphysicalactivity.In2013,50percentofwhite
studentsmetrecommendedlevels,comparedwith41and45percentofblackandHispanic
youth,respectively.Therewasnosimilardifferenceamonghighschoolmales.
EffectivePhysicalEducationPrograms

21

Aneffectivephysicaleducationprogramisthefoundationneededtodevelopahealthy
lifestyleandpreventmedicalcomplicationslaterinstudentslives.Itisveryevidentthatnotall
physicaleducationprogramsdeliverthesamehealth,wellness,economic,andpreventative,
effectsthatqualityprogramsdo.Aqualityphysicaleducationprogramshouldmeettheneedsof
allstudents,beanenjoyableexperienceforallstudents,keepstudentsactiveformostofphysical
educationclasstime,teachselfmanagement,andemphasizesknowledgeandskillsforalifetime
ofphysicalactivity(CentersforDiseaseControlandPrevention,2013).Aqualityphysical
educationprogrammustbecomprisedoffourcorecomponents:theopportunitytolearn,
appropriateinstruction,meaningfulcontent,andstudentandprogramassessment(SPARK,
2013).
Thefirstcomponent,beingopportunitytolearn,isemphasizingtherequirementof
physicaleducationandprovidingadequatetimeandequipmentisessentialtomaximizingthe
effectivenessofphysicaleducation.Appropriateinstructionmeansprovidingstudentswith
teachersgiventheinstructionandprofessionaldevelopmentinthefieldofphysicaleducation.
Thisalsomeansthatphysicalactivitycannotbecarriedoutinadisciplinaryformatandall
studentsmustbeincluded.Meaningfulcontentisprovidingaphysicaleducationprogramfor
studentsthatiseffectivefortheirlevelandphysicalneeds.Studentandprogramassessmentisto
ensurethatgoalsarebeingmetandtheprogramiscontinuallyeffective.Whilethereisdebate
aboutthenecessityoftestinginphysicaleducation,itisapparentthattheonlywaytoensurethat
theprogramiseffectiveisanalyzingtheresultsthatthestudentshavemade.
Themainwaysstudentsareabletoparticipateinphysicalactivityduringschoolare
duringbreaks,lunch,physicalactivityintegratedintoclassroomlessons,andintramuralclubs

22

andprograms.Somewaysschoolscanencourageandpromoteincreasedphysicalactivityduring
schoolhoursarebyprovidingthemwithspace,facilities,equipmentandsupplies.Theycanalso
createstructuredactivitiesandorganizedtimesforstudentswhoareinterested.Including
physicalactivityduringclassroomsandplannedlessonscanincreasestudentsphysicalactivity
andimprovetimeontaskandattentiveness(SPARK,2013).

23

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