A 'Powerful Tool'

The paper is a supplement to Elementary Physical Education: A Position Statement (a concise statement of the benefits of a quality elementary physical education program. This paper is an expanded version of that position statement ).

Benefits of Elementary Physical Education

Quality physical education programs, particularly for the elementary school student, can enhance all aspects of development. Areas of specific contribution include:

Academic performance. Aerobic activity can "...increase vigor and promote clear thinking." In addition, "involvement in physical activity can positively affect grade scores of students in primary schools," (International Society of Sport Psychology, 1992, p. 179-180). Regular physical activity also makes children more alert and energetic, which improves their capacity to learn (American Alliance for Health, Physical Education, Recreation, and Dance).

Health. "Nearly 40 percent of children age five to eight have health conditions that significantly increase their risk of early heart disease" (American Alliance for Health, Physical Education, Recreation, and Dance). "A primary benefit of regular physical activity is protection against heart disease." Physical inactivity appears to contribute to coronary risk factors like obesity, high blood pressure, and elevated blood cholesterol. In addition, physical activity appears to provide some protection against several other chronic diseases like certain cancers, osteoporosis, and depression. Not surprisingly, "...physically active people outlive inactive people..." (U.S. Centers for Disease Control and Prevention and American college of Sports Medicine, 1993, p.7) For all of these reasons, the American Heart Association has stated, "Children should be introduced to the principals of regular physical activity and recreational activities at an early age. Schools at all levels should develop and encourage positive attitudes toward physical exercise, providing opportunities to learn physical skills and to perform physical activities, especially those that can be enjoyed for many years ( American Heart Association, 1992).

Weight Control. About 25 percent of American youth are overweight (American Health Foundation, 1993) and percent of body fat significantly impacts health. Active participation in physical education increases energy expenditure and helps control excessive food intake and body fat levels. Significant reductions in percent body fat have been noted in studies examining the effect of physical education programs on the body fat levels of both boys and girls (Vogel, 1986). This is particularly important because studies examining societal trends have shown 54 and 39 percent increases in obesity among children aged 6 to 17 (Gortmaker, Dietz, Sobol, and Weber, 1987) and a 2 percent increase in children's overall body fat over the last 20 to 30 years (Pate and Shephard, 1989).

Physical fitness. By introducing children to developmentally appropriate, theoretically based, programs in physical education, students learn the principles and skills necessary for implementing and maintaining a physical activity regimen. This education is integral to the child's development, as it has the potential to improve short term fitness (Flexibility, cardiovascular endurance, muscular endurance, muscular strength, and body composition) while establishing a basis for the maintenance of fitness through life. "Increased physical fitness improves heart/lung function, reduces body fat, and decreases the risk of diseases associated with unhealthy lifestyles," enhances "school moral [and] class behavior ..." and is "...an alternative to drugs for today's youth: (National Fitness Leaders Association, 1990).

Movement knowledge/Motor skill development. Motor skill development is one of the most efficient and sustainable ways to develop physical fitness. The Council on Physical Education for Children (1992) has stated, ÒOptimal development of the musculoskeletal and cardiorespiratory systems is enhanced through childrenÕs regular involvement in planned programs designed by professional educators to maximize movement skill development through sequenced instruction.Ó ÒBy conducting regular, vigorous physical education programs and helping children become skillful in a variety of movement forms fitness is builtÓ (Council on Physical Education for Children, 1992, p.6). Furthermore, the early establishment of movement skills facilitates the acquisition of more complex skills introduced later. It also allows children to feel competent in movement, which motivates them to be more physically active in their leisure time.

Self-esteem. ÒSelf-esteem is the value we place on ourselves and our self-imageÓ (Gruber, 1985, p. 30). According to a quantitative review of over 100 studies conducted within the last 20 years, Ò...directed play and physical education programs contribute to the development of self-esteem in elementary school childrenÓ (p.42). This research also concluded that the greatest gain in self-esteem was found in those children with the greatest need for improvement. The positive attitudes developed through proper physical education experiencesÓ...may be the prime determiner of future behaviorÓ (p.42).

Stress management. Like adults, children and adolescents experience stress in their daily lives. Physical activity is a positive method for coping with this stress. According to the International Society for Sport Psychology, ÒAerobic activity reduces anxiety, depression, tension, and stress...Ó Studies have also found that physical activity can be Ò...as effective as different forms of psychotherapy and that exercises have had an anti depressive effect on patients with mild to moderate forms of depressionÓ (1992,p.180).

Social development. Research has found that participation in games, sports, and play seems to be related to children learning to Òfit intoÓ their society by learning social expectations. These activities also enhance the childÕs social mobility, which can affect such long-term endeavors as educational aspiration and achievement. Furthermore, through participation and appropriate instruction in physical activities, moral ideals and attitudes concerning fair play are shaped (Coakley,1993).

General Statement

The above mentioned benefits can be achieved through quality physical education programs. For optimum results, programs should be regular, frequent, developmentally appropriate, success-oriented, and instructed by trained physical education teachers. Research has shown that competent teachers credentialed in physical education provide the best physical education. However, providing classroom teachers with special training has also proven beneficial.

According to one study comparing physical education specialists and specially trained classroom teachers with classroom teachers who had not received special in-servicing in physical education, trained teachers provided more and better quality instruction spending, over three times more class time on instruction in fitness activities, and over twice as much time on skill drills. In addition, students of trained teachers were twice as likely to be very active (McKenzie, Sallis, Faucette, Roby, and Kolody, 1993).

Increased emphasis on the quantity and quality of physical education programs is in direct compliance with Healthy People 2000, our national strategy for improving the health of all Americans over the next 10 years. Specifically, Healthy People 2000 seeks to increase the proportion of: 1) children and adolescents in first through twelfth grade who participate daily in school physical education, and 2) school physical education class time that students spend being physically active, preferably engaged in lifetime physical activities. According to the American Academy of Pediatrics (1992). ÒThe inclusion of a national health objective calling for daily physical education classes underscores the importance of frequent physical education.Ó

Greg Payne is the primary author of Elementary School Physical Education: A Position Statement, a publication of the California GovernorÕs Council. He is a professor in the Department of Human Performance, San Jose State University, San Jose, CA.

References

American Academy of Pediatrics. (1992). Press release: Physical education - the facts. Elk Grove Village, IL: American Alliance for.

American Alliance for Health, Physical Education, Recreation and Dance. ItÕs time to stop shortchanging our children: Making the case for daily physical education. Reson, VA: American Alliance for Health, Physical Education, Recreation and Dance.

American College of Sports Medicine. (1993). News release: Experts release new recommendation to fight AmericaÕs epidemic of physical inactivity. Indianapolis: American College of Sports Medicine.

American Heart Association, Committee on Exercise and Cardiac Rehabilitation of the Council on Clinical Cardiology (1992). Statement on exercise: Benefits and recommendations for physical activity programs for all Americans. Circulation, 86, 340-344.

American Health Foundation. (1993). News release. New York: American Health Foundation.

Coakley, J. (1993). Socialization and sport. In R.N. Singer, M, Murphey, and L.K. Tennant (Ed.), Handbook of research on sport psychology (pp. 571-586). New York: Macmillan.

Council on Physical Education for children. (1992). Guidelines for elementary physical education. Reson, VA: National Association for Sport and Physical Education.

International Society for Sport Psychology. (1992). Physical activity and psychological benefits. The Physician and Sports Medicine, 20, 179-184.

Gortmaker, S.I., Dietz,W.II., Sobol, A.M., and Weber, C.A. (1987). Increasing pediatric obesity in the U.S. American Journal of diseases in Children, 14, 535-540.

Gruber, J.J. (1985). Physical activity and self-esteem development in children: A meta-analysis. The Academy Papers, 19, 30-48.

National Fitness Leaders Association. (1990). Youth fitness: Information and tips to achieve a healthier lifestyle. Chantilly, VA: National Fitness Leaders Association.

McKenzie, T.L., Sallis, J.F., Faucette, N., Roby,J., and Koldy, B. (1993). Effects of a curriculum and in-service program on the quality and quantity of elementary physical education classes. Research Quarterly for Exercise and Sport, 64, 178-187.

Pate,R.R., and Shephard, R.J. (1989). Characteristics of physical fitness in youth. In C.V. Gisolfi and D.R. Lamb (Eds.), Perspectives in exercise science and sports medicine (pp. 1-46). Indianapolis: Benchmark.

United States Center for Disease Control and Prevention and American college of Sports Medicine. (1993). Summary Statement: Workshop on physical activity and public health. sports Medicine Bulletin, 28, 7.

Vogel, P.G. (1986). Effects of physical education programs on children. In V. Seefeldt (Ed.), Physical activity and well being (pp.456-509). Reston, VA: American Alliance for Health, Physical Education, Recreation, and Dance.