Irrespective of the established advantages of the physical activity more than 50% of the American adults are not associated with sufficient physical exertion to entail the desired health advantages. Only the grown ups are not associated with the inadequate physical exertion. It has been observed that more that one third of the young children in the age group of 9-12 is not involving themselves in the healthy physical activity. The involvement in the high school physical education classes reduced from 42% in 1991 to 32% in 2001. (Physical Activity and Good Nutrition: Essential Elements to Prevent Chronic Diseases and Obesity at a Glance)
Two instructors engaged in Osseo Area Learning Center, those were associated with 350 junior and senior high school students in Minnesota's Osseo School District honestly opined it to be a matter of great concern to infuse the advantages of physical exertion among the students especially among the girls. The students in these schools were observed to have not been succeeded in the conventional educational process for a variety of reasons inclusive of poor academic performance, deficiency in attendance, pregnancy, drug dependency and mental health and behavioral disorders. (Ewing, 2002)
The Physical education in the schools and overall physical activity are considered by Elizabeth Spletzer to be the significant elements for the all-round development of the child. Spletzer is greatly concerned with the method implemented in the schools to approach and teach the physical education in most of the public schools in the districts. She opined that many of the district authorities, board members and even parents are not aware of the significance of physical education at childhood. Had this been the case, she emphasized, they would not have endeavored to confine the classes of physical education to as small as once a week or even lower. (Smothers, 2002)
Spletzer states that Physical education is considered as including recess time in one elementary school while another school thought about completely deleting recess. but, she says that both the planned play of a classroom setting and free play on the playground are essential for kids. Spletzer kept on worrying that many physical education programs are struggling for their very existence although the number of communities backing school-related tax increases seems to be on the increase. Spletzer describes that there is so much fight for time and money. Students take classes in technology, arts and music, and foreign languages besides their usual agenda of reading, writing and math-related courses. Nevertheless, they continue to spend equal amount of time in school as they spent years ago; hence something has to be compromised. Regrettably, for many schools it is time spent in physical education classes that is sacrificed. (Smothers, 2002)
Just an understanding that physical activity improves health is not adequate; students must be given chances to obtain the knowledge and abilities required to take on active lifestyles. The American Heart Association in 1995 suggests that all children aged 5 years or older should take up no less than 30 minutes of daily physical activity at a medium intensity and no less than 3 days per week physical activity at a strong intensity. Acceptance of the benefits of school physical education to health led to the addition of two national objectives that are connected to school physical education in Healthy People 2000, the U.S. Department of Health and Human Services national health objectives in 1990 as: Objective 1.8 is to raise the percentage of children and adolescents in grades 1-12 who partake in daily school physical education to at least 50%. Objective 1.9 is to raise the percentage of school physical education class time that students spend being physically active, preferably engaged in lifetime physical activities, to at least 50%. The Surgeon General's report identifies school-based physical education as the most commonly accessible resource for upgrading physical activity among young people in the United States and suggests that all attempts should be made to cheer schools to entail daily physical education in each grade and to encourage physical activities that can be enjoyed all through life. (Young, 1997)
Instructing parents, students and even other teachers on what is physical education these days, is one of the major challenges. (Smothers, 2002) a variety of factors must be accessible to capitalize on the chances to learn in physical education. These consist of time in the schedule, sensible class size, sufficient facilities and equipment, a well-designed curriculum, proper assessment procedures, qualified teachers, and positive administrative support. In the ongoing pursuit to make physical education experiences more individually applicable to children and youth, new developments in learning theories, organizing of subject matter and new insights regarding growth and development must be incessantly considered, assessed, and executed. (Young, 1997) Satisfying district requirements for physical education lingers as an implementation of ingenuity in an alternative school setting, where facilities and funding get low preferences. (Ewing, 2002)
Health benefits can be obtained merely from becoming more physically active, but the greatest benefits come from involving in planned and organized exercise. With little to medium levels of physical activity, cardiovascular risk factors can be decreased and physical fitness can be improved. Additionally, activities with little to medium intensity is less likely than strong exercise to result in musculoskeletal injury and sudden heart attack death during exercise, while it is more likely to advance continued attachment to activity. (Summerfield, 1998) the teacher should perform the central role in the success of a physical education program and preference must be given to utilize qualified elementary, middle, and secondary school physical education teachers to make the most of student learning and accomplishment. (Young, 1997)
But, without recognizing the amount of time that it takes to plan and organize for a physical education class, many teachers nevertheless consider physical education as a place for kids to go while they get ready for their own classes. Even parents frequently do not recognize the different methods teachers are taking to keep their sons and daughters encouraged, active and involved. An increased class size is one more problem that physical education teachers have to deal with. Class sizes have climbed up to more than 50 students per class at the senior high level in many cases. Even elementary school teachers can witness more than 500 students in a week. While those students with no skill or very good skill get noticed, those students with medium skills do not get noticed. (Smothers, 2002)
Students themselves have altered in a manner that influences the teaching environment. In the past, students came to class and already had many of their social and basic motor skills down pat. But nowadays, with such a bigger compartment of students and diverse populations, many teachers at the lower grades are spending time teaching very basic, but essential, social and psycho-motor skills. While most physical education teachers consent that students in elementary classes are inspired and stimulated about physical education and vigorously take part in classes, many also confess that it is common to see a fall in participation, particularly among girls, once they are in grades 6, 7 and 8, also called as the middle school years. (Smothers, 2002)
To advance better cardiovascular health in adult life, healthy lifestyle training should begin in childhood. The following good health practices should be advocated among children: usual physical activity; a low-saturated-fat, low-cholesterol diet after age; smoking avoidance; suitable weight for height and; regular pediatric medical checkups. (Children's Need for Physical Activity: Fact Sheet) Also, quality physical education programs conducted by respectful physical education specialists play a vital role in upgrading the health of children and, ultimately, adults. (Young, 1997) Quality physical education is apt with regard to both development and instruction for the specific children being served. Instructionally suitable physical education integrates the well-known practices, taken out from research and experiences in teaching children, into a program that make the most of chances for learning and achievement for all.
Additionally, students should utilize technology in today's physical education classes to deal with fitness and motor skill concepts in ways that personalizes the curriculum more than ever before. Some of the tools made feasible by technology are heart rate monitors, video and digital photography, computer software, and equipment to measure body composition. (Young, 1997) it has frequently been said that children learn through movement. Besides the health benefits of physical activity, movement is an central part of the young child's life and education, for it is through movement that children develop social, emotional, and cognitive skills. For young children, movement is a significant means of communication, expression, and learning. It is essential that classroom teachers give children as many chances as possible to be physically active and to learn through movement.
A major push in curriculum development in schools nowadays is the integration of subject content across the curriculum. Integration means common relationship between subject matter. This implies the development of relationships between all areas of study that structure the school curriculum. Integration…