Mandatory PE in Schools as a Strategy to Fight Childhood Obesity

Introduction: Childhood Obesity and the Case for PE

Childhood obesity is one of the most commonly identified problems facing the nation today, yet lawmakers have struggled to address it effectively because of its multifactorial nature. "It is the No. 1 health problem in children… a study in the New England Journal of Medicine reported that obese children were twice as likely to die of disease by age 55" (Netter, 2010). The food a child consumes at home, the food consumed at school, the child's level of physical activity, genetics, and possibly other as-yet-unidentified factors all contribute to a child's body mass. However, while there is no single "silver bullet" solution, mandatory PE classes are an important step forward in reducing obesity. "Only six states nationwide require the recommended 150 minutes of elementary school-based physical education" (Physical Education programs, 2012, Huffington Post). This paper uses the group process model to suggest a way in which individual school communities can create a policy agenda to incorporate physical education into the school.

Academic Benefits of Physical Activity

Financial cutbacks and a desire to prepare students for standardized tests are often used as justifications for reducing PE time. However, the negative effects upon children's bodies and attention spans are frequently overlooked. Children are not machines, and simply adding more study time does not produce better academic results. "According to a 2010 CDC review of 50 studies spanning 23 years, children who are physically fit and active often do better in the classroom than those who aren't active. Physical activity increases blood flow and oxygen to the brain and may boost the growth of nerve cells in the hippocampus — the brain's center of learning and memory" (Greenlaw, 2012).

Policy Limitations and the Public Choice Model

Public choice models stress that policies must be made as a consensus among the people affected by the policy — including individual communities, teachers, and students themselves, not simply administrators. "While public health reforms have emphasized school-based physical education as a means of combatting the childhood obesity epidemic, the study's results found that courts typically do not interfere with state legislative decisions concerning curriculum," which suggests that schools themselves must realistically find ways to incorporate PE into the curriculum, rather than relying on institutionalized authority to enforce often-inadequate state laws (Physical Education programs, 2012, Huffington Post).

State mandates requiring PE are often ambiguously worded and not particularly helpful in encouraging schools to prioritize physical activity. One study found that only 18% of high school students met the suggested CDC requirement of one hour of physical activity per day, and 23% never exercised at all (Park, 2012). Part of the responsibility of the school system is to instill healthy habits in young people. PE classes can encourage students to make physical activity a part of their lives, just as literature classes strive to make reading a part of students' lives.

Designing School-Based PE Programs

It is necessary on a school-by-school basis to create physical education programs that address the unique needs and challenges of each student population. For example, in a district where there is a large population of obese students, incorporating more cardiovascular activity may be preferred in gym class, because students may not have the time or financial resources to devote to sports outside of school. In schools where only a few talented students dominate gym class, less competitive activities such as obstacle courses can be incorporated.

"The students shouldn't be standing around. PE classes should keep kids active for at least 50% or more of the time they are in class" (Greenlaw, 2012). Although healthy competition can be an important way to stimulate students' interest, it should not be emphasized to the point of discouraging less physically able children, who could benefit the most from PE. Mastery of sports is less important than activity and having fun. Even districts with limited budgets can make use of low-cost equipment and programs that still get children moving. Running, jumping, and playing organized games do not necessarily require expensive equipment and can still allow children to reap the benefits of regular physical activity.