why physical education is important in college essay

TED xUCLA 2019: Time

Why is physical education a student’s most important subject?

About William

William Edward “Bill” Simon Jr. is a Partner of Simon Quick Advisors, a firm that provides wealth management, investment consulting, and family office services to its clients.

Prior to becoming a partner at Simon Quick Advisors, he was Co-Chairman of William E. Simon & Sons, L.L.C. an investment firm that he co-founded in 1988 with his brother, Peter, and their father, William E. Simon, Sr., former U.S. Secretary of the Treasury.

Simon earned a BA from Williams College in 1973, and a JD from Boston College in 1982.

Let’s start with a pop quiz. Can you name the only subject in school that promotes physical and emotional health, helps children learn better, and cultivates the character that they need to be productive adults?

I think some people out there got an A. It’s physical education. I believe that physical education should be a core subject, just like math, English, science, and history.

But that’s not the way it works today. All too often, PE is treated as the least important subject versus the most important subject, which is how it should be. Children need to succeed of course in academic subjects, and by the way, exercise helps them do better in academic subjects. But principles of health and fitness, they are vital in the truest sense of that word. Literally, the students’ lives depend upon it.

Think about it. If a student has trouble with math, maybe they won’t be such good budgeters. If a student has trouble confusing an adjective with an adverb, maybe they won’t be a great author. Or maybe they don’t understand the workings of a cell, they may not be a good biologist. But if a student doesn’t understand the principles of health and fitness, they risk chronic disease and an early death.

So my vision is that every school should provide every student with the opportunities that’ll give them a healthy start in life and also with the education and skills that’ll give them a fit lifetime.

Unfortunately in today’s school system there are not adequate resources that are devoted to physical education, whether it’s because of competing priorities or whether it’s because they undervalue physical education. The median annual budget for physical education in schools, for an entire school, is $764 for the whole school, for all children. That boils down literally to pennies per pupil.

Now there’s plenty of money for PE. It’s a matter of priorities. It’s not a matter of resources. My wife Cindy and I 20 years ago tried to address this issue and change the narrative about physical education. We started a program that’s now called UCLA Health Sound Body Sound Mind. As we put physical fitness equipment in schools, we have a curriculum, we have training for physical education teachers. Today we’re in 151 schools. We impact over 185,000 children every year.

We know the problem and the solution. And there’s a lot more to be done, locally, nationally, and even globally. We know that robust physical education helps children become better learners, better versions of themselves, and better people for tomorrow.

Now I know the transformative impact of exercise, both professionally and personally. This is our son Willie. He has autism. He’s 31 years old. He’s thriving in a residential home. He works at Home Depot, as you can see. He paints amazing seascapes.

It wasn’t always that way. For many years he struggled with behavioral issues. My wife and I were concerned about his weight, which had soared to over 220 pounds. That’s a lot for even a six-footer like Willie.

Then six years ago, a wise member of Willie’s care team said, “Let’s have Willie do some exercise.” And he went on a treadmill, in the beginning 20 minutes. Now he’s ramped up to two hours a day. He runs in local races. I’ve tried to run a few with him. I can’t keep up with him. The results have been spectacular.

Willie was diagnosed at the age of three, and for the last 20 years he has been on meds and therapy of some kind. But I’m here to tell you, ladies and gentlemen, that the best therapy, the best med he’s ever had, is exercise. (applause)

Now there’s compelling evidence that exercise helps your bodies and brains. First, with respect to academic outcomes, the Institute of Medicine found that reading and math are the subjects that are most impacted by exercise. They also found that reading and math require a good executive function, and they also found that there is a link between a good executive function and exercise. Even moderate exercise seems to help quite a bit.

In Neuroscience Magazine, a study reported that a group of nine-year-olds were given cognitive tasks, and they, in some instances, they walked beforehand. And what happened was there was significant improvement in their performance versus when they didn’t walk beforehand.

In Naperville, Illinois, eighth graders were given a math test. In cases where they had 30 minutes of vigorous exercise, they performed 11 to 22 percent better. It’s clear. Even a moderate amount of exercise goes a long way. So if you had just a slight change in priorities, a slight change in resources, there would be a substantial change in learning by our students.

Dr. John Ratey, a Harvard neuroscientist, explains why this is so. He says exercise releases a cascade of neurochemicals and other growth factors that bolster the brain’s infrastructure. Dr. Ratey said exercise is Miracle-Gro for the brain.

He said there are basically three reasons for this. First, exercise optimizes your mindset, improving your alertness and your motivation. Second, exercise helps cells bind together, which is a way that the brain holds information. And third, exercise actually helps create new nerve cells in the hippocampus, which is the center for learning and memory. Exercise, it turns out, helps the brain structures in many many ways.

Let’s talk about mental health. You saw what happened with our son Willie. The Mayo Clinic did a study where they found that endorphins that are released upon exercise, you know they’re the brain’s neurotransmitters and the feel-good effect, it has an impact on mild cases of depression and anxiety. Turns out that exercise is a low-cost, effective, natural way to deal with life’s stressors.

Think about socially. These days, many of us spend a lot of time on screens, particularly students. There’s a lot of loneliness that scientists are finding right now. Exercise addresses that social aspect, and the maturation by having other people to work out with. So we have found more and more research on covering how exercise helps the body, the mind, and the emotions.

So we should consider as well what happens when there, there is no exercise. Inactivity is dangerous and widespread to the point that Lancet Journal, which is a respected British medical journal, has called inactivity the new smoking.

Now it’s clear that inactivity is a core cause of obesity. There’s others, whether it’s a sedentary lifestyle, whether it’s the undervaluing of physical exercise, whether it’s urban living, whether it’s safety factors. One thing is clear: that the incidence of obesity has exploded. It’s doubled amongst children since the 1980s. During that same period, amongst adolescents it’s tripled.

A third of American children today are overweight. Fourteen million American children are obese. Fourteen million. That is unacceptable.

The impacts of obesity are profoundly disturbing. The World Health Organization characterized several. They said that obese children tend to be bullied at school; they have low self-esteem; they generally underperform in the classroom; and they have poor employment prospects as adults, not to mention that the diseases that they become susceptible to, including hypertension, diabetes 2. These are two ailments that used to be confined to adults. No longer.

Did you know that the Centers for Disease Control reported out that 40 percent of cancers are linked to obesity? 40 percent. Studies have shown that childhood obesity inevitably leads to adult obesity. Sadly it appears that this generation of young people is likely to have a shorter lifespan for the first time than their parents.

Public health visionary Dr. Jonathan Fielding has said, and I paraphrase: “The results are in. Younger people are not working out. They are in danger. It’s a it’s a pathway to chronic disease and early death.” He said, shockingly, 19-year-olds get no more exercise than 60-year-olds. Now ladies and gentlemen, I’m 68. Sixty’s in my rearview mirror. Normally, I’d like to be compared to a 19-year-old, but not today.

And if this picture isn’t scary enough, the financial consequences are quite high. Johns Hopkins researchers submitted a report that basically said if you take all children between the ages of eight and eleven, put them on a program of regular exercise, 25 minutes, three times a week, which by the way is 20 percent of what is the recommended amount, the savings will be 62.3 billion dollars over the course of their lifetimes, whether it be in lost wages or in medical expenses.

So we’re looking at a massive health crisis. What’s the solution? Well clearly one solution is schools. Why is that? Well that’s where the children are. That’s where the purpose is to train and to educate. I call physical education class the low-hanging fruit on the fitness tree. Children deserve to be literate in physical fitness just like they do in English or math. They deserve to understand the roles that nutrition and fitness play.

And it’s not just confined to your bodies. It also has to do with cognitive achievement, mental and emotional health. And again, studies have shown that students who take physical education are more likely to be out, to be active outside of physical education class. That will set a firm foundation for fitness as they go into adulthood.

A special area of concern is low-income schools. Children’s Defense Fund study found that children in low-income neighborhoods are nine times more likely to be overweight. We know that in low-income neighborhoods there’s relatively few safe playspaces, few affordable healthy food options. Organized sports? Very expensive. So it may be realistically that physical education in lower-income neighborhoods is the only realistic chance for those students to get any exercise.

You know I think what strikes me most is that physical education class is the only class that benefits the body, the mind, and the spirit. This is not breaking news. This is ancient wisdom, all the way up to the present, that there is a fundamental connection between body, mind, and spirit. This is a timeless concept that’s being ignored today in the educational establishment.

Exercise teaches, exercise is good for your body, but it also teaches resilience and perseverance and a host of other character traits that are necessary for a life well lived. Physical education class is a practice field where these character traits can be honed and developed.

To have our children reach their highest potential, it’s the adults in the room that need to make the best decisions for them. In the United States, we enjoy one of the highest standards of living in the world. Surely there’s a way to provide this gift for our children.

It’s not a matter of resources, it’s a matter of priorities. We did it in the 1960s when our schools rallied around the call of President Kennedy for a fit nation. And we could do it again. President Kennedy said, “Fitness is a vital prerequisite for America’s fullest realization of its potential.” It was then, and it is today.

So let me leave you with a couple of thoughts. It’s well settled in law and in the constitutions of many states that education is a fundamental right. Shouldn’t physical education be a fundamental right? What if physical education was required in every school, in every grade, in every year, for every child? What if physical education was considered the most important subject in school?

If we really care about our children and their future, shouldn’t we do more? I know what our son Willie would say. Thank you.

Essay on Why Physical Education Is Important

Students are often asked to write an essay on Why Physical Education Is Important in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Why Physical Education Is Important

Keeps us healthy.

Physical education is important because it helps us stay healthy. When we move and exercise, our bodies become stronger. Our hearts pump better, and we can breathe easier. This means we get sick less often and can enjoy more activities without getting tired quickly.

Improves Learning

Exercise not only keeps our bodies healthy but also our minds. When we are active, our brain gets more oxygen. This makes it easier for us to think, remember things, and solve problems. So, physical education can help us do better in school.

Makes Us Happy

Being active also makes us feel happier. When we exercise, our body releases chemicals that make us feel good. This can help us feel less stressed and more relaxed. Physical education gives us a chance to have fun, make friends, and enjoy different sports and activities.

Teaches Teamwork

In physical education, we often play games and sports that require teamwork. This teaches us how to work with others, understand the importance of teamwork, and develop leadership skills. These are important skills that can help us in school, work, and other parts of our lives.

250 Words Essay on Why Physical Education Is Important

Physical education enhances physical health, pe fosters teamwork and social skills.

PE classes also provide opportunities for students to learn and practice teamwork, cooperation, and social skills. Team sports and group activities teach students the importance of working together towards a common goal, communicating effectively, and resolving conflicts peacefully. These skills are essential for success in both personal and professional life.

PE Boosts Cognitive Function

Studies have shown that regular physical activity can improve cognitive function, including memory, attention, and problem-solving skills. Exercise increases blood flow to the brain, which helps in the growth and development of brain cells. PE classes that involve physical activity and mental challenges, such as strategy games or obstacle courses, can enhance cognitive function even further.

PE Teaches Healthy Habits

PE classes help students develop healthy habits that they can carry throughout their lives. These habits include regular exercise, proper nutrition, and adequate sleep. By learning about the importance of these habits in PE class, students are more likely to adopt them and maintain a healthy lifestyle as they grow older.

PE Encourages Self-Confidence and Positive Body Image

PE classes provide a safe and supportive environment for students to explore their physical abilities and develop a positive body image. Through physical activity, students learn to appreciate their bodies for what they can do, rather than focusing on how they look. PE also helps students develop self-confidence by providing opportunities to achieve personal goals, overcome challenges, and work as part of a team.

500 Words Essay on Why Physical Education Is Important

Physical education improves overall health and fitness.

Physical education is essential for improving a person’s overall health and fitness. Regular physical activity can help to reduce the risk of chronic diseases such as obesity, heart disease, stroke, and type 2 diabetes. It can also help to improve muscle strength, flexibility, and cardiovascular fitness. Additionally, physical education can help to develop good habits and attitudes towards physical activity that can last a lifetime.

Physical Education Enhances Academic Performance

Research has shown that there is a positive correlation between physical activity and academic performance. Students who participate in physical education programs tend to do better in school. This is because physical activity can help to improve cognitive function, attention, and memory. Additionally, physical education can help to reduce stress and anxiety, which can also have a positive impact on academic performance.

Physical Education Teaches Important Life Skills

Physical education can help students to develop important life skills such as teamwork, cooperation, and sportsmanship. These skills can be learned through a variety of physical activities, including team sports, individual sports, and fitness activities. Physical education can also help students to develop self-confidence, discipline, and perseverance. These skills can be valuable in all aspects of life.

Physical Education Encourages Healthy Lifestyles

Physical education can help to encourage students to adopt healthy lifestyles. By providing students with the opportunity to experience the benefits of physical activity, physical education can help to motivate them to continue participating in physical activity throughout their lives. Additionally, physical education can help students to learn about the importance of healthy eating and making healthy lifestyle choices.

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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)

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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Why Is Physical Education a Student’s Most Important Subject?

Since 2015, TEDxUCLA has provided a platform for innovative thinkers to share powerful ideas. This year’s event included a talk by Bill Simon , the Co-Founder of UCLA Health Sound Body Sound Mind Foundation through UCLA Health. This organization is dedicated to fighting childhood obesity by providing grants to equip middle and high schools with state-of-the-art fitness programs, a comprehensive curriculum and professional development for physical education teachers.

Bill Simon is an adjunct professor in both the Department of Economics and the Law School at UCLA, recipient of the Marty Skyler My Last Lecture Award, and a former Republican nominee for California governor. In 1988, he and his wife, Cindy, created the foundation to help schools bolster their lagging physical education programs. The organization joined forces with UCLA Health in 2015. To date, the program is in 141 schools nationally (127 in the Los Angeles area) and serves more than 170,000 students each year.

In his Ted Talk, Professor Simon addressed the importance of his Physical Education (PE) along with his plea to prioritize and fund PE at all schools for all children. He addresses the critical gains made if PE was a requirement at schools. Professor Simon implores that not only would regular exercise decrease obesity and future disease, but that it teaches children vital tools such as perseverance and resistance needed to be successful in their future. Professor Simon’s compelling story about his autistic son teaches us that Physical Education is needed as the foundation for a healthy start for children to build their character and connect mind, body, and spirit.

Starting his talk with a Pop-Quiz, Professor Simon moves to inform us of the transcendent value that is often undervalued, including social, intellectual and academic spaces. With parents battling to make sure kids aren’t spending too many hours in front of screens, Professor Simon reminds us that moving more is good for not only our body, but also for our minds. Ultimately, we are encouraged to understand why physical education is a student’s most important subject.

This talk was given at a TEDx event using the TED conference format but independently organized by a local community. To view the entire talk, click HERE .

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Why PE matters for student academics and wellness right now

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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.”

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126 Physical Education Essay Topic Ideas & Examples

Inside This Article

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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The Liberty Champion

The official student newspaper of Liberty University

Student opinion: Benefits of PE in college – Should physical activity be required of students?

Colleges and universities have a responsibility to provide their students with an education that not only promotes academic excellence but also emphasizes the importance of physical and mental well-being. This includes requiring physical activity as part of their curriculum.

According to the Anxiety Disorders Association of America, exercise produces chemicals in the brain called endorphins, which act as a natural pain killer and a stress reliever that even helps you sleep better. In addition, physical activity has been linked to enhanced cognitive function, including improved memory and concentration. 

By incorporating physical activity into the college experience, students can reap these benefits while also learning the value of maintaining a healthy lifestyle. This can have long-term implications for their overall health and well-being, both during and after college.

Moreover, physical activity has been linked to academic performance. According to the CDC, students who engage in regular physical activity tend to perform better in the classroom than their sedentary peers. This may be due in part to the cognitive benefits of exercise, as well as the fact that physical activity can reduce stress.

Given the evidence, it seems only logical that higher level education should require physical activity as part of its curriculum. This could take many forms, such as mandatory fitness classes or participation in intramural sports. Such requirements would not only benefit students in the short-term but could also have positive effects on their long-term health outcomes. This will allow them to get used to a healthy lifestyle and go on to live a normal life after graduating. This will also reduce obesity, heart disease and more. 

Of course, implementing such requirements would require a significant investment of time, efforts and resources. However, the benefits of such investments are clear. By promoting physical activity, colleges and universities can provide their students with a holistic education that prepares them for success in all areas of their lives while also providing them with a better college experience.

Students come to college from high school where gym class is mandatory. When students enter college, everything changes — location, classes, demographic, culture, relationships, etc. Playing dodgeball every other day in high school might not be enough to show students that physical activity should be a priority. 

Liberty University holds physical activity in high regards with its numerous intramural opportunities and actual physical classes. Liberty has everything from MMA to biking classes. A student can even take a bowling class if he wanted to. The only improvement Liberty can make is to add these types of classes to student DCPs.

Physical activity should be a requirement for all college students. By incorporating exercise into the curriculum, colleges and universities can promote the physical and mental well-being of their students while also improving their academic performance. Rates in depression, obesity, anxiety and even dropouts would plummet with this. This is a win-win for everyone involved, and it is time for colleges and universities to act.

Diaz is an opinion writer for the Liberty Champion. Follow him on Twitter

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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.

University of Central Lancashire provides funding as a member of The Conversation UK.

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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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The Importance of Physical Education in Schools

Physical education is a class that is designed to help students improve their physical health and well-being. Students can expect to participate in various activities such as team sports, individual sports, dance, and fitness activities.

Physical education has been shown to be an essential part of a student’s education. It helps students to stay healthy, learn teamwork skills, and have fun. In addition, physical education can also help students maintain a healthy weight and reduce the risk of obesity.

Table of Contents

Importance of Physical Education Classes

Physical education is an important part of a student’s education because it helps them to stay healthy and learn teamwork skills. In addition, physical education can help students maintain a healthy weight and develop lifelong physical activity habits. Schools need to provide physical education classes so that all students have the opportunity to benefit from these positive outcomes.

Physical education classes allow students to be active and participate in enjoyable activities. When students are engaged in physical activity, they are more likely to continue being physically active throughout their lives. In addition, physical activity has been shown to affect academic performance positively. One study found that physically active students had better grades and were more likely to graduate from high school than students who were not physically active.

Physical education classes can also help students develop teamwork skills. Working together in team sports can teach students how to cooperate with others and how to resolve conflicts. These skills are important in all aspects of life, including the workplace. In addition, participating in physical activity can help students to develop social skills and make friends.

Finally, physical education classes can help students to maintain a healthy weight. Obesity is a growing problem in the Philippines, and schools must do everything possible to help students maintain a healthy weight. Physical activity can help students burn calories and build muscle, which is essential for maintaining a healthy weight.

Thus, it is evident that school physical education classes offer students many benefits. These classes help students to stay healthy, make friends, develop teamwork skills, and maintain a healthy weight. All of these factors are important for leading a successful life. Therefore, schools must provide physical education classes for all students.

Tips for Getting the Most Out of Your Physical Education Class

1. Get involved. Participate in all the activities and exercises. This will help you get the most out of the class.

2. Stay focused. Pay attention to the instructor and follow their instructions. This will help you stay safe and get the most out of the class.

3. Stay active. Make sure to move around and participate in all the activities. This will help improve your physical health and well-being.

4. Have fun! Physical education classes should be enjoyable. If you are not having fun, talk to the instructor about ways to make the class more enjoyable for you.

Physical education classes are important for students of all ages. These classes can help improve students’ physical health, well-being, and fitness levels. By participating in physical education classes, students will be better prepared to lead active and healthy lives.

The Importance of Physical Activity Outside of School

Regular physical activity is important for children and adolescents, regardless of weight. It helps to maintain a healthy weight, reduces the risk of developing chronic diseases such as heart disease, stroke, and diabetes, and improves mental health and mood. In addition, physical activity can help to prevent injuries.

How to Make Time for Physical Activity in Your Busy Schedule 

Making time for physical activity in your busy schedule can be challenging, but finding ways to fit it in is important. Try to schedule your physical activity at the same time each day, so it becomes a habit. If that’s not possible, try to break up your physical activity into smaller chunks throughout the day. Here are a few tips to help you make time for physical activity:

• Commit yourself and stick to it.
• Find an activity that you enjoy and stick with it.
• Find a friend or family member to do physical activity with you.
• Schedule your physical activity into your daily planner or calendar.
• Put a reminder on your phone or computer to be active.

Physical education has many benefits, and schools need to offer this type of program. Physical education helps children stay healthy and fit, teaches teamwork skills, and can improve academic performance. If your child is not currently enrolled in a physical education class, consider finding a program they can participate in. It is an integral part of a well-rounded education and can help your child in many ways.

Benefits of Inclusive Education for All Students

Inclusive Education in the Philippines

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How to Cite this Article

Llego, M. A. (2022, August 25). The Importance of Physical Education in Schools. TeacherPH. Retrieved August 25, 2022 from, https://www.teacherph.com/importance-physical-education-schools/

Mark Anthony Llego

Mark Anthony Llego, a visionary from the Philippines, founded TeacherPH in October 2014 with a mission to transform the educational landscape. His platform has empowered thousands of Filipino teachers, providing them with crucial resources and a space for meaningful idea exchange, ultimately enhancing their instructional and supervisory capabilities. TeacherPH's influence extends far beyond its origins. Mark's insightful articles on education have garnered international attention, featuring on respected U.S. educational websites. Moreover, his work has become a valuable reference for researchers, contributing to the academic discourse on education.

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Home — Essay Samples — Education — Physical Education — The Benefits Of Physical Education: Develop Skills & Confidence

The Benefits of Physical Education: Develop Skills & Confidence

• Categories: Physical Education

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Words: 266 |

Published: Aug 10, 2018

Words: 266 | Page: 1 | 2 min read

Works Cited

• Carlson, J. A., Engelberg, J. K., Cain, K. L., Conway, T. L., Mignano, A. M., Bonilla, E. A., & Sallis, J. F. (2015). Implementing classroom physical activity breaks: Associations with student physical activity and classroom behavior. Preventive medicine, 81, 67-72.
• Centers for Disease Control and Prevention. (2018). Physical Education Curriculum Analysis Tool. Retrieved from https://www.cdc.gov/healthyschools/pecat/index.htm.
• Chomitz, V. R., Slining, M. M., McGowan, R. J., Mitchell, S. E., Dawson, G. F., & Hacker, K. A. (2009). Is there a relationship between physical fitness and academic achievement? Positive results from public school children in the northeastern United States. Journal of School Health, 79(1), 30-37.
• Dobbins, M., Husson, H., DeCorby, K., LaRocca, R. L., & School Health Equity Steering Committee. (2013). School-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18. Cochrane Database of Systematic Reviews, (2).
• Fisher, A., Boyle, J. M., Paton, J. Y., & Tomporowski, P. D. (2011). Effects of a physical education intervention on cognitive function in young children: randomized controlled pilot study. BMC pediatrics, 11(1), 97.
• Institute of Medicine. (2013). Educating the student body: Taking physical activity and physical education to school. National Academies Press.
• Pate, R. R., O'Neill, J. R., & Lobelo, F. (2008). The evolving definition of" sedentary". Exercise and sport sciences reviews, 36(4), 173-178.
• Physical Activity Guidelines for Americans. (2018). 2nd ed. US Department of Health and Human Services. Retrieved from https://health.gov/paguidelines/second-edition/pdf/Physical_Activity_Guidelines_2nd_edition.pdf.
• Sallis, J. F., McKenzie, T. L., Alcaraz, J. E., Kolody, B., Faucette, N., & Hovell, M. F. (1997). The effects of a 2-year physical education program (SPARK) on physical activity and fitness in elementary school students. American Journal of Public Health, 87(8), 1328-1334.
• Strong, W. B., Malina, R. M., Blimkie, C. J., Daniels, S. R., Dishman, R. K., Gutin, B., ... & Trudeau, F. (2005). Evidence based physical activity for school-age youth. Journal of Pediatrics, 146(6), 732-737.

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Keeping Physical Education in Schools Essay

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Introduction

Physical education aids in significant health benefits, physical education improves academic performance, physical education is not hard to maintain.

Physical education is a process geared towards physical development through exercise instructions which one applies to achieve a healthy lifestyle. These exercises range from sports, games, dance, aerobics and other gymnastic programs. Both quality and quantity of physical education programs are important in schools in forming an all-rounded student.

Schools should incorporate effective physical education programs for all learners on a daily basis to ensure fitness in the students. Young children require creative exercises to avoid boredom, and the trainers should involve the children in coming up with the programs to ensure that their ideas are incorporated in the regimen. This will make the physical exercises fun to carry out.

Apart from participating in the physical education programs, the students need to be taught on the importance of the various exercises so that they inculcate the culture of physical fitness into their life-time fitness programs.

Most health experts recommend an average of one hour of moderate to strenuous exercises for school going children (Marion, 2009). Physical education is an important activity in the public schools and should be allowed to remain an integral part of the curriculum.

Physical education is an important aspect of a child’s comprehensive growth process. The incorporation of the program into the school curriculum will impact positively the school children and help them adopt the activities taught as an integral part of their endeavor to lead a healthy lifestyle.

Regular physical activities have been found to result in healthier life with lowered risk of preventable conditions such as high blood pressure, some forms of cancers and diabetes. Physical exercises on a regular basis lead to a better cardiovascular endurance and also lower blood pressure to normal homeostatic levels.

With the emergence of new modern forms of entertainment such as computer games, play stations and internet based games, many children have neglected the physically demanding entertainment programs. This has increased the number of those with cases of child obesity to epidemic levels in America and other European countries (Marx & Wooley, 1998).

It would be advisable to incorporate a culture of involvement in physical exercises in young children to avert such disasters as chronic, cardiovascular diseases and disabilities. Many studies have shown that exercise helps greatly reduce unnecessary body fat and a corresponding increase in lean muscle mass which being elements of good health.

As schools aim to achieve high academic success, they should also focus on improving the welfare of the learners by encouraging healthy lifestyles which is achievable through physical activities and healthy diets. Physically fit learners have low incidences of depression, anxiety and also show high levels of self-esteem as well as improved socialization ability in comparison to their peers (Carlie, 2011).

According to research carried out by Active Living Research group, on how policies and environmental factors affect the performance of learners in schools, the less the time is allocated for physical education, the lower the academic performance is recorded. All schools under the study which had comprehensive exercise and physical training programs had a better performance in academics even with less instruction time in class work.

There is a wide range of exercise models learners can use that do not require expensive facilities. For instance, learners can involve in activities such as aerobics, running and playing. The No Child Left Behind Act (NCLB) needs to be reviewed to ensure learners have adequate time for exercise as opposed to long hours in classwork (University of Michigan Health System, 2011).

The NCLB completely failed to capture the importance of exercise in the general development of school going children. The anticipated improvement in academics has not been realized. This has been attributed to academic fatigue and decreased physical fitness in children among other factors, which always improve concentration capacity.

A controlled exercise program by adults or trained instructors ensures the school going children carry out their exercises in well protected environments and only according to outlined guidelines.

As numerous studies have shown a link between good academic performance and exercising, schools should strive to invest in physical education. Furthermore, many talents in children such as football skills and athletics prowess are discovered through these programs (Stewart, &Mars, 2010).

Apart from the improved academic performance, physical education contributes to developing responsible citizens. Many studies have indicated a drop in cases of indiscipline in children involved in physical fitness programs in comparison to those who do not.

Drug abuse is also rampant among idle students as compared to those who take part in exercise programs. The benefits accrued from physical activity go beyond academic performance and positive results have been recorded in psychosocial component of life, too (University of Michigan Health System, 2011).

The No Child Left behind Act (NCLB) is one of the reasons the physical education program has received little attention. This has in turn resulted in higher rates of obesity in the country with the government spending billions of dollars to counter obesity-related complications in school going children. It is estimated that by 2018, the United States will have spent up to $344 billion to counter obesity related complications.

This constitutes about twenty one percent of the health sector’s budgets. This can be effectively avoided by investing in physical education among the school going children who make up the greatest percentage of obesity cases. Ironically it would only cost $ 500, 000 to reintroduce the physical education programs in schools.

Schools facing budgetary constraints to purchase physical education facilities could easily overcome this challenge by soliciting for funds from well wishers or organize fund raisers (Marion, 2009). The government needs to allocate funds for physical education in schools in addition to constituting legislation that would make physical education as part of the curriculum.

In the United States, deaths arising from poor diet and inactivity hit the 300,000 mark annually. Studies indicated that this problem begins in early childhood and adolescents stages of life. This is the time most people are schooling and, therefore, investing in physical education as an integral part of the curriculum, would have tremendous impact on changing the lifestyles of millions of American citizens.

The government should prioritize in areas of creating awareness among school going children, teachers, parents and guardians to inculcate a culture of healthy living among all people. The government should also involve medical and physical fitness experts in formulating policies and making recommendations regarding physical education programs in schools.

As has been indicated by the united states department of health and human services, physical activeness would lead to lowered expenditures by the government in matters health since the benefits accrued from it reduce the risks of disease incidences.

In one swing, a constant physical activity which is apparently an enjoyable experience has numerous health benefits that only a fool can ignore. Improved strength and endurance, controlled weight, healthy bones and muscles, reduced anxiety and stress as well as improved self-esteem, maintenance of low levels of cholesterol and blood pressure (Marx & Wooley, 1998).

The benefits associated with physical activities surpass the disadvantages. From improved health to improved academic performance and the improved socialization powers, the advantages of physical education are limitless. It is the prerogative of the parents and guardians to ensure that the children involve in responsible physical activities and remove the fear of injuries or time wasting from the element of physical education.

It is wrong to presume that for effective physical fitness, one has to own state of the art facilities as there are many forms of physical exercises. To also assume that for better academic performance, a learner requires long study hours is wrong and as the old adage goes “All work without play makes Jack a dull boy”

The importance of physical education can not be underestimated. There is a need to ensure both quality and quantity of physical education in school programs. The government should also formulate policies and legislation geared towards promotion of physical fitness. Guidelines given by expatriate bodies should be followed since their advice is based on reliable studies.

For instance, the American Heart Association and the National Association of State Boards of Education recommend no less than two hours of physical education each week. The government ought to offer training techniques to instructors and post them to all schools.

In addition it should avail any necessary facilities to ensure successful physical training programs. Owing to the reluctance displayed by both school administrations and the learners themselves in matters of physical education, the government could make it compulsory and examinable.

Carlie, D. (2011). Physical Education (P.E.). Education/Budget Cuts . Web.

Marion, S.C. (2009). OTL: PE Left Behind . Web.

Marx, E. & Wooley, S. (1998). Health Is Academic: A Guide to Coordinated School Health Programs. New York: Teacher’s College Press.

Stewart, G.T.&Mars, H. (2010). Why We Should Not Cut P.E. Educational Leadership . 67(4). pp.60-65.

University of Michigan Health System (2011). Gym gone but not forgotten? Parents want more physical activity at school for kids. Web.

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IvyPanda. (2019, July 3). Keeping Physical Education in Schools. https://ivypanda.com/essays/keeping-physical-education-in-schools/

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Bibliography

IvyPanda . "Keeping Physical Education in Schools." July 3, 2019. https://ivypanda.com/essays/keeping-physical-education-in-schools/.