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Benefits of K-12 Physical Education

Matthew Fields

Saginaw Valley State University

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Table of Contents

Abstract………………………………………………………………………………………………………3

Introduction………………………………………………………………………………………………...4

Research……………………………………………………………………………………………………...5

Survey Results……………………………………………………………………………………………..5

Conclusion…………………………………………………………………………………………………...7

Bibliography………………………………………………………………………………………………...8
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Abstract

I am proposing that physical education be required every year that a child is

in school, kindergarten through their senior year of high school. Lots of research has

been written both in favor of and against required K-12 PE. After careful

examination of all articles of my gathered research, I am concluding that not only is

K-12 required physical education a necessity for addressing our nations obesity

epidemic, but also a great tool in helping students excel in core curriculum classes.
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Introduction

The idea I will be examining is whether or not physical education should be

required every year that a child is in school. Currently, the required amount of

physical education within our Michigan curriculum is .5 credits, while students need

4 credits each of English, math and science. Those in favor of a curriculum that

focuses on “core” subjects rather than a diverse education that would include all

elective classes often cite the fact that America is lagging behind many developed

countries worldwide in math and science, not to mention the grammar of

adolescents today leaves much to be desired.

While it is true that American schools have lost a lot of ground to countries

around the world in terms of adolescent math and science scores, I do not believe

that reducing physical education requirements during a national obesity epidemic is

the answer. I will show a great depth of research that not only proves that physical

education is a necessity for the future health of our nation but also that physical

education can be used to improve our math and science scores as well.

Research

Youth obesity, the most prevalent childhood and adolescent nutritional

disease, often leads to adult-type health problems (Lynn, 2007; Nader etal., 2006). It

is no secret that the youth of our nation is getting progressively more overweight

and inactive. There is a culture shift occurring in our nation that is having an

alarming effect of childhood health; kids are spending less and less time being

physically active. When asked what is your favorite thing to do when you get home

from school, 44/50 students at Kingston high school responded with either watch
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TV or spend time on the internet. This is much different than 20 years ago when the

internet did not exist and kids had to play outside or 40 years ago when kids were

out working on the farm or doing household chores.

Students attending daily physical education classes has declined from 42

percent in 1991 to 28 percent in 2003 (Lynn, 2007). This number has dropped even

lower today as only 5.8% of high schools provide daily physical education under

recommended guidelines (Lynn, 2007). So what are these guidelines? According to

the National Association for Sport and Physical education, kids should be active 60

minutes per day everyday regardless of grade. This recommendation has been

supported by such organizations as Fuel up to Play 60. The vast majority of parents

of children under 18 (95%) believe physical education should be a part of a school

curriculum for ALL students in grades k-12 (Public Attitudes Towards Physical

Education, 2003).

The American Cancer Society recently paired up with the American Diabetes

Association and the American Heart Association and released a report outlining the

steps they felt were needed to address the current childhood obesity epidemic.

Among the ideas listed were the NASPE recommended 60 minutes of moderate-

vigorous physical activity per day, not allowing students to opt out of PE for

marching band, varsity sports or preparation for other classes or standardized tests

and also all these requirements to be met for graduation. This is in contradiction to a

practice which has been sweeping the nation, which is opting out of PE if you are

involved in an extra-curricular sport. Washington state law requires students to

take 1.5 credits of PE. Sports are not counted as credit. Janesville School Board
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President Bill Sodemann wants to change that (Shultz, 2010). Currently this is

practiced in many school districts in Michigan.

In an official letter of physical education position statements by NASPE, it is

noted that physical education not only addresses the psychomotor domain of

learning for the student but also the affective and cognitive domains

(www.naspeinfo.org). In simple terms, physical education not only allows students

to learn basic moving skills and physical fitness but also allows students to learn

very valuable sportsmanship skills and a deeper understanding of sport strategies

and tactics. Within the Affective domain of learning, physical education provides

students with an opportunity to work on their conflict resolution skills within a

competitive environment, with sportsmanship being a focal point. Within the

cognitive domain, students gain knowledge and understanding of sport tactics that

will hopefully encourage students to stay active and involved with sports for the

majority of their lives.

Mounting research suggests that physical activity and fitness may actually

help students do better in the classroom ( Vail, 2006). “There is absolutely an

association with grades and fitness levels…” says Alicia Moag-Stahlberg who serves

as the executive director of Action for Healthy Kids. A 2004 study by the California

Department of Education concludes that students that are physically fit do better on

academic achievement tests. Considerable research has been done on the effect of

physical activity on brain function and the positive outcomes that come from doing

physical activity (Narrow, 2011).

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Conclusion

Every major organization involved with health has went on record stating that

childhood obesity is on the rise and is perhaps the number one concern of the well-

being of our children today. Many organizations believe that reform to physical

education is the answer. Also, many of these leading organizations support daily PE

for k-12 not only for fitness sake, but also for the link between physical activity and

the benefits on brain function.

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Susan Lynn. The Case for Daily Physical Education. Journal of Physical Education,

Recereation and Dance. Reston: May/June 2007. Vol. 78, Iss. 5; pg. 18, 4 pgs

With concerns about budget, time and staffing, many schools are struggling to provide

responsible physical education programs for their students. With childhood obesity on

the rise, schools have to learn to cope with these concerns. Many solutions are

highlighted in this text.

Kathleen Vail. Is Physical Fitness Raising Grades?. The Education Digest. Ann

Arbor: Apr 2006. Vol 71, Iss. 8; pg. 13, 7 pgs

Vail discusses the latest on whether students’ physical fitness raises their grades.

Educators and health officials are calling for schools to be more aware of student

health issues. Moreover, focusing on student health can only help kids, including their

ability to perform academically.

Frank Schultz. Should Sports Equal Phys Ed. Class?. McClathy – Tribune Business

News. Washington: Aug 21, 2010.

According to school board president Bill Sodemann, schools should allow extra-

curricular sports to take the place of required PE.

Robbie Narrow. How do you envision the state of k-12 physical education in 2020?

Journal of Physical Education, Recreation and Dance. Reston: Feb 2011. Vol. 82,

Iss. 2; pg. 54, 2 pgs

Physical education curriculum will need to make a shift with an emphasis on fitness to

address the alarming increase in childhood obesity.

Harrison Kaye; Rachel Cox. Debate of the Week: Should PE be Required?

Scholastic News. Sep 5, 2005; 74, 1; Research Library pg. 7

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Ashlein. Stevens. Fitness Classes Fall Short in Many Schools, Panel Says. New York

Times. (Late Edition (East Coast)). New York, N.Y. : Jun 22, 2004, ph. B.3

Public Attitudes Toward Physical Education: Are Schools Providing What the Public

Wants? A survey conducted by Opinion Research Corporation International of

Princeton, NJ, for the National Asoociation for Sport and Physical Education. 2003.

Nestor Sherman. Tracking the Long-Term Benefits of Physical Education.

JOPERD—The Journal of Physical Education, Recreation and Dance, 72.3 (Mar. 2001)

Richard Bailey. Physical Education and sport in schools: a review of benefits

and outcomes. Journal of School Health. 76.8 (Oct, 2006): p397

Steven C Wright.; Michael C McNeill; Paul G Schempp. Standards and Practice for

K-12 Physical Education in Singapore. Journal of Physical Education, Recreation

and Dance. Sep 2005; 76, 7; Research Library