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The 5 Key Benefits of Physical Education in Schools

Introduction.

Physical Education (PE) is an essential component of the educational curriculum. Far from being just an outlet for physical activity, PE in schools offers a multitude of benefits for students. This blog post explores five significant benefits of incorporating physical education in school curricula.

1. Physical Health and Fitness

Developing Healthy Bodies: PE plays a crucial role in promoting physical health and fitness. Regular physical activity helps students maintain a healthy weight, build and strengthen muscles, and improve cardiovascular health. This physical development is crucial during the formative school years.

2. Mental and Emotional Well-being

Boosting Mental Health: Physical education contributes significantly to mental and emotional well-being. Exercise is known to release endorphins, the body�s natural mood lifters, which can reduce stress and anxiety. PE provides an outlet for releasing tension and promoting mental clarity, contributing to overall emotional balance.

3. Social Skills and Teamwork

Enhancing Social Interaction: PE fosters social skills and teamwork. Participating in team sports and activities teaches students about cooperation, leadership, and effective communication. These social skills, developed through physical education, are vital for personal and professional success.

4. Academic Performance

Supporting Cognitive Functions: There is a strong link between physical activity and improved academic performance. Regular physical activity is known to enhance cognitive functions, such as concentration, memory, and creativity, leading to better performance in academic subjects.

5. Instilling Lifelong Habits

Promoting Lifelong Fitness: Physical education instills lifelong habits of regular exercise. By exposing students to various sports and physical activities, PE encourages them to find physical activities they enjoy, fostering a lifelong commitment to health and fitness.

Additional Benefits of Physical Education

Developing motor skills.

PE helps in the development of motor skills. Activities like throwing, catching, jumping, and running enhance hand-eye coordination, balance, and agility, which are essential for overall physical development.

Building Self-Esteem and Confidence

Physical education can significantly boost self-esteem and confidence. Achievements in sports and physical activities provide a sense of accomplishment, while also helping students understand and appreciate their bodies' capabilities.

Addressing Health Challenges

With rising concerns over childhood obesity and sedentary lifestyles, PE plays a critical role in addressing these health challenges. It provides a structured environment for engaging in regular physical activity, combating the risks associated with a sedentary lifestyle.

Encouraging Inclusivity and Respect

PE promotes inclusivity and respect. Inclusive PE classes where students of all abilities participate together foster an environment of mutual respect and understanding.

Physical Education is not just an ancillary part of the school curriculum but a vital component that offers extensive benefits. From enhancing physical health to improving mental well-being, fostering social skills, boosting academic performance, and instilling lifelong fitness habits, the importance of PE in schools cannot be overstated. It prepares students not only for academic success but for a healthier, balanced, and fulfilling life.

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Why Physical Education Is Important

You already know that physical activity is an important part of your child’s health. But the benefits of physical education in schools go beyond the advantages of physical activity. Read on for some of the ways that physical education can improve your child’s health, happiness and overall well-being.

Physical Education Explained

Physical education, or PE, is a school subject that follows a curriculum based on the national standards for physical education for each grade level. In addition to giving kids a designated time to get exercise during the school day, PE also contributes to developing their cognitive skills, motor skills and emotional health. Studies have shown that kids who regularly attend PE are almost three times as likely to be physically active outside of school and nearly twice as likely to be active in adulthood.

Physical Benefits

Guidelines recommend that kids get at least 60 minutes of physical activity every day, and PE is a great way to help get those minutes in. Regular exercise builds strong bones and muscles as well as burns calories, and developing the habit when kids are young makes them much more likely to continue to take good care of themselves when they are adults. Exercising regularly can prevent obesity and decrease the likelihood of developing serious illnesses, such as heart disease, type 2 diabetes, cancer and osteoporosis.

Classroom Benefits

Studies have shown that kids who participate in PE have improved concentration, memory and classroom behavior. These perks lead to better academic performance, including higher grades and standardized test scores. Plus, kids who are physically active miss fewer days of school and have better long-term academic success.

Emotional Benefits

Kids who stay active are happier than those who don’t. This is because exercise builds confidence, promotes better sleep and produces endorphins, which are natural mood boosters. This can give kids a more positive outlook on life and help them to feel good about themselves.

If your physically active child experiences an injury, Augusta Health is here to help. Contact a provider at Pediatric Sports Medicine at the Children’s Hospital of Georgia at Augusta University .  

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Children's Hospital of Georgia

Children’s Hospital of Georgia is the only facility in the area dedicated exclusively to children. It staffs the largest team of pediatric specialists in the region who deliver out- and in- patient care for everything from common childhood illnesses to life-threatening conditions like heart disorders, cancer and neurological diseases.

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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.

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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Physical Education

Physical education is the foundation of a Comprehensive School Physical Activity Program. 1, 2 It is an academic subject characterized by a planned, sequential K–12 curriculum (course of study) that is based on the national standards for physical education. 2–4 Physical education provides cognitive content and instruction designed to develop motor skills, knowledge, and behaviors for physical activity and physical fitness. 2–4 Supporting schools to establish physical education daily can provide students with the ability and confidence to be physically active for a lifetime. 2–4

There are many benefits of physical education in schools. When students get physical education, they can 5-7 :

• Increase their level of physical activity.
• Improve their grades and standardized test scores.
• Stay on-task in the classroom.

Increased time spent in physical education does not negatively affect students’ academic achievement.

Strengthen Physical Education in Schools [PDF – 437 KB] —This data brief defines physical education, provides a snapshot of current physical education practices in the United States, and highlights ways to improve physical education through national guidance and practical strategies and resources. This was developed by Springboard to Active Schools in collaboration with CDC.

Secular Changes in Physical Education Attendance Among U.S. High School Students, YRBS 1991–2013

The Secular Changes in Physical Education Attendance Among U.S. High School Students report [PDF – 3 MB] explains the secular changes (long-term trends) in physical education attendance among US high school students over the past two decades. Between 1991 and 2013, US high school students’ participation in school-based physical education classes remained stable, but at a level much lower than the national recommendation of daily physical education. In order to maximize the benefits of physical education, the adoption of policies and programs aimed at increasing participation in physical education among all US students should be prioritized. Download the report for detailed, nationwide findings.

Physical Education Analysis Tool (PECAT)

The  Physical Education Curriculum Analysis Tool (PECAT) [PDF – 6 MB] is a self-assessment and planning guide developed by CDC. It is designed to help school districts and schools conduct clear, complete, and consistent analyses of physical education curricula, based upon national physical education standards.

Visit our PECAT page  to learn more about how schools can use this tool.

• CDC Monitoring Student Fitness Levels1 [PDF – 1.64 MB]
• CDC Ideas for Parents: Physical Education [PDF – 2 MB]
• SHAPE America: The Essential Components of Physical Education (2015) [PDF – 391 KB]
• SHAPE America: Appropriate Instructional Practice Guidelines for Elementary, Middle School, and High School Physical Education [PDF – 675 KB]
• SHAPE America: National Standards and Grade-Level Outcomes for K–12 Physical Education 2014
• SHAPE America: National Standards for K–12 Physical Education (2013)
• SHAPE America Resources
• Youth Compendium of Physical Activities for Physical Education Teachers (2018) [PDF – 145 KB]
• Social Emotional Learning Policies and Physical Education
• Centers for Disease Control and Prevention. A Guide for Developing Comprehensive School Physical Activity Programs . Atlanta, GA: Centers for Disease Control and Prevention, US Department of Health and Human Services; 2013.
• Centers for Disease Control and Prevention. School health guidelines to promote healthy eating and physical activity. MMWR . 2011;60(RR05):1–76.
• Institute of Medicine. Educating the Student Body: Taking Physical Activity and Physical Education to School . Washington, DC: The National Academies Press; 2013. Retrieved from  http://books.nap.edu/openbook.php?record_id=18314&page=R1 .
• SHAPE America. T he Essential Components of Physical Education . Reston, VA: SHAPE America; 2015. Retrieved from   http://www.shapeamerica.org/upload/TheEssentialComponentsOfPhysicalEducation.pdf  [PDF – 392 KB].
• Centers for Disease Control and Prevention. The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance . Atlanta, GA; Centers for Disease Control and Prevention, US Department of Health and Human Services; 2010.
• Centers for Disease Control and Prevention. Health and Academic Achievement. Atlanta: US Department of Health and Human Services; 2014.
• Michael SL, Merlo C, Basch C, et al. Critical connections: health and academics . Journal of School Health . 2015;85(11):740–758.

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PE can do much more than keep children fit – but its many benefits are often overlooked

Director of the Institute of Coaching and Performance, University of Central Lancashire

Lecturer in Physical Education, University of Central Lancashire

Senior Lecturer in Coaching and Performance, University of Central Lancashire

Disclosure statement

The authors do not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and have 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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There are growing concerns about the long-term effects of the COVID-19 pandemic on children and young people.

In some cases, the legacy of the pandemic may be with us already. Teachers and school leaders are increasingly worried about the amount of catch up work pupils will need to offset their lost learning. We are starting to learn more about the social and emotional cost of the pandemic . Support is needed for a generation of young people who have lost a significant stage of their development.

Physical Education (PE) is ideally placed to support children’s all-round development. As well as developing physical skills, PE teaches children intellectual skills, helps them navigate complex social situations, and nurtures their emotional development. However, these wide-ranging benefits are often overlooked, and PE is regularly underutilised as an educational tool.

More than exercise

During the national lockdown, fitness coach Joe Wicks’s online exercise classes for children drew national attention to the importance of physical activity and its associated benefits, such as increased mobility and better mental health. Getting children moving during lockdown is commendable, especially in response to high obesity levels in England.

However, the decision to label these classes “ PE with Joe ” reinforces a narrow understanding of what PE is and what it is capable of. Wicks’s classes provided an inspiring and engaging opportunity for physical exercise, but did not – and perhaps never could – capture the essence of physical education.

The wide-ranging benefits of physical activity are frequently used to justify PE’s place in the curriculum .

However, PE should be a key part of the school curriculum for its unique potential to support whole-child development, which includes but is not limited to the promotion of physical health.

Multiple benefits

The interactive and collaborative nature of PE can foster self-confidence, empathy and understanding by encouraging children to work together and support each other. An exercise class, which takes a one-way instructional approach, invariably lacks the opportunities for these aspects of learning to take place.

PE encourages pupils to be creative, solve problems, and plan for the future. By working together, pupils can address physical and intellectual challenges while learning to communicate and manage risk and conflict.

An example would be children creating their own physical game, its rules, equipment, and space requirements. The children would allocate group roles and take ownership of their own learning by planning the game, implementing it, and supporting others’ engagement with it. Finally, they would reflect on the impact of the game on themselves and others.

Alongside the physical development outcomes the activity would provide, this approach would also contribute to cognitive development, through decision making, problem solving and organising. It would encourage social awareness – through communication, sharing and understanding – and foster emotional development, helping children develop confidence, self-awareness and motivation.

PE can also contribute to pupils’ language and writing skills. For instance, pupils could engage in PE-related research activities, such as exploring the historical context behind the Olympic Games, how it has evolved over time, and go on to present their findings. They could read and write PE-related poetry . These opportunities may have been underutilised or ignored during lockdown.

These social and emotional attributes should run in parallel and complement the physical and cognitive outputs most frequently associated with PE, such as fitness, skill development, leadership and resilience. Unfortunately, this is not the popular view of PE, as it is often viewed as just sport, play or games .

Better support for schools and teachers is needed to harness the full spectrum of learning potential PE provides. A starting point is to broaden understanding about the role PE can play in schools.

Not just games

PE teachers’ values, beliefs and practices like many others in society are often nested in their own sporting backgrounds and experiences. The reality of PE in schools is that it continues to be dominated by sporting activities such as football, hockey, netball and rugby. However, this focus on sport performance is potentially limiting the holistic potential of PE.

The learning intentions for PE in this post-lockdown era should be constructed to develop the life and learning skills that children have missed out on during their social isolation.

Teachers and schools should be encouraged to be brave, and incorporate tasks promoting speaking skills , literacy and arts-based work into PE classes.

In order to successfully counter the learning losses during lockdown, we need to think differently about the place of PE in schools and the value it can provide to children. Only then will PE be prioritised, not pushed aside, in schools and society.

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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.”

The Role of Physical Education in Students’ Development: A Lifelong Impact

April 29, 2024

Physical education (PE) is a critical component of the educational curriculum, offering more than just a break from academic subjects. For PE teachers, understanding the long-term significance of your role is crucial. The skills, habits, and attitudes you teach your students extend far beyond the school years, influencing their adult lives and even their health in their golden years.

Let’s explore the benefits of physical education for students even after they leave your school.

Benefits of Physical Education for Students: Building a Foundation for Lifelong Fitness and Health

Physical education plays a pivotal role in instilling a love for physical activity that can last a lifetime. As PE teachers well know, habits formed in PE classes, such as regular exercise, team sports participation, or individual physical pursuits, often transition into adulthood, promoting health and well-being long into the future—all while helping to reduce obesity, heart disease, diabetes, and a wide range of other complications.

According to recent research , a negative experience, such as being picked last or picked on, as well as struggles in team sports and physical challenges, can lead to being sedentary in adulthood. On the flip side, creating positive PE memories correlates to people’s levels of healthy activities as adults . As a PE teacher, your influence on your students’ lives stretches farther than the classes you supervise.

Cognitive and Social Benefits of Physical Education

The impact of physical education extends beyond physical health. Studies abound about the benefits of physical education for students—and as they evolve into adults on their cognitive and social development. Engaging in physical activity and games enhances cognitive skills such as problem-solving, decision-making, and memory. These skills, nurtured in the context of PE, are important as students progress into adulthood, influencing their professional and personal lives.

Socially, PE fosters skills like teamwork, leadership, and communication. The cooperative and competitive aspects of physical education games teach students how to work collaboratively, respect others, and develop a sense of community and belonging. These are critical life skills that students carry into the later stages of their lives, influencing their interactions in the workplace, community, and personal relationships.

As adults become seniors, research shows that those who have remained active throughout their lives can stave off cognitive decline and reduce the risks associated with dementia and Alzheimer’s Disease.

Inspiring Adult Physical Education Stories from the Field

Omnikin reached out to some adults, including family members and friends of our team, to explore the benefits of physical education for students as they become adults.

Alex’s Story Alex, now a successful architect, credits his high school PE teacher for instilling a passion for running. “Those morning track sessions weren’t just about fitness; they were life lessons in discipline, perseverance, and goal-setting. Today, I’m an avid marathon runner, and those early lessons help me cope with the pressures of everyday life.”

Jordan’s Reflections Jordan, an urban planner, reminisces about the impact of elementary PE classes, particularly when it came to physical education games, like KIN-BALL, on her team-building skills. “The group games taught me about teamwork, trust, and how to mobilize people. The confidence and social skills I developed back then are the backbone of my ability to inspire and lead community projects today.”

The Reunion: Mr. Thompson and Samantha Retired PE teacher Mr. Thompson never forgot Samantha, a student who initially struggled with traditional sports in PE class. Their paths crossed years later at a local pickleball tournament. Samantha shared: “I was never into sports at school; it just didn’t click for me. But Mr. Thompson never gave up on me. He introduced me to different activities until we found the one that sparked my interest and aligned with a skill I never knew I had—racquet sports. Now, I play pickleball every week, and it’s a huge part of my life. I’m healthier, have a ton of friends, and genuinely happy. I owe a lot of that to the foundations laid in those PE classes. Racquet sports are now part of my identity.”

The New Health Advocate – Kevin’s Transformation Kevin was once a student who viewed PE as just another school requirement, describing himself as a “likely high-school dropout.” However, his perspective shifted thanks to a PE program emphasizing personal fitness goals and lifelong health. “My PE teacher was ahead of her time. She focused on helping us find our personal fit in the world of physical activity, emphasizing health over competition. It was in her class that I discovered my love for cycling and understood the importance of regular physical activity. Today, I work as a physiotherapist, promoting active lifestyles in my community. I’m also an avid cyclist and participate in charity rides and community fundraisers.”

Conclusion: Make Your Lasting Mark on People’s Lives

It can be difficult to see the forest for the trees when it comes to the demands and daily stress of being a PE teacher. Dealing with tight budgets, trying to be the best PE teacher for all types of students, and the constant drive to advocate for more PE hours can take its toll.

But stay strong!

For PE teachers, the influence you have on your students is profound and enduring. The physical education environment is where students learn more than just physical skills. Your role in cultivating their characters goes beyond the school years and extends into their adult lives, helping them maintain their physical health, mental clarity, and social connections.

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The Benefits of Physical Education: How Innovative Teachers Help Students Thrive

January 16, 2020 | Written By Heather Nelson

Here’s a look at the benefits of physical education programs, how educators design their lessons to bring out the best in their students, and what the future may bring to this space.

Advantages of Physical Education

The benefits associated with physical education programming go far beyond accomplishments made in the gym. When students have the opportunity to step away from their desks and move their bodies in a physical education class, they gain the benefits of mental health support, stress relief, heart health, and more.

The Institute of Medicine reported that physically active students are more focused, better retain information, and problem-solve more successfully than their less active peers. While the benefits of physical education are clear, ensuring students get the most from P.E. comes down to innovative and well-trained educators.

Innovation in Physical Education for Today’s Classroom

When most people think of physical education, they think of running laps and climbing a rope in the middle of the school gym. However, the most effective physical education teachers know there’s much more to P.E. than jogging and climbing.

Andrew Alstot, PhD, associate professor in the Department of Kinesiology at Azusa Pacific University, explained that “good physical educators create comprehensive educational programs that go beyond simply getting kids physically active.” He said he encourages teachers to expose students to various physical activities, which helps them find activities they love.

The goal is to help students grow and to provide positive feedback and guidance so that they become comfortable participating in physical activity outside of school. One way teachers do this is through tailored lessons, ensuring activities are accessible yet challenging for each student.

Greg Bellinder, MS, assistant professor at APU, teaches future physical educators to differentiate their instruction to meet the individual needs of all students— a method called Universal Design for Learning (UDL). He explained what this might look like in the classroom:

“Consider a warm-up jog at the beginning of a lesson. The classic approach required all students to jog a lap around the track. Depending on ability level, some students finished in about two minutes and waited much longer than that until the very last students finished. During this downtime, slower students were embarrassed, knowing the rest of the class was waiting for them. Taking a UDL approach, a physical educator would create a warm-up circle with a much smaller radius. Instead of requiring students to run the same distance, she or he would have them jog as many laps around the smaller circle in a set time, challenging each student to complete a number of laps that are personally challenging. At the end of four minutes, for instance, everyone stops jogging. The faster students have been challenged at their level while the slower students have been challenged at their level. No student has been stigmatized. The teacher now has additional instructional minutes for skill-based instruction.”

Meet the Faculty: Greg Bellinder, MS

Innovative physical education means meeting students at their level, providing guidance to strengthen skills, and instilling a lifetime love of movement . As instructors look to the future, including these innovative lessons in their curriculum can pave the way for students to embrace physical education.

The Future of Physical Education

The future of physical education is not only physical! APU’s Janna Sanchez, MS, said educators have the unique responsibility to shift the focus from physical competition and winning to the discoveries that can be made through activity and play. By tapping into students’ capabilities and strengths, physical educators can do more than simply teach a sport, she said.

“Physical education programs should not be based on sports alone, but on positive movement opportunities that enhance self-esteem, worth, dignity, and self-discipline,” said Sanchez. “A child is able to capitalize on their own personal strengths and learn from their weaknesses when they comprehend how to work with others in a variety of settings. That is what physical education and play are all about.”

The best physical education programs provide space for students to develop their bodies and minds—and the future of P.E. is continuing further in that direction. With teachers committed to creating lesson plans that strengthen students from the inside out, the days of dreading gym class may be coming to an end.

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The Importance of Physical Education: Benefits, Tips, and Strategies for Effective Implementation

Article 26 Jan 2023 1970 0

Physical education is an essential aspect of a student's overall development and well-being. It not only helps to improve their physical health but also has a positive impact on their academic performance, mental health, and overall well-being. In this article, we will discuss the importance of physical education in schools, its potential benefits, tips, and strategies for effective implementation, and the current state of physical education in schools.

Overview of the Importance of Physical Education in Schools and its Potential Benefits

Physical education is a vital component of a child's education and plays a crucial role in their overall development. Physical education classes are designed to help students develop the physical and motor skills necessary for a healthy lifestyle, as well as provide them with opportunities to learn about and practice healthy behaviors. Additionally, physical education helps students to develop social and emotional skills, such as teamwork, communication, and leadership.

The importance of physical education in schools can be broken down into several key areas:

• Physical health and fitness: Physical education classes provide students with the opportunity to engage in regular physical activity, which is essential for maintaining good health and fitness. Regular physical activity can help to reduce the risk of chronic diseases such as obesity, diabetes, and heart disease.
• Mental health and well-being: Physical education classes also have a positive impact on mental health and well-being. Regular physical activity can help to reduce stress and anxiety, improve mood, and boost self-esteem. Physical education classes also provide students with an opportunity to socialize and interact with their peers, which can help to improve their mental health and well-being.
• Academic performance: Physical education classes have a positive impact on academic performance. Studies have found that students who participate in physical education classes have better academic performance, including better grades and test scores. Additionally, physical activity has been found to improve cognitive function, concentration, and attention, which can lead to better academic performance.
• Social and emotional development: Physical education classes provide students with an opportunity to develop important social and emotional skills. These include teamwork, communication, leadership and problem-solving. By participating in physical education classes and activities, students learn to work together towards a common goal and develop the ability to communicate effectively with others. They also learn to lead and be led, which is an important skill in all areas of life.
• Life-long skills and habits: Physical education classes provide students with the opportunity to learn and develop life-long skills and habits. These include physical fitness, sportsmanship, and healthy living habits. These skills and habits will benefit students not only in the short-term, but also throughout their lives.
• Career opportunities: Physical education classes can also open up a wide range of career opportunities for students. This includes careers in sports, fitness, coaching, and physical therapy. By providing students with a strong foundation in physical education, schools can prepare them for a wide range of careers in the health and fitness industry.

Physical Education's Effects on Academic Performance

Studies have shown that physical education has a positive impact on student's academic performance. Regular physical activity helps to improve concentration, memory, and cognitive function, which can lead to better academic performance. Furthermore, physical education helps students to develop better time management and organization skills, which can also improve their academic performance.

One study conducted by the University of Illinois found that after just 20 minutes of physical activity, students demonstrated improved cognitive function and were able to perform better on academic tasks. Another study by the University of Georgia found that students who participated in regular physical activity had higher grade point averages and were more likely to graduate from high school than their peers who did not participate in regular physical activity.

Physical activity has also been found to improve brain function and promote neuroplasticity, which can lead to better academic performance. A study by the University of British Columbia found that children who participated in regular physical activity had larger brain volumes in areas associated with cognitive function and academic performance, such as the hippocampus and prefrontal cortex.

Moreover, physical education classes also provide students with opportunities to develop essential life skills such as teamwork, communication and leadership. These skills can be transferred to academic and personal life, and positively impact academic performance.

Physical Education's Effects on Mental Health

Physical education also plays a critical role in promoting mental health and well-being. Regular physical activity can help to reduce stress and anxiety, improve mood, and boost self-esteem. Additionally, physical education classes provide students with an opportunity to socialize and interact with their peers, which can help to improve their mental health and well-being.

Physical education's effects on mental health have been widely researched and studied. Regular physical activity has been found to have a positive impact on mental health, including reducing stress and anxiety, improving mood, and boosting self-esteem.

Physical activity has been found to be an effective form of stress management. When a person engages in physical activity, their body releases endorphins, which are chemicals that promote feelings of well-being and happiness. This can help to reduce stress and anxiety and improve mood. Additionally, regular physical activity has been found to have a positive impact on self-esteem, as it can help individuals to feel better about their physical appearance and abilities.

Physical education classes also provide students with an opportunity to socialize and interact with their peers, which can help to improve their mental health and well-being. Through physical education, students learn how to work with others, communicate effectively, and build relationships. These skills can be transferred to other areas of life, and can help to improve mental health and well-being.

Physical activity has also been found to have a positive impact on academic performance, and it's not limited to just physical benefits. Studies have found that students who participate in physical education classes have better academic performance, which in turn can boost their self-esteem and confidence, which positively impact their mental health.

Strategies for Incorporating Physical Education in Curriculum

Strategies for incorporating physical education in the curriculum are critical to ensure that students are provided with the best physical education experience. Here are some tips and strategies for effectively implementing physical education in schools:

• Incorporate physical activity into the daily schedule: One way to ensure that students get the physical activity they need is to incorporate it into the daily schedule. This can be done by scheduling physical education classes during the school day, or by incorporating physical activity into other classes, such as recess or physical activity breaks during the day.
• Provide teacher training: It's important that teachers are properly trained to teach physical education classes. This includes providing them with the necessary knowledge and skills to teach physical education classes, as well as providing them with ongoing professional development opportunities.
• Use a variety of activities: To keep students engaged and interested in physical education classes, it's important to use a variety of activities. This can include traditional sports and games, as well as non-traditional activities such as yoga, dance, and fitness programs.
• Incorporate technology: Incorporating technology into physical education classes can make them more engaging and interactive for students. This can include using fitness trackers, virtual reality, and other technology to enhance the physical education experience.
• Involve students in the curriculum design: Involving students in the curriculum design process can help to ensure that physical education classes are tailored to their interests and abilities. This can include gathering feedback from students on the types of activities they would like to see included in physical education classes, and involving them in the decision-making process.
• Use Research-Based Curriculum: Using a research-based curriculum can help to ensure that physical education classes are effective and have a positive impact on students. These curriculums are based on the latest research and studies, and are designed to meet the specific needs of students.

Tips and Strategies for Effectively Implementing Physical Education in Schools

Tips and strategies for effectively implementing physical education in schools are critical to ensure that students are provided with the best physical education experience. Here are some tips and strategies for effectively implementing physical education in schools:

• Make physical education mandatory: One way to ensure that students receive the physical activity they need is to make physical education mandatory. This can be done by including physical education classes as part of the school curriculum, and by setting minimum physical activity requirements for students.
• Hire qualified physical education teachers: It is important that schools hire qualified physical education teachers who have the necessary knowledge and skills to teach physical education classes. This includes providing them with the necessary certifications, such as a degree in physical education or a related field, and ongoing professional development opportunities.
• Provide proper equipment and facilities: To ensure that students have a positive physical education experience, it is important to provide them with proper equipment and facilities. This includes ensuring that schools have adequate gymnasiums, sports fields, and other facilities, as well as providing students with proper equipment and clothing for physical education classes.
• Create a positive and inclusive environment: To ensure that students feel comfortable and engaged in physical education classes, it is important to create a positive and inclusive environment. This includes promoting a culture of respect and inclusion and providing accommodations for students with special needs.
• Continuously evaluate and improve: Regularly evaluating and improving physical education programs can help to ensure that they are meeting the needs of students. This includes gathering feedback from students and teachers and using data to make informed decisions about physical education programs.

Current State of Physical Education in Schools

The current state of physical education in schools varies depending on location and school district. However, in many schools across the country, physical education classes have been cut or reduced in recent years due to budget constraints and a focus on academic subjects such as math and reading. This has led to a decline in the number of students receiving regular physical education classes and has raised concerns about the negative impact this may have on the health and well-being of students.

One major challenge facing physical education in schools today is the lack of funding and resources. Many schools struggle to provide adequate equipment and facilities for physical education classes, and many physical education teachers are not properly trained or equipped to teach physical education classes.

Another challenge facing physical education in schools today is the lack of support and understanding of the importance of physical education. Many schools and educators view physical education as a non-essential subject, and prioritize academic subjects over physical education. This lack of understanding and support can make it difficult to effectively implement physical education programs in schools.

Despite these challenges, there are also many schools and educators who are working to improve the state of physical education in schools. They are advocating for the importance of physical education and working to provide students with the physical education they need. They are also working to provide teachers with the necessary training and resources to teach physical education classes.

Latest Research and Studies on the Benefits of Physical Education and its Impact on Students

The latest research and studies on the benefits of physical education and its impact on students have consistently shown that physical education is essential for the overall development and well-being of students. Physical education classes have been found to have a positive impact on academic performance, mental health and well-being, social and emotional development, life-long skills, and habits. Therefore, it is important for schools to continue to include physical education in their curriculum to ensure that students receive the best education possible.

One study published in the Journal of School Health found that students who participated in regular physical education classes had better academic performance, including better grades and test scores. The study also found that physical education classes had a positive impact on cognitive function, concentration, and attention, which can lead to better academic performance.

Another study published in the International Journal of Behavioral Nutrition and Physical Activity found that physical education classes had a positive impact on mental health and well-being. The study found that regular physical activity can help to reduce stress and anxiety, improve mood, and boost self-esteem.

A study published in the Journal of Adolescent Health found that physical education classes can also have a positive impact on social and emotional development. The study found that students who participated in physical education classes had better social skills, including teamwork, communication, and problem-solving.

A study published in the Journal of Physical Education, Recreation and Dance found that physical education classes can also have a positive impact on life-long skills and habits. The study found that students who participated in physical education classes had better physical fitness, sportsmanship, and healthy living habits.

In summary, physical education is an essential aspect of a student's overall development and well-being. It not only helps to improve their physical health but also has a positive impact on their academic performance, mental health, and overall well-being. To ensure that students are provided with the best physical education experience, schools need to prioritize physical education, provide the necessary funding and resources, and use effective tips and strategies for implementation. With the numerous benefits of physical education and the latest research and studies available, it is essential that schools make physical education a priority.

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Physical Education and Its Importance to Physical Activity, Vegetable Consumption and Thriving in High School Students in Norway

Associated data.

Data supporting reported results can be found on the following link: https://teams.microsoft.com/_#/school/files/General?threadId=19%3A00faa60f3ab64020b836a1c964c56962%40thread.skype&ctx=channel&context=PYD%2520Database&rootfolder=%252Fsites%252FTEAM_PYDCrossNational_Project%252FShared%2520Documents%252FGeneral%252FPYD%2520Database (accessed on 18 August 2021).

Earlier research indicates that physical education (PE) in school is associated with positive outcomes (e.g., healthy lifestyle, psychological well-being, and academic performance). Research assessing associations with resilience and thriving indicators, such as the 5Cs of Positive Youth Development (PYD; competence , confidence , character , caring , and connection ) is limited and more so in the Norwegian context. The aim of the present study was to investigate associations between PE grade (reflecting students’ effort in theoretical and practical aspects of the subject) and the 5Cs as well as healthy behaviors (physical activity (PA), fruit and vegetable consumption), using cross-sectional data collected from 220 high school students in Norway ( M age = 17.30 years old, SD = 1.12; 52% males). Results from structural equation modelling indicated positive associations between PE grade and four of the 5Cs ( competence , confidence , caring , and connection ; standardized coefficient: 0.22–0.60, p < 0.05) while in logistic regressions, a unit increase in PE grade was associated with higher likelihood of engaging in PA and vegetable consumption (OR = 1.94; 95% CI = 1.18–3.18 and OR = 1.68; 95% CI = 1.08–2.63, respectively). These significant findings suggest the need for policies and programs that can support effective planning and implementation of PE curriculum. However, further research is needed to probe into the role of PE on youth health and development with representative samples and longitudinal designs.

1. Introduction

The positive and protective effects of physical activity (PA), such as enhanced physical health, psychological well-being, increased concentration, academic performance, and reduced feelings of depression and anxiety, have been well documented in earlier studies [ 1 , 2 , 3 ]. Physical education (PE) is taught as a subject in many countries around the world, but it also incorporates aspects of PA within the school context, because of the different indoor and outdoor activities students engage in during PE sessions. Indeed, Mooses and colleagues [ 4 ] found PE to significantly increase daily moderate to vigorous PA alongside reducing sedentary time among schoolchildren. In addition, Tassitano and colleagues [ 5 ] observed a positive association between enrollment in PE sessions and several health-related behaviors including physical activity and fruit consumption.

In many schools, students’ efforts in PE are captured in the grade they receive on the subject. Thus, higher grades in PE would indicate greater efforts and achievement in the physical activities engaged in, which in turn can lead to the promotion of outcomes related to health and development as indicated in earlier studies [ 1 , 2 , 3 ]. The present study seeks to determine whether this is the case in high school students in Norway.

1.1. Physical Education in the Global and Norwegian Contexts

In basic terms, physical education has been described as “education through the physical”. Consistent with United Nations Educational, Scientific and Cultural Organization, PE embraces terms, such as “physical culture”, “movement”, “human motricity”, and “school sport”, and refers to a structured period of directed physical activity in school contexts [ 6 ]. A PE curriculum usually features activities such as team and individual games and sports, gymnastics, dance, swimming, outdoor adventure, and track and field athletics [ 6 ]. By engaging in a variety of physical activities, students are taught physical, social, mental, and emotional skills to empower them to live an active and healthy lifestyle. PE is also an arena where students can develop and practice skills related to collaboration, communication, creativity, and critical thinking [ 7 ].

In a world-wide survey of physical education that involved 232 countries (and autonomous regions), 97% of the countries were found to have either legal requirements for PE within their general education systems or PE was a general practice at some ages of the schoolchildren or phases of compulsory schooling [ 6 ]. The number of PE lessons that were taught in schools across the countries varied from 0.5 to 6.0 per week and from 16 to 46 weeks per year during compulsory education. Country variation depended greatly on the mindset held about the importance and relevance of the subject in the school curricula.

A European Commission report on physical education and sport at school in Europe indicates that while about 50% of the educational systems have national strategies to support the development of PE and PA, two-thirds have large-scale schemes assigned to these activities [ 8 ]. With activities that include athletics, dance, health and fitness, gymnastics, games, outdoor and adventure, swimming, winter sports, and others, the goals of European countries have been to promote the development of pupils and students in the physical, personal, and social domains [ 8 ].

As in many European countries, PE is one of several subjects taught to pupils and students in compulsory education in Norway (i.e., 6–16-year-olds in primary and lower secondary education). The PE curriculum has both practical and theoretical components. In both components of the curriculum, students are introduced to organized physical activities and spontaneous play in varied environments, in a wide range of sports, dance and other movement activities, and in outdoor life, which allows them to orient and spend time in nature in different seasons as well as being an aspect of exercise and lifestyle that deals with the effect of physical activity on health. In high schools, students receive a total of 168 h of PE lessons during their 3-year education, where in addition to sports activities, outdoor life, and lessons on exercise and lifestyle, they receive education in physical motor activities that go beyond traditional sports activities. Moreover, students at this level of education have the possibility to combine PE with active participation in competitive sports [ 9 ].

PE lessons in Norway focus on providing students with challenges and courage to enable them to stretch their own boundaries, in both spontaneous and organized activities. In addition, it is anticipated that students will experience joy, mastery and inspiration by participating in a variety of physical activities, which will eventually help them to develop self-esteem, self-understanding, positive perception of the body and positive identity. Furthermore, the social aspects of the physical activities are intended to create an arena where students can exercise fair play and respect for each other [ 9 , 10 ]. All these effects are positive outcomes that tend to signify several components of what has been referred to as the 5Cs of PYD ( competence , confidence , character , caring, and connection ) [ 11 ] and the ability to develop healthy behaviors, thus supporting health as defined by the World Health Organization. In 1948, the World Health Organization [ 12 ] defined health as “a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity” (p. 100). PE’s role in facilitating health and development will thus touch on WHO’s three dimensions of health.

The current focus of the Norwegian PE curriculum is a result of changes made to the curriculum in 2012, due among others to students and teachers’ dissatisfaction with the stress emanating from the expectations attached to sports achievements and physical performance abilities as well as the observation and measurement the teachers had to undertake to grade students’ abilities. With the present curriculum, it is the effort made by students (i.e., the attempts made to use the acquired knowledge and capabilities to reach developmental goals and not necessarily the attained progress) that is considered as relevant [ 13 ]. Thus, a high grade in PE subject will not only indicate a form of academic achievement, but it will also signify students’ efforts and experience in a variety of physical activities and their knowledge on how these activities can promote positive developmental outcomes, such as health, self-development, and identity [ 14 ].

1.2. Positive Youth Development and the 5Cs

Positive Youth Development is a line of research and a developmental framework that focuses on the identification and promotion of youth strengths [ 15 , 16 ], and the equipping of youth toward becoming productive members of their society [ 16 ]. PYD suggests that all young people have strengths and as such are potential resources to their own development and that of the society they are a part of. In addition, PYD proposes that all youth contexts, such as home, school and the local community, have human and material resources that youth can have access to in their interactions with significant others in these contexts [ 17 ]. In PE sessions, these contextual resources will be the support from peers and teachers, the opportunities created for students to develop resilience, competences and mastery, the boundaries students will have to respect as well as the expectations to be met. Youth strengths will be the personal interest, skills, and abilities that students bring to the PE sessions.

Within PYD, the 5Cs are viewed as a product of the alignment between youth strengths and contextual resources [ 15 ]. Accordingly, the dynamic interaction that ensues between an active, engaged, and competent person and their receptive, supportive, and nurturing ecologies in the context of varying degrees of risk and adversity will lead to a process referred to as adaptive developmental regulations [ 11 , 15 , 18 ], where youth can be resilient, thrive and develop to their full potential. Thriving means youth are scoring high on the 5Cs. The 5Cs include competence (which reflects the positive views of an individual’s action in domains, such as academic, social, cognitive and vocational); confidence (which relates to the individual’s sense of mastery and purpose for the future, a positive identity and self-efficacy); character (which denotes one’s integrity, moral commitment, and respect for societal and cultural rules); caring (which indicates one’s sense of empathy and sympathy for others); and connection (which reflects the bidirectional exchanges and healthy relations between the individual and friends, family, school, and community). Within the PYD framework, the 5Cs typically reflect thriving and positive development, but also resilience (in contexts where there are high levels of risk and adversity) among young people [ 15 , 18 ]. PYD proposes that youth who are thriving are put on a life trajectory towards an “idealized adulthood” [ 19 ]. In addition, youth who are resilient and thriving are more likely to contribute to their own development as well as to the development of their society [ 15 ].

1.3. Earlier Research on Positive Youth Development, Healthy Behaviors and Physical Education

Research on the relationship between grade in PE (which reflects students’ participation in PE sessions) and the 5Cs of PYD is limited, although earlier studies have recounted several positive outcomes of PE in schools. In one study that investigated PYD-related outcomes in the contexts of PE, Holt et al. [ 20 ] found in a qualitative study of 8 teachers and 59 children at an inner-city school in Canada that PE activities engaged in tended to promote developmental outcomes, such as empathy and healthy relationships between students. In addition, PE activities became an arena where teachers considered students’ input to the PE activities and created boundaries and procedures for expected behaviors.

Furthermore, Bailey [ 1 ], in a review article, summarized several positive and profound benefits of PE that included physical health, healthy lifestyle, psychological well-being, social skills and improved academic performance. These benefits were more probable in contexts where there were positive experiences of the PE activities, enjoyment, efforts made to engage all students as well as when teachers and coaches were committed and were equipped with the necessary skills. In another literature review on the impact of PE and sport on educational outcomes, Stead and Nevill [ 21 ] found that increased physical education, physical activity or sport tended to maintain or enhance academic achievement. The authors also found a positive association between physical activity and aspects of mental health, such as self-esteem, emotive well-being, spirituality, and future expectations. Moreover, Stead and Nevill [ 21 ] observed that the implementation of extra organized physical activity, as little as 10 min into the school day, tended to improve classroom behavior. These earlier studies support the important role of PE on health (including the physical, mental, and social dimensions) and positive development in youth.

As for healthy behaviors and their associations with PE, Mayorga-Vega and colleagues [ 22 ] conducted a study among 158 students in a Spanish high school and found that students had greater physical activity levels and lower levels of sedentary behaviors during PE days compared to non-PE days and weekends. In a much larger sample of 4210 high school students in Brazil, Tassitano et al.’s [ 5 ] assessment of the role of PE enrollment on several health behaviors revealed, among others, positive associations of enrollment in PE classes with physical activity and fruit consumption, as well as a negative association with drinking of sugar-sweetened beverages. In a longitudinal study of Canadian adolescents, Wiseman and Weir [ 23 ] investigated PE rating among other subjects alongside the importance of PE for PA levels and several health variables over a two-year period. Their results indicated that most of the participants (78%) preferred PE over other subjects, and that preferring PE was associated with higher PA levels, lower BMI, and higher self-esteem. Thus, while earlier research supports the predictive role of PE on youth development and healthy behaviors, the evidence regarding the importance of PE to the 5Cs of PYD is unclear because of limited research.

1.4. Aims of the Present Study

Research on the 5Cs of PYD has usually involved American youth [ 11 , 24 ] although research featuring non-American samples is growing [ 25 , 26 ]. Moreover, while the effects of PE on youth health and development have been widely studied, a literature search did not return any study that had assessed the relation between PE and the 5Cs in the Norwegian context. Several studies have hinted how activities engaged in during PE can be used to foster positive development. For example, Mandigo et al. [ 27 ] described how quality PE activities can be used to promote positive development and peace education among schoolchildren in a developing country. More specifically, the authors outlined various behaviors in the physical, intellectual, psychological, and social domains that physical educators can instill in schoolchildren to foster the 5Cs of PYD and peaceful interactions. Holt and colleagues [ 20 ] also described how strategies, such as setting of clear boundaries and allowing inputs from schoolchildren, and the teacher being a PE specialist, could facilitate positive youth development. Thus, in line with these earlier PYD studies, PE can be an arena where youth development as well as health (as proposed by WHO) are promoted.

In the present study, the aim is to examine the link between grade in PE and positive outcomes reflected in the 5Cs of PYD. A second aim is to study the association between PE grade and healthy behaviors, such as PA during leisure time and the consumption of fruit and vegetables. With the goal of the Norwegian PE curriculum to promote health, self-development and identity among others, grade in PE reflecting attained knowledge, participation and efforts invested in various physical activities should be associated with the 5Cs. Thus, as a hypothesis, students with higher PE grades are also expected to report higher scores on the 5Cs. Like the 5Cs, positive associations are hypothesized between PE grade and healthy behaviors. If positive associations are found between PE, the 5Cs and healthy behaviors, PE can be considered as an avenue to instill competencies that can have implications for students’ health, thriving, and resilience. Earlier studies suggest that boys engage in PA more often than girls, and PA tends to decrease with age [ 28 ]. Parents’ educational level has also been found to be positively related to the 5Cs [ 26 ]. Hence, gender, age, and parents’ education were accounted for in the assessment of the influence of PE grade on the 5Cs and healthy behaviors.

2. Materials and Methods

2.1. sample.

The current study forms part of a larger international project on positive development among youth and emerging adults, where the general goal is to assess how youth strengths and contextual resources align to foster thriving and youth contribution to societal development [ 29 ]. For the present study, cross-sectional data were collected from 220 students in four high schools located in Eastern and Western Norway. About 52% of the participants were boys and the age range was between 16 and 20 years ( M = 17.30, SD = 1.12). Almost 83% reported that the highest level of education of their father was postsecondary, while 87% did the same for their mother’s education.

2.2. Measures

2.2.1. physical education grade.

Participants self-reported their current academic grade (1 to 6) on physical education. A grade of 1 represents minimum knowledge and effort invested during PE sessions while a grade of 6 represents great knowledge and maximum invested effort in PE sessions.

2.2.2. The 5Cs of PYD

To assess the 5Cs, Geldhof and colleagues’ [ 11 ] short version of the PYD questionnaire, consisting of 34 items, was used. Samples of the items used in measuring the 5Cs include: “I am just as smart as others my age” ( competence , 6 items); “I really like the way I look” ( confidence , 6 items); “I usually act the way I am supposed to” ( character , 8 items); “When I see someone being exploited I want to help them” ( caring , 6 items); and “I am a helpful and important family member” ( connection , 8 items). Responses were measured on a 5-point Likert scale, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree), for example, where a higher score indicated a higher experience of the C-item in question. The psychometric properties of the 5Cs scale have been mostly assessed in U.S. samples [ 11 , 24 ] but also in some non-U.S. samples [ 25 , 26 ].

2.2.3. Healthy Behaviors

Items measuring healthy behaviors (physical activity, fruit and vegetable consumption) were adopted from the Search Institute’s [ 30 ] survey on attitudes and behaviors. Participants indicated 0 (No) or 1 (Yes) to the following items: “I engage in physical activity (for at least 30 min) twice or more per week”, “I eat at least one serving of fruit every day” and “I eat at least one serving of vegetables every day”. Spearman correlation among the three healthy behaviors ranged from 0.25 to 0.37.

2.2.4. Demographic Variables

Data were also collected on gender (boy or girl), age and mother and father’s educational level (five levels of education: 1 (no education), 2 (primary school), 3 (high school), 4 (technical or vocational school), and 5 (university)). The demographics were treated as control variables in the data analysis.

2.3. Procedure

Data collection took place in May–August 2019. Convenience sampling was used to select four schools located in the Eastern and Western parts of Norway. The heads of the conveniently selected schools were contacted via e-mail, with a request to participate in the study and an information letter about the purpose of the study. After agreeing to participate, the heads of schools were sent informed consent forms, developed in accordance with the NSD (Norwegian Centre for Research Data) guidelines, which they were asked to sign and send back. Once that was done, teachers from the four schools who agreed to conduct the survey with their students were sent the questionnaire via email. Informed consent was sought from students prior to the data collection, which took place during school hours over the schools’ internal web system. NSD (Norwegian Centre for Research Data) approved the study (51708/3/IJJ), while Semantix Translations Norway AS, Oslo, Norway, a company that specializes in interpretation services, translated the questionnaire from English to Norwegian using double-checking methods and translation experts in the relevant field of research to ensure preservation of meaning.

2.4. Data Analysis

G*Power 3 [ 31 ] was used to conduct a power analysis to determine the sample size that will allow for the assessment of meaningful associations and the detection of effect sizes (small, medium, or large). Using a two-tailed test with the 5 independent variables (PE grade and the four demographic variables (gender, age, father’s education and mother’s education)), and an alpha value of 0.05, the results indicated that with a power of 0.80, sample sizes of 395, 55, and 25 were needed to detect effect sizes of 0.02 (small), 0.15 (medium), and 0.35 (large), respectively. Reaching the study’s sample size of 220 meant that medium to large effect sizes can be detected in the statistical analyses.

Descriptive and correlation analyses were performed using IBM SPSS Statistics for Windows, version 25, while all other analyses were carried out using Mplus version 8 [ 32 ]. Most participants (80%) were missing only 3 cases or less, while 59% had full data. The analyses in Mplus were conducted with the Maximum likelihood estimation, an estimation method used to handle missing cases. The method works by estimating a likelihood function for each case based on the variables present in the dataset such that all the available data are used.

Descriptive analyses were conducted to assess the pattern of study variables: the demographics, PE grade, the 5Cs of PYD and the three healthy behaviors. Confirmatory factor analysis (CFA) was performed on the items measuring the 5Cs to verify the factorial structure of the scale. Chi-square tests and indices, such as the Tucker Lewis Index (TLI; acceptable above 0.90), the Root Mean Square Error of Approximation (RMSEA; acceptable below 0.08), and Comparative Fit Index (CFI; acceptable above 0.90) [ 33 , 34 ]) were used to evaluate model fit. To test the hypothesis that higher scores in PE will be associated with higher scores in the 5Cs, structural equation modelling (SEM) analysis was carried out. In preliminary analyses, the linearity and normal distribution of the 5Cs as dependent variables were determined, with skewness and kurtosis falling within the acceptable range of −2 to +2 and −7 to +7, respectively for SEM analysis [ 35 ]. Finally, the hypothesis that higher scores in PE will be associated with higher odds of the healthy behaviors was tested using logistic regressions due to the binary response categories of the healthy behavior variables. In both SEM and logistic regression, the demographic variables: gender, age, and father’s and mother’s educational background were controlled for.

3.1. Descriptive Analysis

In Table 1 , a frequency analysis of PE grade showed that about 96% of the participants reported grades between 4 and 6. In the Norwegian high school system, a grade of 1 is the lowest, while 6 is the highest a student can earn in a subject. For the 5Cs of PYD, high Cronbach’s alphas, indicating high internal consistencies (ranging from 0.85–0.93) were estimated for all the Cs. The frequency distribution of the three healthy behaviors revealed that most of the participants (about 82%) engaged in PA for at least 30 min twice or more per week, while 57% and 70% consumed at least one serving of fruit and vegetable per day, respectively ( Table 1 ).

Descriptive statistics and reliability coefficients for study variables among Norwegian youth.

Furthermore, descriptive analysis of the 5Cs showed that the highest mean score was registered for caring ( M = 4.29, SD = 0.78), followed by character and then connection . Competence had the lowest mean score ( M = 3.65, SD = 0.86). Thus, on average, participants’ responses on the 5Cs suggested moderate to relatively high levels of the PYD outcomes. The statistically significant correlations between PE grade and the 5Cs (mean scores) were weak to moderate, ranging from 0.17 to 0.55. In addition, the correlation between PE grade and the healthy behaviors were weak but statistically significant (0.19–0.25). Finally, several significant but weak correlations were observed between the 5Cs and the healthy behavior variables as well as between the demographic variables, the 5Cs and the healthy behavior variables ( Table 2 ).

Correlation analyses of demographic variables, physical education grade, the 5Cs of PYD, and healthy behaviors.

Note. * p < 0.05; ** p < 0.01.

3.2. CFA of the 5Cs of PYD and Structural Equation Modelling of PE Grade and the 5Cs

Prior to the assessment of the associations between PE grade and the 5Cs, confirmatory factor analysis (CFA) was conducted on the 34 items of the 5Cs to determine the factorial structure of the scale. An initial CFA of the items, where 14 pairs of same-facet items (in competence , confidence , character and connection ) were allowed to correlate, yielded a poor model fit: χ 2 (500, N = 194) = 998.075, p < 0.001, RMSEA = 0.072, CFI = 0.872, TFI = 0.857. An examination of the modification indices revealed cross-loadings of four items, two items regarding social competence for competence , one item on social conscience for character and another on caring . In addition, the modification indices indicated correlations among one pair of same-construct items (i.e., confidence ) and two pairs of different-construct items, one between competence and connection , and the other between confidence and character . After eliminating cross-loading items and including the correlations, an adequate model fit was attained in a second CFA: χ 2 (378, N = 194) = 646.879, p < 0.001, RMSEA = 0.061, CFI = 0.917, TFI = 0.905. The factor loadings for all 5Cs in this new CFA were adequate, ranging from 0.54 to 0.91. Correlations among the latent factors of the 5Cs were between 0.32 and 0.88.

In Table 3 , having controlled for demographic factors (i.e., gender, age, and parents’ educational background), findings from the structural equation modelling revealed significant associations between PE grade and all the 5Cs of PYD except for character . Not surprisingly, the strongest association was between PE grade and competence (standardized coefficient of 0.60), both largely reflecting students’ competence. The standardized coefficients for confidence and connection were 0.36, and 0.37, respectively, while for caring the coefficient was 0.22. Thus, higher scores in PE were significantly associated with higher scores in the 5Cs besides character . As for the demographic variables, only gender was significantly related to caring in the SEM analysis (standardized coefficient of 0.36), where girls scored higher than boys.

Structural equation model of physical education grade and the 5Cs of PYD.

Note. PE—Physical education; a Controlled for gender, age, father’s education and mother’s education; * Standardized coefficient. Italics and bold show significant levels less than 0.05.

3.3. Logistic Regression Analyses of Physical Education and Healthy Behaviors

For the associations between PE grade and healthy behaviors, logistic regression models were analyzed because of the binary response categories of the behaviors ( Table 4 ). After controlling for the demographic variables, a unit increase in PE grade was associated with a 94% higher likelihood of engaging in PA (OR = 1.94; 95% CI = 1.18–3.18), and a 68% higher likelihood of vegetable consumption (OR = 1.68; 95% CI = 1.08–2.63), that is, when all other variables in the models were held at a constant. Thus, PE grade was significantly related to higher odds of PA and vegetable consumption, while the association with fruit consumption was not significant. None of the demographic variables were significantly related to the healthy behavior variables in the logistic regression analyses.

Associations between physical education (PE) and healthy behaviours: logistic regression analysis.

Note. PE—Physical education; B—Unstandardized coefficient; S.E.—Standard Error; Sig—Significance level; OR—Odds Ratio; CI—Confidence Interval.

4. Discussion

The aim of the present study was to investigate the associations of PE grade with the 5Cs of PYD and healthy behaviors. As hypothesized, positive associations were observed between PE grade and four of the 5Cs ( competence , confidence , caring , and connection ) after adjusting for gender, age, and father’s and mother’s educational background. In contrast, although there was an indication that character was associated with PE grade, this association was not statistically significant in the SEM analysis. For the associations between PE grade and healthy behaviors, while logistic regression analyses showed higher odds of engagement in PA and vegetable consumption with every unit increase in PE grade, no such association was found for fruit consumption. Thus, the hypotheses were confirmed, although not for the association of PE grade with character and fruit consumption. That PE was found to be largely associated with the 5Cs and healthy behaviors is consistent with earlier findings that have supported the significant role of PE sessions on positive outcomes reflecting WHO’s different dimensions of health (physical, mental, and social) [ 1 , 21 ].

The current finding that PE grade was strongly related to competence was no surprise, as both connote a form of academic competence. In the present study, competence as one of the 5Cs was measured as competence in the academic and physical domains. Thus, PE grade was not only related to academic competence or cognitive abilities, but also to physical competence in sports and athletic activities. Earlier research among German students that supports the current findings reported a positive association between PE and cognitive skills measured by grades in German and mathematics [ 36 ], while findings of a review article also indicated that increasing the amount of time dedicated to PE and sports was in many instances associated with academic performance [ 1 ]. The goal of the Norwegian PE curriculum to enable students to develop mastery in the skills needed to undertake a variety of physical activities [ 9 ] can therefore be important not just for the grade in PE but for the general academic competence of students as well.

In addition to being associated with competence , PE grade was associated with confidence , caring and connection. Accordingly, students who scored high in PE were also more likely to report indicators of thriving and positive development, associations that have been confirmed in a related study on the link between participation in sport camps and the 5Cs of PYD that were captured as two factors (pro-social values and confidence/competence) [ 37 ]. Moreover, Bailey [ 1 ] in a review, reported on how PE and sports in schools can provide a favorable environment for social development, a finding that largely corroborates the current results on the significant link between PE and connection (signifying healthy social relations at home, school, and local community). Indeed, an important aim of the Norwegian PE curriculum among others is to create a social arena for fair play and respect between students [ 9 , 10 ]. However, character (reflecting the integrity and moral compass of youth) was the only thriving indicator that was not associated with PE grade, neither in zero-order correlation nor in multivariate analysis. It is possible that the alignment between youth strengths and contextual resources that facilitate the 5Cs of PYD in PE sessions predicts some of the Cs better than others. This assertion will need to be probed into in future research.

Furthermore, PE grade was related to healthy behaviors, such as PA and vegetable consumption, but not fruit consumption. Earlier research among students attending a Spanish high school associated participation in PE with greater PA levels and lower levels of sedentary behaviors during PE days compared to non-PE days and weekends [ 22 ]. Enrollment in PE activities among high school students in Brazil has been found to be positively related to healthy behaviors, such as PA and fruit consumption, as well as negatively related to drinking of sugar-sweetened beverages [ 5 ]. Wiseman and Weir [ 23 ] also found among Canadian high school students that preferring PE over other school subjects was associated with higher PA levels, lower BMI, and higher self-esteem. Although it was PE grade that was assessed in the current study, the grade reflects students’ participation in both theoretical and practical components of the Norwegian PE sessions. Thus, the current finding on the positive association between PE grade and healthy behaviors is largely in line with earlier findings. In summary, PE sessions reflected in the grade of students were associated with positive youth developmental outcomes, such as thriving (the 5Cs) and healthy behaviors, outcomes that tend to reflect all three dimensions of health (physical, mental, and social) as defined by the World Health Organization.

In SEM and logistic regression, the demographics did not appear to play an important role on the 5Cs and healthy behaviors, as a significant association was only observed between gender and caring , with girls reporting higher scores than boys. This finding is in line with earlier research that found similar associations in upper secondary and university students in Spain [ 38 ] and is often attributed to gender socialization, where boys are taught to be tough and girls caring. In future studies, the role of gender and other demographics are worth investigating to ascertain their effects and place in intervention programs.

4.1. Limitations

The present study has some limitations that need to be considered in the interpretation of the findings. First, the relationships between PE grade and the positive youth developmental outcomes may not indicate causation due to the cross-sectional design of the current study. While the present and earlier findings suggest a positive influence of PE on youth development and healthy behaviors, it is also possible that high levels of the thriving indicators ( competence , confidence , caring and connection ) led to more effort in PE sessions, and consequently, high grade in the subject. In addition, it is likely that students who participate in healthy behaviors such as PA and vegetable consumption will also perform better in PE sessions. Looking at these relationships within a longitudinal design will shed more light on both the developmental trajectories and relations between PE participation and positive youth outcomes.

Second, while there is no reason to believe that youth will be deceptive in the report of their grade and competencies, it is still likely that their self-report responses were affected by social desirability bias, where they tended to over-report their PE grades, for example. In future studies, students’ actual grades provided by teachers can be one method to address the limitation associated with self-report responses and the associated social desirability bias. Third, the binary response categories (Yes/No) of the healthy behaviors did not allow much variation among the behaviors to be assessed. Moreover, although the measures represented general assessment of PA and fruit and vegetable consumption, they did not adequately reflect the global recommendations of the healthy behaviors. This is a limitation that can be addressed in future studies with better instruments that allow for more variations as well as assessment of the recommended amounts and levels of the healthy behaviors. Fourth, the items measuring the 5Cs of PYD were created with US samples, and although the scale was largely validated with the Norwegian sample, there were some items that cross-loaded onto different factors. In addition, relatively high correlations were found among some of the measures, for example between competence and confidence . Thus, it is possible that some items of the 5Cs did not adequately capture or make a distinction between the thriving indicators in Norwegian students. These shortcomings can be a topic of investigation in future studies using qualitative methods.

Finally, although the power analysis indicated that the sample size of 220 was enough to detect medium to large effect sizes in the relationships being studied, a larger sample could provide more robust findings. Besides, the participating schools and thus the students involved in the current study were selected through convenience sampling, thus limiting the extent to which the present findings can be generalized to the whole youth population in Norway. Future studies that use a more representative and inclusive sample reflecting youth from different geographic locations, diverse ethnicities and other backgrounds will be more effective in generating findings that are representative of the Norwegian youth population.

4.2. Implications for Research, Policy, and Practice

Despite the limitations, the current study has implications for research, policy, and practice. In terms of research, the validation of the 5Cs of PYD scale among high school students in Norway adds to the limited research of the 5Cs in Norway and paves the way for further research of the thriving indicators among youth in the Norwegian and other similar Scandinavian and European contexts. Additional research on the 5Cs can also eventually lead to a more refined scale that includes items unique to the Norwegian, Scandinavian or European context. In addition, future studies on PE and the 5Cs can assess the level of risk and adversity in the contexts in which youth are interacting. This will enable the assessment of not only thriving, but resilience as well.

As for policy, the fact that PE grade is related to thriving and healthy behaviors suggests that the Norwegian PE curriculum is important to the promotion of the positive development of the youth, and, possibly, resilience. These results should make the effective implementation of PE curriculum in all schools a priority on the Norwegian political agenda at both the national and community or school level. This way, young people across gender, socio-economic statuses, ethnicities, and other backgrounds can be reached and empowered with the necessary physical, cognitive, and psychosocial skills and competences that are associated with the array of activities taught in PE sessions. Moreover, the current findings of the significant role of PE can inform strategies used in PE curricula in other Scandinavian and European countries. In line with a European Commission report [ 8 ], although all European countries acknowledge the importance of PE at school, only two-thirds of the educational systems had large-scale national initiatives to support the promotion of PE and PA. Indeed, as implied in the current findings, the goal of European countries to facilitate the physical, personal and social development of pupils and students can only be realized when PE curricula are planned and implemented effectively.

There are some practical implications of the current findings as well. With the significant associations between PE grade, the 5Cs of PYD (indicating thriving indicators), and healthy behaviors, it is important that during PE sessions, efforts are made to engage all students in activities that can create positive experiences, enjoyment and mastery as outlined in the PE curriculum. In the curriculum, there is also a focus to provide students with challenges that can enable them to participate actively in both spontaneous and organized activities as well as arenas where students can exercise fair play and respect for each other. Efforts made to implement all these aims in the PE sessions will not only produce healthy, thriving, and resilient youth but, as proposed by PYD, the efforts would also mean a healthy transition into adulthood for the youth.

5. Conclusions

Positive effects of PE participation have been well documented in earlier studies. The current study adds to these benefits with findings that suggest that PE grade reflecting participation in PE is significantly related to thriving indicators, such as competence , confidence , caring and connection (4 out of the 5Cs of PYD), as well as healthy behaviors such as PA and vegetable consumption. These findings support the importance of PE sessions to the healthy development of youth and suggest that policies and programs at the national and local levels that ensure the effective implementation of a PE curriculum in school would be promoting developmental outcomes that align with the dimensions of health outlined by the World Health Organization. However, more research needs to be carried out with adequate measurement of healthy behaviors and representative samples to ascertain the facilitating role of PE sessions on youth health, thriving, and positive development, but also resilience in risk and adverse contexts of youth, as this can secure a life trajectory towards an idealized adulthood for all youth.

Acknowledgments

I would like to acknowledge Maria Bøhlerengen for coordinating the data collection and the youth participants for their engagement in the present study.

This research received no external funding.

Institutional Review Board Statement

The study was conducted according to the guidelines of the Declaration of Helsinki and approved by the Institutional Review Board (or Ethics Committee) of NSD—Norwegian Centre for Research Data, Norway (protocol code 51708/3/IJJ and 18 July 2017).

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Conflicts of interest.

The author declares no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Why Is Physical Education Important? 10 Powerful Reasons We Need PE In Our Schools Today

According to the CDC, children 6 to 17 years old should do 60 minutes or more of moderate-to-vigorous physical activity every day. The tragic reality is that less than 25% of kids follow those guidelines. Many children are extremely inactive and do not participate in any extracurricular activities. What would happen if our students were no longer granted access to quality physical education ?

Participating in a high-quality PE program may provide numerous benefits for both middle and high school students, perhaps more than any other subject. Physical education  is critical to our health, well-being, and overall development. Unfortunately, it is not always understood by everyone. The fact is that we, as educators, must be our students’ and others’ own strongest advocates. We must identify and promote the unique benefits of physical education  to all members of our community. Here are ten of the many reasons why physical education is so important :

Physical Education...

1. encourages physical activity for life.

Regular exercise and movement are required for optimum health in our lives. A physical education class is the ideal setting for instilling healthy habits and acquiring an understanding of one's own fitness and mobility abilities. Daily physical education is an essential component of a complete educational program. It encourages children to be physically active and develop the abilities and confidence they need to be active throughout their lives, which is beneficial for them both physically and emotionally.

Keeping active for life as a result of a quality PE program directly correlates with Shape America's Standard 4 : Develops personal skills, identifies personal benefits of movement, and chooses to engage in physical activity.

Rationale : Through learning experiences in physical education, the student develops an understanding of how movement is personally beneficial and subsequently chooses to participate in physical activities that are personally meaningful (e.g., activities that offer social interaction, cultural connection, exploration, choice, self-expression, appropriate levels of challenge, and added health benefits). A student's personal development can be acquired early and maintained for a lifetime.

National Physical Education Standards are used under license from SHAPE America. © 2024, SHAPE America, https://www.shapeamerica.org/ . All rights reserved.

For in-depth exploration of the physiological changes that occur during exercise, check out my article:

  What Happens to My Body When I Exercise? A Physical Educator's Guide .

2. Helps prevent sickness and disease

Regular exercise can not only improve your physical health, but it may also help you avoid illness and disease. Physical activity has been linked to a strengthened immune system, which makes us less likely to get sick. It also aids in the reduction of stress, improvement of mental health, weight management, and overall energy levels. And since PE classes are a great way to get people moving, they can play a big role in keeping our students healthy.

Additionally, regular physical education helps manage chronic conditions like diabetes and heart disease. By incorporating cardiovascular activities , PE classes improve students' physical stamina and promote a higher quality of life. These healthy habits, formed during formative years, often extend into adulthood, offering lifelong health benefits and aiding in disease prevention. Thus, maintaining physical education in school is crucial for cultivating a healthier future generation.

Check out the following article on my blog to see 8 health habits students can develop now that will instill lifetime benefits:   Healthy Habits for Students: Teaching SELF CARE for Lifelong Wellness .

3. Provides an outlet for creativity and self-expression

PE gives young people the opportunity to express themselves in a different way than they do in the classroom. They can let loose, have fun, and be creative without having to worry about grades or competition.   PE is a great outlet for kids who may not be as academically inclined as their peers. It allows them to still feel like they're part of the class and gives them a chance to show their personality.

Physical education also provides an outlet for kids who are shy or introverted. It's a great way for them to get out of their shell and interact with other kids in a non-threatening environment. It may be a wonderful opportunity for kids to have some fun, discover their talents, and just be themselves.

Do you need some great ideas for engaging students with physical education stations? Check out this article:   PE Stations: 15 Fun Ideas for Active Engagement in Elementary Physical Education Classes .

4. Develops cooperation and teamwork

Physical education helps students develop social skills and the ability to work cooperatively and effectively with others. In PE, students learn how to share, take turns, and cooperate with classmates to accomplish a common goal. These skills are essential for success in school and later on, in the workplace. It can also help a student develop teamwork skills by teaching them how to communicate effectively, set goals, and problem-solve as a team. These skills are essential for success in any endeavor.

Developing a cooperative, collaborative attitude is crucial for meeting Shape America's Standard 3 : Develops social skills through movement.

Rationale: Through learning experiences in physical education, students develop the social skills necessary to exhibit empathy and respect for others and foster and maintain relationships. In addition, students develop skills for communication, leadership, cultural awareness, and conflict resolution in a variety of physical activity settings. The capacity to respect oneself and others may be extended to all aspects of a child's or adolescent's life.

Great character makes cooperative and team-oriented students. Check out this article that delves into the world of character education within the physical education setting :

Cultivating Positive Character Traits for Students in Physical Education: Shaping Tomorrow's Leaders .

5. Builds self-confidence

Physical education classes help to develop self-assurance and determination in children. It can help to boost confidence, as they see themselves achieving their goals and improving their abilities. A student's confidence can be greatly enhanced if they improve their fitness level or acquire new movement skills. They also learn how to cooperate with others and handle winning and losing gracefully. These are all vital abilities for youngsters who compete in outside individual and team sports.

Self-confidence is highlighted when a young person learns a new skill or movement in a PE class. They can then apply that knowledge to be more self-assured in a game or performance-based sports setting. Moreover, this newfound confidence can spill over into other areas of their lives, enhancing their willingness to take on new challenges and participate in activities that were previously outside their comfort zones. By fostering a positive self-image and an attitude of resilience, physical education helps mold students into empowered individuals who feel capable of navigating various aspects of their lives.

Students love challenges which help boost their self-confidence! Check out this blog post that examines valuable insights on creating, implementing, and assessing skill-based challenge activities:

Skill-Based Activity Challenges in PE: Practical, Self-Guided Activities for Elevated PE

6. Provides opportunities for personal goal-setting

One of the most outstanding features of PE is the opportunity it provides students to create individual goals and self-discipline. This could be anything from improving their fitness levels to learning a new sport or perfecting a particular skill set. Having something to aim for gives children a real sense of purpose and motivation in PE, which can carry over into other areas of their lives.

Setting goals also helps children to track their progress and see how far they've come. This can be a great source of pride and satisfaction. Teachers can help students establish goals for themselves, which is an excellent approach to motivate them to reach Shape America's Standard 2 which highlights this PE concept: Applies knowledge related to movement and fitness concepts.

Rationale :   Through learning experiences in physical education, the student uses their knowledge of movement concepts , tactics, and strategies across a variety of environments. This knowledge helps the student become a more versatile and efficient mover. Additionally, the student applies knowledge of health-related and skill-related fitness to enhance their overall well-being.

A well-constructed Physical Education Exit Checklist can play a crucial role in helping students assess their PE performance .The following article delves into the different components of such a checklist, how it promotes self-assessment, self-improvement, and why it's an essential tool in the modern PE environment: Enhancing Self-Reflection in Physical Education: The PE Exit Checklist Approach.

7. Helps reduce stress and anxiety

PE can be the perfect outlet to reduce stress and anxiety for young people. When kids are allowed to be active and move their bodies at school, it becomes a natural body and mind energizer that makes the rest of the day far more enjoyable. According to recent research, physical education may play an important role in lowering cortisol levels, which is linked to stress. Physical activity may help to improve mood and emotional stability. Regular physical exercise can also aid in the prevention of anxiety disorders. These anti-stress benefits, in the end, assist children and adolescents to become better students.

Furthermore, engaging in physical activities can serve as a constructive distraction, allowing students to break away from the daily pressures of academics and social interactions. This mental break is crucial for emotional rejuvenation, as it provides an opportunity to clear the mind, leading to increased concentration and improved overall mental health. The supportive environment of PE classes also promotes social interaction and teamwork, which are essential for developing coping mechanisms and a sense of belonging, further helping to alleviate feelings of stress and anxiety.

Are you ever stuck in a classroom for the day or know teachers that could use some GREAT Brain Breaks and Brain Boosts to recharge their students minds and bodies? Check out this blog :

Energizing Education: The Power of Brain Breaks in the Classroom; Includes 12 Practical Activities

8. Increases personal fitness and motor skill development

Physical education is a prime outlet for kids and adolescents to intentionally develop both their health and skill-related components of fitness. Students who participate in regular physical activity can get a lot out of their PE lessons . This is accomplished through repetition, practice, and creative movement situations. They may learn more about their bodies and how to use them appropriately in a variety of settings.

PE is a broad discipline that includes numerous options for students to participate in team and individual sports, dance, and gymnastics. A skill acquired early in life may be transferred to other similar skills or activities and put to use for the remainder of one's life, resulting in better health as an adult.

The physical benefits of developing personal fitness and motor skills are directly linked to Shape America's Standard 1: Develops a variety of motor skills.

Rationale : Through learning experiences in physical education, the student develops motor skills across a variety of environments. Motor skills are a foundational part of child development and support the movements of everyday life. The development of motor skills contributes to an individual’s physical literacy journey. Physical education class may be the only opportunity for younger individuals to learn a variety of motor skills and move their bodies in a meaningful way.

Learn how school physical education can combat childhood obesity in the following article. It offers strategies, insights, and personal experiences to guide you in creating a PE program that truly impacts student health and well-being :

Physical Education and Childhood Obesity: Empowering a Healthier Generation

9. Strengthens relationships with others

Physical education is not only about enhancing one's physical capabilities and motor skills. It's also about teaching individuals to collaborate and develop leadership skills. Students are frequently forced to work together as part of their PE lessons to complete assigned activities or objectives. This allows them to strengthen relationships with their classmates. In some cases, these relationships can last a lifetime. PE can also help to build communication skills and teach students how to better manage conflict. All of these factors contribute to the development of strong, healthy relationships with others.

Moreover, through group activities and team sports, PE classes provide an excellent platform for students to interact in a structured yet relaxed environment. This setting encourages them to understand and appreciate diverse perspectives, fostering empathy and mutual respect among peers. Such interactions not only enhance teamwork skills but also help in building a supportive community within the school. These social connections are vital for personal growth and contribute significantly to a student's emotional and social development.

  Conflict resolution in physical education is an essential part of a PE teacher's role. Learn how to help students work through issues using the RESOLVE method. Click below for the article : Conflict Resolution in PE: A Teacher's Guide to Problem-Solving Using the RESOLVE Method .

10. Boosts academic learning

Numerous studies have demonstrated a strong correlation between physical activity and academic achievement. Physical education plays a crucial role in enhancing concentration, attention, and memory, while also alleviating stress and fatigue. These benefits collectively contribute to better grades and higher test scores for students. Moreover, engaging in physical activity increases blood flow and oxygen supply to the brain, which in turn improves cognitive functions. PE also fosters the development of executive functioning skills, including planning, organizing, and multitasking, which are essential for academic success.

Additionally, physical education significantly enhances students’ energy levels and mood, which are critical for effective learning. The increased production of endorphins triggered by physical activity not only uplifts mood but also boosts energy, making students more alert and receptive in the classroom. This positive shift in mood and energy facilitates easier focus and absorption of new information, thereby enhancing overall academic learning.

Discover the transformative power of word walls in physical education as the following blog post explores practical tips and strategies for their effective use. Unlock new avenues for engagement and learning with innovative approaches tailored to enhance your PE curriculum .

PE Word Walls: Engaging Strategies for Active Learning in Physical Education

Final Thoughts

Physical education is an important part of a student's overall education. It provides opportunities for students to improve their physical fitness and motor skills, while also developing teamwork skills and relationships with others. PE can also boost their academic performance by improving focus, concentration, and energy levels.

All of these benefits make PE an essential part of the educational experience for students of all ages. Physical education is an important part of a well-rounded education and should be required in all schools. So let's do our part to promote physical education in schools and keep our students strong in body and mind!

Do you think PE should be a mandatory part of the educational curriculum? Why or why not? Share your thoughts in the comments below!

Video- Why Physical Education?

Check out Pete's video entitled Why Physical Education? 10 Reasons for and 6 Steps to Advocate.

FREE advocacy bundle

Need some graphics to advocate for your physical education program? Download this FREE visual packet to create wall posters or post them on your gym or school bulletin board!!

Need More Visual Resources for Your Learning Area?

Teaching physical education can be difficult. There are so many different things to cover, and it's hard to know what is the most important. I can help you make teaching PE simpler with engaging, student-friendly graphics that you may utilize on your gym wall or via a monitor. Visual aids can assist make physical education instruction much more simple. They break down complex topics into easy-to-understand visuals that will engage your students and help them learn.

If you're looking for high-quality visuals to help you teach PE and health, go with the Cap'n Pete's Top Physical Education Posters - 25 Set Super Bundle.

You can download the bundle (or individual resources) from either of the following platforms: Cap'n Pete's Power PE Website or Teachers Pay Teachers- Cap'n Pete's TPT Store

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Physical education and sport in schools: a review of benefits and outcomes

Affiliation.

• 1 School of Education, Froebel College, Roehampton University, Roehampton Lane, London SW15 5PU, UK. [email protected]
• PMID: 16978162
• DOI: 10.1111/j.1746-1561.2006.00132.x

This paper explores the scientific evidence that has been gathered on the contributions and benefits of physical education and sport (PES) in schools for both children and for educational systems. Research evidence is presented in terms of children's development in a number of domains: physical, lifestyle, affective, social, and cognitive. The review suggests that PES have the potential to make significant and distinctive contributions to development in each of these domains. It is suggested that PES have the potential to make distinctive contributions to the development of children's fundamental movement skills and physical competences, which are necessary precursors of participation in later lifestyle and sporting physical activities. They also, when appropriately presented, can support the development of social skills and social behaviors, self-esteem and proschool attitudes, and, in certain circumstances, academic and cognitive development. The review also stresses that many of these benefits will not necessarily result from participation, per se; the effects are likely to be mediated by the nature of the interactions between students and their teachers, parents, and coaches who work with them. Contexts that emphasize positive experiences, characterized by enjoyment, diversity, and the engagement of all, and that are managed by committed and trained teachers and coaches, and supportive and informed parents, significantly influence the character of these physical activities and increase the likelihood of realizing the potential benefits of participation.

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The Benefits of Physical Education (PE) Classes in School

The significance of physical education (PE) is often underestimated, but it plays a crucial role in shaping the development of children and adolescents. In fact, the benefits of physical education stretch beyond mere physical health to encompass mental well-being, cognitive abilities, and social skills. In this article, we’ll explain the various benefits of children having access to PE classes in school.

Why Is Physical Education Important?

PE in school provides a structured environment where children can engage in physical activity while learning about fitness and body movement. Regular exercise is part of a PE program and can improve cardiovascular health, strengthen muscles, enhance flexibility, and promote better posture and balance.

Additionally, physical activity has been shown to boost academic performance , as students who participate in regular physical activity tend to have improved concentration, better memory retention, and enhanced problem-solving skills. In other words, PE not only promotes physical health but also improves academic outcomes.

PE classes usually involve a wide range of activities, exercises, and sports that promote the growth and development of different parts of children’s bodies. Schools that partner with All Kids Bike even have PE classes that involve teaching children how to learn to ride a bike as a way of getting them active, providing them with a skill they will enjoy for the rest of their lives.

Additional Benefits of Physical Education

1. improved mental health.

One of the significant benefits of physical education is its positive impact on mental health . When children participate in physical activity, their bodies release endorphins, which are neurotransmitters known as ‘feel-good’ hormones. These endorphins help in managing stress and anxiety levels, improving children’s overall mood and well-being.

Moreover, regular physical exercise has been associated with improved sleep patterns . A good night’s sleep enhances a child’s mental alertness, attention span, and cognitive function during the day. 

Additionally, the sense of accomplishment and self-confidence gained from achieving fitness goals or mastering new skills—like riding a bike—can significantly boost a child’s self-esteem. All Kids Bike provides compelling evidence on how activities like bike riding can enhance children’s mental well-being.

2. Development of Social Skills

The importance of PE also lies in the development of essential social skills . PE classes often involve team games and group activities, providing an excellent platform for students to develop crucial communication skills, cooperation, and teamwork.

By working together to achieve common goals, children learn to appreciate the value of collaboration. They also learn important life skills such as leadership and problem-solving, which come into play when planning strategies for team games. Moreover, children learn how to navigate and resolve conflicts constructively during competitive activities.

3. Prevention of Sedentary Behavior

In an era where children are increasingly glued to digital screens, PE classes offer an essential break and an opportunity for children to engage in physical activities. The health risks associated with prolonged sedentary behavior—including obesity , cardiovascular diseases, and poor posture—highlight why PE is important.

All Kids Bike knows that incorporating physical activity into children’s daily routines can significantly mitigate these risks. Activities such as biking not only contribute to physical fitness but also ensure that children enjoy their time away from screens. Thus, PE classes serve as an antidote to sedentary behavior and promote a healthy and active lifestyle.

4. Promotion of Healthy Lifestyle Habits

One of the key benefits of physical education is its role in instilling healthy lifestyle habits. PE classes provide an excellent opportunity to educate students about the importance of a balanced diet, proper hydration, and adequate rest, along with regular exercise. Such knowledge empowers children to make informed decisions about their health and wellness, shaping habits that can last a lifetime.

5. Improved Motor Skills and Coordination

PE classes often involve a variety of exercises that require balance, agility, speed, and coordination. These activities help children develop and refine their motor skills, hand-eye coordination, and spatial awareness. For instance, as children learn to ride a bike, they must navigate the bike and adjust their speed or direction, thereby learning to synchronize their movements and improving their overall coordination.

6. Inclusion and Accessibility

PE classes offer an inclusive environment where children of all abilities can participate and thrive. Adaptable activities and supportive environments enable students with different abilities to participate in and enjoy physical activities. This inclusiveness not only promotes physical well-being for all students but also fosters empathy, understanding, and respect among peers.

7. Building Resilience and Perseverance

Physical education provides a platform for students to face challenges, overcome obstacles, and learn the value of perseverance. Be it mastering a new sport, learning to ride a bike, or improving their fitness levels, children learn to set goals and strive toward them, building resilience and determination in the process.

8. Improved Self-Discipline and Responsibility

Participating in PE classes requires a certain level of self-discipline and responsibility, from following the rules of a game to taking care of sports equipment. This promotes a sense of responsibility and accountability among children, qualities that are valuable in all areas of life.

Learning To Ride Bikes: A Recent Trend in PE

In recent years, bike riding has been increasingly incorporated into PE curriculums worldwide. Learning to ride a bike not only provides an enjoyable form of exercise but also instills self-confidence and independence among children.

Making exercise fun and exciting is a key aspect of a successful PE program. By incorporating activities like bike riding, PE becomes an anticipated part of a child’s school day rather than a chore. For more ideas on how to make exercise fun for kids, check out these suggestions from All Kids Bike.

Making a World of Difference With PE

Given the far-reaching benefits of physical education, PE classes should be an integral part of the school curriculum. By teaching kids essential skills like bike riding and promoting an active lifestyle, we can ensure their overall development and set the foundation for a healthy future.

Supporting initiatives like All Kids Bike is a great way to advocate for more comprehensive and engaging PE programs. Whether you are volunteering, donating, or advocating, backing nonprofit organizations is a powerful way to make a positive impact on the world around us. By supporting organizations like All Kids Bike, you’re helping to create a healthier, more active future for children across America. All Kids Bike is a national movement dedicated to bringing the mental and physical benefits of bike riding to every kid in America. Led by the Strider Education Foundation, our mission is to make bicycling skills an integral part of kids’ elementary school education. Our Kindergarten PE Program provides the curriculum, bikes, and safety equipment needed to teach every kindergartner how to ride at no cost to the school itself.All Kids Bike and the Strider Education Foundation depend on generous contributions from the community to do the important work that we do. Consider donating to a school in your area to support our vision of making this milestone skill accessible to children across the country. Contact us to learn more!

Physical Activity and Health Through Physical Education

• First Online: 25 August 2024

Cite this chapter

• Adrià Muntaner-Mas 2 , 3  

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Physical education (PE) is an academic subject that provides the opportunity for students to learn the knowledge and skills needed to establish and maintain physically active lifestyles throughout their lifetime. Unequivocally, PE play a crucial role in augmenting physical activity (PA) daily levels, which are linked to a myriad of health benefits. One of the aims of this chapter is to provide an overview of findings from systematic reviews and meta-analyses that have explored PE’s influence on youth health, highlighting its impact on physical fitness, academic performance, cognition, and obesity-related factors within the educational framework. Despite the necessity of additional research, PE via PA programs has revealed improvements in cardiorespiratory fitness, muscular strength, and academic outcomes and has shown a positive effect on obesity-related factors. The chapter emphasizes that PE offer unique opportunities for enhancing health in the school environment, which are not offered by other academic subjects. The chapter concludes by highlighting the necessity for ongoing research to better understand and advocate for PE’s importance in both public health and educational contexts.

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Muntaner-Mas, A. (2024). Physical Activity and Health Through Physical Education. In: García-Hermoso, A. (eds) Promotion of Physical Activity and Health in the School Setting. Springer, Cham. https://doi.org/10.1007/978-3-031-65595-1_7

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• > Importance of Physical Education in Schools

Importance of Physical Education in Schools

Physical education is the only subject in schools that helps in physical and emotional health, it helps children learn better and cultivates the character that they need to be productive adults. It is believed that Physical Education should be considered as a core subject just like math, science, and history. Children need to score better in academic subjects and exercise helps them do better in academic subjects but principles of health and fitness, are vital in the truest sense of that word. Being unaware of the principles of health and fitness only means that those children risk chronic disease and unhealthy life. Physical education is more than just running around the track. It teaches children key life skills alongside improving their health and wellbeing.

Let us look at some points stating how important physical education is in schools -

• Coping up with academic performance When a student is active in his or her PE classes, she or he is also active in their classes, which leads to active listening and full participation. Most physical activities that are done during PE classes are related to higher levels of concentration which in turn helps with better and sorted behavior elsewhere. Robust physical education helps children become better learners, better versions of themselves, and better people for tomorrow.

2. Physical and Mental Wellbeing Participating in physical education classes puts students on track to make exercise a regular habit, it can help them from the risk of getting any chronic disease as it keeps track of the obesity level. Studies also state that people who are less active have a likelihood of experiencing sleep disorders. Regular exercise reduces stress and anxiety issues, it also contributes to healthy sleep patterns, which in turn lead to better mental health, immune system functioning, and overall well-being. Furthermore, PE educates students on the importance of being physically active which can further help them live a healthy life.

3. Interaction skills Apart from the classroom environment where there is tension for studies and assignments, PE classes are where students get to interact with each other in a free zone where they can interact. During physical education classes, they also learn how to cooperate during group activities . As stated, sports or physical activities are one of the best ways for students to learn about team building, leadership, and management skills.

4. Maintain stress levels When in school or in online classes, students are always under some pressure for assignments or classwork, or home work. When they take an hour of physical fitness, it helps them reduce stress and gives them the strength to go on with the day. Physical education also leads to emotional resilience. It helps to break the monotony of academic studies and gives students the time to be free of academic pressure.

Physical Education in the era of Online Learning - Physical education aims to get students moving and engage in physical activities. Although in a traditional classroom, the PE teacher could take the students to the field or gym area, in an online class every student is going to get their own spaces where they do not have to look if others are watching them or not. Doing physical education classes from the four walls of your room isn't a bad idea. Rather it helps students to get moving apart from their time in front of the screen, sitting in the same position for hours. Physical education during an online course helps students by giving them the time to relax and take a break from the constant sitting in front of their laptops. It is highly suggested that online schools or courses also include PE as a subject as it helps students stay physically active too. It is as important as in a traditional school to teach PE in the online education era, it is a must as it would help students say healthy and less stressed about their academics.

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