Physical Education's Role in Promoting Physical Activity for Youth

Physical education's role in promoting physical activity has become more prominent as the number of sedentary related diseases and disorders (cardiovascular diseases, overweight/obesity, diabetes, cancers, etc.) have maintained or increased in recent years (Cardinal & Thomas, 2005). Furthermore, physical education is recognized as the foundation of school-based efforts to promote physical activity (NASPE, 2008). The purposes of this proposal are: (1) to discuss the contributory and compensatory effects of quality physical education on daily physical activity levels of youth; and (2) to provide pedagogical strategies that positively influence physical activity in physical education in diverse settings. Recent evidence suggests that quality physical education (active 50% of class) makes a significant contribution to the daily physical activity levels of all children (Morgan, Beighle, & Pangrazi, 2007). The contribution was more profound in the least active children with a 30-minute lesson contributing nearly 20% to their daily physical activity levels. This contribution is particularly important because half of the least active children were at-risk for overweight or overweight as defined by CDC. Physical education's contribution to daily physical activity is also important because youth do not compensate for missed physical activity when PE is not offered during the school day (Dale, Corbin, & Dale 2000; Morgan, Beighle, & Pangrazi, 2007). To maximize the amount of physical activity students accumulate during physical education, several factors should be considered. First, standards-based lessons should be carefully developed considering numerous factors including formations, transitions, and lesson flow. Quality instruction and directions should be given in concise, yet thoughtful bouts as to provide time for activity while utilizing sound pedagogical techniques. Skills, games, and other activities should be presented in a developmentally appropriate manner as to provide students with successful experiences when learning. The learning environment should be one that is safe, both physically and emotionally, and prepared to maximize activity (e.g., equipment is spread out to facilitate easy retrieval). Measuring the physical activity levels of students during physical education can provide valuable feedback to increase student activity levels, assist in evaluating instructional practices, and allow for curricular modifications. Based on the literature from both physical activity epidemiology and physical education pedagogy, this tutorial will be focused on the environmental, biological, psychological, social, and pedagogical factors that influence physical activity and how all these factors interact in a physical education class.