Physical Education for Lifelong Fitness

Physical Education (PE) for Lifelong Fitness emphasizes the importance of physical activity in schools as a key factor in promoting long-term health and fitness among youth. PE programs not only provide exercise and introduce children to various sports but also play a crucial role in fostering intrinsic motivation for physical activity, which can lead to lifelong exercise habits. Research suggests that adequate physical activity positively influences academic performance by reducing anxiety and enhancing concentration, which connects physical health to overall learning outcomes.

However, many schools have decreased their investment in PE, prioritizing academic subjects over physical activity, which may lead to a decline in youth engagement in exercise. Effective PE teaching is characterized by supportive communication that encourages students’ autonomy, thereby increasing their enjoyment in fitness activities. By focusing on the fun aspects of exercise and its benefits, PE can transform children's perceptions of physical activity from a chore to a rewarding part of life. Overall, fostering a positive view of fitness through engaging and motivated PE instruction is essential for cultivating a healthier, more active generation.

Published in: 2023

By: Froiland, John Mark

Subject Terms

Physical Education for Lifelong Fitness

Abstract

In addition to providing exercise at school and exposing children to a variety of sports, physical education (PE) has the potential to help youth to become lifelong exercise enthusiasts, while preventing obesity and related physical health problems. Unfortunately, school administrators have often reduced the time and resources devoted to PE programs in the United States because of pressure to increase math and reading achievement scores. Of particular importance is the opportunity for PE teachers to promote autonomous motivation for exercise, which enhances the likelihood that youth will enjoy a lifetime of pursuing fitness

Overview

Schools that have reduced the amount of time and money they invest in PE may be failing to see the indirect connection between rigorous physical education and academics via psychological and physical health. For instance, children that obtain sufficient exercise usually experience reduced anxiety and sleep better, which in turn helps with concentration and memory during learning activities. Reductions in PE are especially problematic in light of evidence that youth often reduce the amount of time spent in physical activity as they approach high school (Harrell, Pearce, Markland, Wilson, Bradley & McMurray, 2003). In 2019, the World Health Organization (WHO) suggested that 80 percent of adolescents did not meet the recommended sixty minutes of daily exercise (WHO, 2019).However, some schools are seeing PE in a new light and realize that there is the potential to apply academic skills such as math calculation while playing sports and keeping track of physical health data, such as weight, height, body mass index, and body fat percentage. In fact, a study found that preschool and kindergarten students who attend more sporting events develop better mathematics achievement from preschool to first grade (Powell, Son, File & Froiland, 2012). This is because all sorts of applied math is involved with keeping track of sporting events. For example, multiple conditional calculations are required to make sense of the following proposition: The Denver Broncos are down ten points to seven; if they kick a 3-point field goal, they will be tied with the San Diego Chargers, but if they score a touchdown, they will be leading by four points. These types of mathematical calculations happen all of the time when children play sports in gym classes as well.

PE provides students with the opportunity to develop an interest and working knowledge in a broad variety of sports, such as baseball, golf, basketball, badminton, volleyball, soccer, water polo, swimming, and tennis. However, children's motivation for physical education is significantly influenced by the way in which the PE teacher communicates with them (Radel, Sarrazin, Legrain & Wild, 2010). PE teachers that model a passion for physical fitness and exercise are likely to spread intrinsic motivation for physical education and physical activity among students (Radel et al., 2010). On the other hand, when PE teachers convey a lack of enthusiasm for fitness, students will express and develop less intrinsic motivation for the topics covered. Thus, like teachers in all other school subjects, PE teachers would benefit from learning how to be less controlling and more autonomy supportive when communicating with students (Froiland, 2014).

Intrinsic motivation to learn provides many benefits, including decreased anxiety, reduced signs of depression, increased enjoyment of the activities being taught, and increased likelihood that students will want to continue practicing what they learn at home and throughout their life (Froiland, 2013). PE teachers promoting intrinsic motivation for fitness is crucial if schools and society want to cultivate a lifelong appreciation for fitness in children and youth. When physical education teachers, nurses, physicians, and parents speak to youth in an autonomy-supportive way (explaining the various benefits of physical exercise and listening to youth when they state their objections to exercise, rather than telling youth they "have to" exercise), youth have their psychological needs for autonomy and feeling connected to others met. This subsequently leads to more exercise, greater psychological well-being, and greater physical health in terms of lower blood pressure, healthier body fat percentage, less obesity, lower risk for various diseases (such as diabetes), and greater cardiovascular health (Ng, Ntoumanis, Thogersen-Ntoumani, Deci, Ryan, Duda, & Williams, 2012).

Youth are often unaware of how exercise and healthy lifestyles promote the enjoyment of life, longevity, and healthspan (the years in which one benefits from robust health). Making this clear and pointing out how being energetic and healthy increases one's ability to help others for more years can help students to transform the way they view exercise, such that they focus less on enjoyment depleting extrinsic motives such as looking good, impressing others, and just getting through a workout. PE teachers can also learn to help children focus on the enjoyable features of daily exercise, such as the beautiful views one may see while running outside, the good feeling one gets when he or she notices progress in his or her skills and strength, the runners' "high," the experience of "flow" (feeling of task absorption and that time is flying by) in exercise when they are optimally challenged (Csik-szentmihalyi, 2000), and the feeling of stress leaving their bodies.

Unfortunately, too many PE teachers and other adults are controlling when speaking about exercise and fitness or do not model a passion for fitness themselves, which leads to many children becoming less interested in a fit lifestyle and less dedicated to learning about physical fitness (Froiland, 2014). Even some children that do exercise regularly in response to controlling styles of communication have introjected motivation (being motivated by internal pressure and guilt), which is associated with anxiety and depression (Ng et al., 2012). Thus, it is very important for PE teachers to promote students' autonomous motivation for fitness. Some studies indicate that PE is moving toward trends that emphasize less competition and more time spent learning that fitness should be fun, a life-long pursuit, and can even incorporate digital components and technology (Jump IN for Healthy Kids, 2016).

Applications

Rigorous aerobic exercise prevents people from experiencing the negative physical and psychological effects of stress while enhancing cognitive functioning (Froiland, 2011; Tsatsoulis & Fountoulakis, 2006). However, PE classes often do not involve 60 minutes of moderate to vigorous aerobic exercise, though the U.S. Centers for Disease Control (CDC) recommends that all children between 6 and 17 get 60 minutes of moderate to vigorous physical activity each day (CDC, 2022). Furthermore, research suggests that benefits of stress reduction, mood enhancement, and increased cognitive capacity are usually found only for those who engage in moderate to intense workouts of significant duration.

To ensure that more children get a good daily workout, PE needs to be provided more regularly and with longer periods designed to provide sufficient exercise. Unfortunately, PE periods are often less than an hour, only a couple of days a week, and lack moderate to intense exercise of sufficient duration. PE teachers, however, can also seek to enhance students' motivation to exercise outside of class and throughout their lives.

It is important for PE students to learn how to engage in healthy activities outside of school. Many children struggle with overeating, eating junk food, and watching too much television, rather than engaging with homework and physical exercise (Froiland, 2014). In fact, children that watch too much television are at risk for developing hyperactivity, Attention Deficit Hyperactivity Disorder (ADHD), increased aggressive behavior, and lower academic performance (Froiland & Davison, 2014). The increasing use of technology has further decreased the physical activity of children by significant amounts (Alotaini, 2020). PE teachers could collaborate with school psychologists to promote exercise and health by helping the average student in the United States watch one hour less of television a day and replace that time with moderate to vigorous exercise.

One strategy for developing new healthy habits is invoking implementation intentions, that is, pronouncing a precise statement about how one will carry out their goal on a daily basis, taking advantage of a regularly occurring situational cue as a habit-forming reminder. Studies indicate that implementation intentions can help people fulfill their exercise goals (Stadler, Oettingen & Gollwitzer, 2009). Students and adults often make resolutions to exercise more often but do not create long-term habit changes. Implementation intentions could be taught to PE students so that they can better follow through on their new exercise goals. For instance, a high school PE student who wants to run four times per week outside of class could formulate a statement announcing her intention to put on jogging shoes after digesting dinner and run three miles. Because the student likely eats dinner every day and then digests her food, she is taking advantage of a reliable cue found in everyday life. Students can be taught to identify the right situational cue to support their fitness goals. Similarly, students who watch television every day (the average student in the United States watches more than two hours per day; Froiland & Davison, 2014) can be taught to recognize television watching as a cue and establish a routine of going outside to play for at least an hour before sitting down to watch. Students can also be taught to record their implementation intentions in a planner, and repeat their implementation intentions multiple times, mentally or aloud with conviction. Each time students think about their implementation intentions, they are strengthening the mental connection between the situational cue and the intended behavior, such that they are more likely to successfully form new healthy habits (Gollwitzer, 1999).

If PE teachers work with psychologists to communicate with children in an autonomy supportive way about exercise and healthy lifestyles, children will be much more likely to internalize a lifelong value of physical fitness. Furthermore, if PE teachers teach students basic skills in goal-setting, self-monitoring, and implementation intentions to create healthy habits, they are more likely to be successful in promoting the long-term well-being of students. Physical education is important for youth, but its long-term impact on children's exercise engagement and health will depend on the quality and quantity of the physical education provided.

Terms & Concepts

Autonomous motivation for exercise: Exercising because one finds it meaningful and enjoyable rather than aversive or burdensome.

Body fat percentage: The percentage of one's body mass that is composed of fat.

Body mass index: A score based on height-to-weight ratio, which is a better indicator of fitness than weight, although not as good of an indicator as body fat percentage.

Controlling communication: Telling people that they have to do exercise or engage in other healthy behaviors without explaining the psychological and physical benefits. Controlling communication also includes ignoring children's feelings or objections to exercise, failing to show empathy, pressuring children to exercise, or relying exclusively on rewards and punishments to motivate fitness-related behavior.

Extrinsic motivation for exercise: Exercising in order to gain financial incentives (for example, saving money on insurance premiums), to impress others with an enhanced physical image, or to avoid punishment.

Fitness enthusiast: A person that has developed a long-term enjoyment of exercise and fitness, which propels persistent and active pursuit of exercise and fitness.

Healthspan: Healthspan is the number of years a person lives a healthy life.

Implementation intention: A precise statement about how one will carry out their goal on a daily basis, which takes advantage of regularly occurring situational cues as a habit-forming reminder.

Introjected motivation for exercise: Exercising because of internal pressure and to avoid guilt.

Longevity: Length of one's life in years.

Obesity: Having excessive body fat to the point that it is a major health risk.

Bibliography

Alotaibi, T., Almuhanna, R., Alhassan, J., Alqadhib, E., Mortada, E., & Alwhaibi, R. (2020). The Relationship between Technology Use and Physical Activity among Typically-Developing Children. Healthcare 8, (4), 488. https://doi.org/10.3390/healthcare8040488

Centers for Disease Control and Prevention. (2022, June 3). How much physical activity do children need?. Centers for Disease Control and Prevention. https://www.cdc.gov/physicalactivity/basics/children/index.htm

Froiland, J. M. (2014). Inspired childhood: Parents raising motivated, happy, and successful students from preschool to college. Seattle, Washington: Amazon. http://www.amazon.com/dp/B00LT4OX5O

Froiland, J. M., & Davison, M. L. (2014). Home literacy, television viewing, fidgeting and ADHD in young children. Educational Psychology. Retrieved April 1, 2015, from http://www.tandfonline.com/doi/full/10.1080/01443410.2014.963031

Froiland, J. M. (2013). Parents' weekly descriptions of autonomy supportive communication: Promoting children's motivation to learn and positive emotions. Journal of Child and Family Studies, 1–10. Retrieved March 22, 2015, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=100274730&site=ehost-live

Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54, 493–503.

Harrell, J. S., Pearce, P. F., Markland, E. T., Wilson, K., Bradley, C. B., & McMurray, R. G. (2003). Assessing physical activity in adolescents: Common activities of children in 6th-8th grades. Journal of the American Academy of Nurse Practitioners, 15(4), 170–178. Retrieved March 22, 2015, from EBSCO Online Database Academic Search Complete. http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9504723&site=ehost-live

Landi, D, Fitzpatrick, K., & McGlashan, H. (2016). Models based practices in physical education: A sociocritical reflection. Journal Of Teaching In Physical Education, 35(4), 400–411. Retrieved from EBSCO Online Database Education Source. http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=119813583&site=ehost-live&scope=site

NHS. (2011). Physical activity guidelines for children and young people (5 to 18 years). NHS: UK. Retrieved April 1, 2015, from http://www.nhs.uk/Livewell/fitness/DocumentsZchildren-and-young-people-5-18-years.pdf

Ng, J. Y., Ntoumanis, N., Thegersen-Ntoumani, C., Deci, E. L., Ryan, R. M., Duda, J. L., & Williams, G. C. (2012). Self-determination theory applied to health contexts a meta-analysis. Perspectives on Psychological Science, 7, 325–340. Retrieved April 1, 2015, from http://pps.sagepub.com/content/7/4/325.short

Powell, D. R., Son, S-H., File, N. & Froiland, J. M. (2012). Changes in parent involvement across the transition from public school prekindergarten to first grade and children's academic outcomes. The Elementary School Journal, 113(2), 276–300. Retrieved March 22, 2015, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=84534211&site=ehost-live

Radel, R., Sarrazin, P., Legrain, P., & Wild, T. C. (2010). Social contagion of motivation between teacher and student: Analyzing underlying processes. Journal of Educational Psychology, 102(3), 577. Retrieved March 22, 2015, from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=60629103&site=ehost-live

Stadler, G., Oettingen, G., & Gollwitzer, P. M. (2009). Physical activity in women. Effects of a self-regulation intervention. American Journal of Preventive Medicine, 36, 29–34.

Trends in physical education: active students, lifetime fitness. (2016, Nov. 6). Jump IN for Healthy Kids. Retrieved May 26, 2023, from https://blog.jumpinforhealthykids.org/trends-in-physical-education-active-students-lifetime-fitness

Tsatsoulis, A. & Fountoulakis, S. (2006). The protective role of exercise on stress system dysregulation and comorbidities. The New York Academy of Sciences, 1083(1). 196–213. Retrieved March 22, 2015, from EBSCO Online Database Academic Search Complete. http://search.ebsco-host.com/login.aspx?direct=true&db=a9h&AN=24029197&site=ehost-live

Physical Education for Lifelong Fitness

On this Page

Subject Terms

Physical Education for Lifelong Fitness

Abstract

Overview

Applications

Terms & Concepts

Bibliography

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