Physical Education and Physical Literacy

Check out the latest SIRC Newsletter on Physical Education and Physical Literacy!

Attention towards understanding youth physical fitness in relation to health has developed in the last few years. With this in mind, educators are seeking a curriculum with a vision of building physical and health literacy. Students need to be experiencing programs that are more engaging, energizing and personally enriching. Better quality physical education is likely to change the health-related behaviours and attitudes of students, as well as those of their families and communities. Physical literacy is a term that is not always easy to understand. Physical and Health Education Canada defines being physically literate as: an individual who moves with competence in a wide variety of physical activities that benefit the development of the whole person. Physically literate individuals are able to demonstrate a variety of movements confidently, competently, creatively and strategically across a wide range of health related physical activities.

http://sirc.ca/newsletters/october10/index.html

University of Alberta to Provide Aboriginal Sport and Recreation Certificate

The Faculty of Physical Education and Recreation and the Faculty of Native Studies at the University of Alberta in Edmonton, Canada have joined forces to offer a new certificate for students geared towards Aboriginal sport and recreation, starting the fall of 2011. The first of its kind in Canada, the program is designed to offer core courses from both faculties and will provide graduates with an enhancement to their degrees, expanding their knowledge in the field of Aboriginal Peoples’ health and wellness through sport and recreation.



Research shows that participation in sport and physical activity is an important factor in improving the mental and physical well-being of youth, and with the rapid growth in Aboriginal youth, these qualified students will now go into these communities with relevant skills and qualifications. Acknowledging that there is a great deal of culture that needs to be respected and understood, the university felt that the students needed to learn certain protocols in order to work in Aboriginal communities by knowing how to better handle cultural sensitivities.



The students will graduate with their degree, but now also with a certificate that will provide them with the precise tools to better enhance their leadership in the area of sport and recreation, specifically focused in Aboriginal communities, in so doing, creating more success. This certificate in Aboriginal sport and recreation is a timely addition to the academic programs on the Edmonton campus and is open to all students at the University of Alberta provided they can fit it in with their course of study, and their particular degree permits them to enroll in it.



For more information on Aboriginal education, health and fitness, please visit SIRC.

SIRC Newsletter - Physical Education

The broad definition of physical education (PE) is instruction in the development and care of the body incorporating sport and hygiene. PE classes are available any time in life however they are primarily associated with primary and secondary schools and for good reason, 80% of schools provide intramural and interscholastic classes in Canada. There are countless benefits to PE. Children involved in sport do better academically (studies have shown physically active children and those involved in sport score higher in the classroom), develop strong life skills and are less likely to develop severe health problems. This makes it important to ensure classes are as welcoming and inclusive as possible.



CHECK OUT THE NEWSLETTER ONLINE

Respect, Fair Play and Ethical Behaviour - SIRC Newsletter

SIRC Newsletter Now Online: Respect, Fair Play and Ethical Behaviour

We have heard before that respect, fair play and ethical behaviour (also known as sportsmanship) are all learned behaviours. The question is from whom and when do we learn these? It is never too early to learn the fundamentals, physical education classes and grassroots programs are excellent places to start. However this behaviour should be exhibited at all levels of sport, recreation through to high performance. As well it shouldn’t just be limited to athletes; parents, coaches, officials, fans and even sport organization staff should all show respect, play fairly and behave ethically. Sports and physical activity are meant to be fun; these behaviours help to create a positive experience.

SIRC has compiled the following articles to help you learn more about respect, fair play and ethical behaviour and how to lead by example.

Read the Full Newsletter: http://www.sirc.ca/newsletters/mid-apr12/index.html

Physical Education and Academics

For today's students, physical education classes and time spent participating in physical activity in school has been reduced due to lack of resources, and competing curriculum demands. In most high schools, students are not required to take physical education after their second year, as the curriculum only requires two PE classes in order to graduate. Also, being part of an intermural or varsity team is not a requirement but an option for most students.

Academic Institutions are first and foremost, an environment for learning. Studying math, writing and science are very important; however, learning about health, socializing and developing as a human being are vital as well. There is no question that for some, high school can be a challenging environment. But exposure to some physical activity during this time can have a dramatically positive effect in the years to come.

The reality is that obesity levels in children have progressively increased over time. There is no other environment to help educate and implement policies to combat obesity than in educational institutions. Obese children tend to become obese adults, costing the health care system billions of dollars. Childhood obesity also leads to diabetes, cardiovascular diseases and emotional and physical health problems.

According to Physical and Health Education Canada, PHE, 57% of Canadian children age 5-17 are not active enough to meet the international guidelines for optimal growth and development. Childhood overweight and obesity rates in Canada have almost doubled since 1978, from 15% to 26%.

A study presented at the 2012 American Psychological Association concluded that middle school students with healthy hearts and lungs scored better in math and reading.

Benefits of Physical Activity

• Physically active individuals have longer attention spans allowing for greater concentration and absorption during class time. 
• Physical activity is a preventative measure against disease. Students remain healthier and learn the value of regular exercise
• Physical activity promotes a physically active lifestyle and promotes good health. 

To combat childhood obesity, physical education and nutrition classes need to be a part of the education system. Physical education has a positive impact on academic performance and may even help facilitate improved performance in the classroom.

References from the SIRC Collection:

1. DHURUP M, REDDY L. Social and task cohesion and the relationship with team sport satisfaction and academic performance among a first year university cohort. African Journal For Physical, Health Education, Recreation & Dance. June 2013;19(2):381-393.

2. DU TOIT D, PIENAAR A, TRUTER L. RELATIONSHIP BETWEEN PHYSICAL FITNESS AND ACADEMIC PERFORMANCE IN SOUTH AFRICAN CHILDREN. South African Journal For Research In Sport, Physical Education & Recreation (SAJR SPER). December 2011;33(3):23-35. 

3. Haapala E. Cardiorespiratory Fitness and Motor Skills in Relation to Cognition and Academic Performance in Children -- A Review. Journal Of Human Kinetics. March 2013;37:55-68.

4. Reed J, Einstein G, Hahn E, Hooker S, Gross V, Kravitz J. Examining the Impact of Integrating Physical Activity on Fluid Intelligence and Academic Performance in an Elementary School Setting: A Preliminary Investigation. Journal Of Physical Activity & Health [serial online]. May 2010;7(3):343-351.

5. Reed J, Maslow A, Long S, Hughey M. Examining the Impact of 45 Minutes of Daily Physical Education on Cognitive Ability, Fitness Performance, and Body Composition of African American Youth. Journal Of Physical Activity & Health. February 2013;10(2):185-197.

6. The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance. COAHPERD Journal. September 2010;35(2):11-20.

7. VAN D, KELDER S, KOHL III H, RANJIT N, PERRY C. Associations of Physical Fitness and Academic Performance Among Schoolchildren. Journal Of School Health. December 2011;81(12):733-740.

Physical Literacy

SIRC Newsletter now available online: Physical Literacy

Physical literacy is an extremely important aspect in youth development because it provides the fundamental movement skills needed to enjoy the wide range of physical activities that are available to us. Basic motor skills are the building blocks for more specialized movement skills and patterns that an athlete will need to reach greater levels of achievement. Recent studies show that youth who have high physical literacy levels have an increased confidence in their abilities, a greater likelihood of participating in sport, and have a higher tendency to remain active as they age.

Read more: http://www.sirc.ca/newsletters/september13/index.html 

Physical Education Experiences

The Canadian Physical Activity Guidelines recommend that children and youth participate in moderate to vigorous activity for an hour each day. Being active helps children and youth decrease their chances of obesity, cardiovascular disease, diabetes and other chronic diseases associated with a sedentary lifestyle. Physical activity can help improve academic performance and lead to a healthy life style, which in turn, carries into adulthood.

Physical education classes should be fun for children and youth. They should introduce and develop sport and movement skills among young people, encouraging them to work as a team, while building a love for sport and other life skills that come with socializing and group work. However, this is not always the case. Sometimes, students associate PE classes with negative outcomes.

Research has shown that experiences in PE classes during childhood may impact the extent to which adults follow a healthy lifestyle. Adults who associate PE with positive memories as opposed to negative ones will most likely become physically active in their adult lives. It is important to acknowledge the impact of which positive experiences in PE class can have on children and youth. 

A few things to consider when organizing a PE class include:

• Offering age appropriate activities, which allow children and youth to learn skills at their level of ability.
• Determining what resources and support might be available for those less comfortable in the PE environment
• Developing activities that are inclusive to all participants
• Evaluating and carefully considering your lesson plan  

Trying to ensure that PE is a positive experience will shape the perceptions of students with respect to physical activity, both during their time as students and as they grow into adults and enter the active for life stage in the LTADframework. Being physically active brings about many benefits that are not only important in the present but also in the future.

References from the SIRC Collection:

1. BEKIARI A. PERCEPTIONS OF INSTRUCTOR'S VERBAL AGGRESSIVENESS AND PHYSICAL EDUCATION STUDENTS' AFFECTIVE LEARNING. Perceptual & Motor Skills. August 2012;115(1):325-335.

2. Bryan C, Solmon M. Student Motivation in Physical Education and Engagement in Physical Activity. Journal Of Sport Behavior. September 2012;35(3):267-285. 

3. Ghofrani M, Golsanamlou M. STUDENTS' PERCEPTION OF PHYSICAL EDUCATION COURSES AND ITS RELATIONSHIP WITH THEIR PARTICIPATION IN SPORT ACTIVITIES. / PERCEPCIJA STUDENATA O NASTAVI TJELESNOG ODGOJA I NJEGOVA POVEZANOST SA NJIHOVIM UČEŠĆEM U SPORTSKIM AKTIVNOSTIMA. Sport Scientific & Practical Aspects. June 2012;9(1):21-31.

4. Patterson D, Collins J. MIDDLE SCHOOL GIRLS' PERCEPTIONS OF THEIR PHYSICAL EDUCATION CLASSES AND TEACHERS. Medicina Sportiva. April 2012;16(1):12-16.

5. Perlman D. An examination of amotivated students within the Sport Education Model. Asia-Pacific Journal Of Health, Sport & Physical Education. August 2012;3(2):141-155.

6. Trout J, Graber K. Perceptions of Overweight Students Concerning Their Experiences in Physical Education. Journal Of Teaching In Physical Education. July 2009;28(3):272-292.