what is physical education summary

Physical education for healthier, happier, longer and more productive living

The time children and adults all over the world spend engaging in physical activity is decreasing with dire consequences on their health, life expectancy, and ability to perform in the classroom, in society and at work.

In a new publication, Quality Physical Education, Guidelines for Policy Makers , UNESCO urges governments and educational planners to reverse this trend, described by the World Health Organization (WHO) as a pandemic that contributes to the death of 3.2 million people every year, more than twice as many as die of AIDS.

The Guidelines will be released on the occasion of a meeting of UNESCO’s Intergovernmental Committee for Physical Education and Sport (CIGEPS) in Lausanne, Switzerland, (28-30 January).*

UNESCO calls on governments to reverse the decline in physical education (PE) investment that has been observed in recent years in many parts of the world, including some of the wealthiest countries. According to European sources, for example, funding and time allocation for PE in schools has been declining progressively over more than half of the continent, and conditions are not better in North America.

The new publication on PE, produced in partnership with several international and intergovernmental organizations**, advocates quality physical education and training for PE teachers. It highlights the benefits of investing in PE versus the cost of not investing (cf self-explanatory infographics ).

“The stakes are high,” says UNESCO Director-General Irina Bokova. “Public investment in physical education is far outweighed by high dividends in health savings and educational objectives. Participation in quality physical education has been shown to instil a positive attitude towards physical activity, to decrease the chances of young people engaging in risky behaviour and to impact positively on academic performance, while providing a platform for wider social inclusion.”

The Guidelines seek to address seven areas of particular concern identified last year in UNESCO’s global review of the state of physical education , namely: 1. Persistent gaps between PE policy and implementation; 2. Continuing deficiencies in curriculum time allocation; 3. Relevance and quality of the PE curriculum; 4. Quality of initial teacher training programmes; 5. Inadequacies in the quality and maintenance of facilities; 6. Continued barriers to equal provision and access for all; 7. Inadequate school-community coordination.

The recommendations to policy-makers and education stake-holders are matched by case studies about programmes, often led by community-based nongovernmental organizations. Success stories in Africa, North and Latin America, Asia and Europe illustrate what can be achieved by quality physical education: young people learn how to plan and monitor progress in reaching a goal they set themselves, with a direct impact on their self-confidence, social skills and ability to perform in the classroom.

While schools alone cannot provide the full daily hour of physical activity recommended for all young people, a well-planned policy should promote PE synergies between formal education and the community. Experiences such as Magic Bus (India) which uses physical activity to help bring school drop outs back to the classroom highlight the potential of such school-leisure coordination.

The publication promotes the concept of “physical literacy,” defined by Canada’s Passport for Life organization of physical and health educators as the ability to move “with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person. Competent movers tend to be more successful academically and socially. They understand how to be active for life and are able to transfer competence from one area to another. Physically literate individuals have the skills and confidence to move any way they want. They can show their skills and confidence in lots of different physical activities and environments; and use their skills and confidence to be active and healthy.”

For society to reap the benefit of quality physical education, the guidelines argue, planners must ensure that it is made available as readily to girls as it is to boys, to young people in school and to those who are not.

The Guidelines were produced at the request of UNESCO’s Intergovernmental Committee for Physical Education and Sport (CIGEPS) and participants at the Fifth International Conference of Ministers and Senior Officials Responsible for Physical Education and Sport (Berlin 2013). UNESCO and project partners will proceed to work with a number of countries that will engage in a process of policy revision in this area, as part of UNESCO’s work to support national efforts to adapt their educational systems to today’s needs (see Quality physical education contributes to 21st century education ).

Media contact: Roni Amelan, UNESCO Press Service, r.amelan(at)unesco.org , +33 (0)1 45 68 16 50

Photos are available here: http://www.unesco.org/new/en/media-services/multimedia/photos/photo-gallery-quality-physical-education/

* More about the CIGEPS meeting

** The European Commission, the International Council of Sport Science and Physical Education (ICSSPE), the International Olympic Committee (IOC), UNDP, UNICEF, UNOSDP and WHO.

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• Physical Education

Physical education (PE) is a required academic subject that teaches participation in lifelong, health-enhancing physical activity. In PE, students learn to work as a team, develop healthy personal fitness habits, and set fitness goals now and throughout their lives. PE is not recess, or a before- or after-school sports club.

• A regular class scheduled during the school day.
• Taught by a certified, licensed DOE teacher.
• Instruction on a wide range of skills, not just sports .
• Based on a curriculum, with established learning standards (for more information, see the New York City K-5 Physical Education Scope and Sequence and the New York City Grades 6-12 Physical Education Scope and Sequence ).

Under NY State law, all students in grades kindergarten–12, including students with disabilities, must have Physical Education (PE) as part of their education.

Summary of Requirements

You can find complete requirements and information about the curriculum for each grade level on the Physical Education Requirements page.

Elementary School

• Students must participate in PE throughout elementary school.
• Kindergarten–grade three students must participate every day.
• Grade four–six students must participate at least three times per week.

Middle School

Middle school students must participate in PE every semester throughout middle school, 90 minutes per week.

High School

• High school students must participate in PE throughout high school.
• All high school students must earn four credits in PE in order to graduate.
• Students must attend and participate for at least 180 minutes per week for seven semesters, or 90 minutes per week for eight semesters

PE and Learning

Research shows that:

• Daily physical activity and PE can improve academic achievement.
• Students who are physically fit do better on tests.
• Physically active students have better attention spans, classroom behavior, and attendance.
• PE can improve the school climate.

PE at Your School

On the InfoHub Physical Education Reporting page , you can find information about your school's PE programs from previous years, such as:

• How often PE was provided per week
• The number of certified PE teachers
• Physical education space
• Other PE programs

Students with Disabilities: Adapted PE

New York State law requires students with disabilities to have Physical Education (PE) as part of their education. Many can be in a regular PE class, sometimes with support or changes to the activities and equipment so that they can succeed. Others may need to receive PE in a smaller class. In Adapted Physical Education (APE), PE teachers change activities, games, and sports so that all students can take part safely. By law, only a certified PE teacher may teach APE. Students who require APE have Individualized Education Programs (IEPs) that outline their needs. More information about IEPs can be found on the Special Education page . If you think your child needs APE, you can ask your child’s school for an evaluation.

NYC FITNESSGRAM

NYC FITNESSGRAM is an annual fitness assessment for students in grades kindergarten-twelve that helps students and their families develop personal goals for lifelong fitness. Students complete the assessments in Physical Education class. NYC FITNESSGRAM is not a graded test, and the results are confidential.

You can view your child’s NYC FITNESSGRAM results and more information about NYC FITNESSGRAM on your NYC Schools Account .

You can also ask your child’s PE teacher to print out your child’s report. PE teachers can help you understand:

• How the test was administered
• What the results mean
• How your student can make a personal plan for staying healthy and fit

Contact the Parent Coordinator at your school for help reaching your child’s PE teacher. You may also want to share your child’s NYC FITNESSGRAM report with your health care provider. The NYC FITNESSGRAM reports can help start conversations about eating habits and levels of physical activity needed for good health.

What is on the NYC FITNESSGRAM assessment?

• Grades K-3: Students are measured for height and weight only.
• Grades 4-12: Students are measured for height and weight, and complete five fitness activities that assess strength, endurance, flexibility, and aerobic capacity.
• To learn more about NYC FITNESSGRAM, email [email protected] .

Move-to-Improve

We encourage elementary schools to use a free program called Move-to-Improve to get students out of their seats and moving more during the school day. Research shows that:

• Physically active students do better in school
• Daily physical activity can help students focus and behave better in class
• Physical activity helps students to be healthy

How Does Move-to-Improve Work?

Elementary school teachers use Move-to-Improve to add physical activity into their classroom lessons. During a math lesson, students might do an aerobic activity to compare two numbers. During an English Language Arts lesson, they might practice yoga movements to identify certain words. Any kindergarten–grade five student can participate in Move-to-Improve activities, no matter what their physical ability.

The Move-to-Improve activities build on what students learn in physical education and in their other subjects. Teachers can receive training to use Move-to-Improve with their students.

• Watch clips showing Move-to-Improve in action .
• See a video of how teachers are trained in Move-to-Improve .
• Listen to and download the  Move-to-Improve World Beats NYC album

You can email [email protected] to learn more about making Move-to-Improve a regular part of your child’s school.

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Rationale for the Essential Components of Physical Education

Shannon l. michael.

a National Center for Chronic Disease Prevention and Health Promotion, Centers for Disease Control and Prevention

Carly Wright

b SHAPE America—Society of Health and Physical Educators

Amelia Mays Woods

c University of Illinois at Urbana-Champaign

Hans van der Mars

d Arizona State University

Timothy A. Brusseau

e University of Utah

David F. Stodden

f University of South Carolina

Sheri L. Burson

g University of Texas at Austin

Jenna Fisher

h Georgia State University

Chad M. Killian

Shannon c. mulhearn.

i University of Nebraska–Kearney

Danielle R. Nesbitt

j Fayetteville State University

Christopher D. Pfledderer

This introductory article provides the context and rationale for conducting systematic literature reviews on each of the essential components of physical education, including policy and environment, curriculum, appropriate instruction, and student assessment.

Four research teams from Doctoral Physical Education Teacher Education programs (D-PETE) conducted these systematic reviews using the PRISMA guidelines process.

This article explains the role of the national framework for increasing physical education and physical activity (i.e., Comprehensive School Physical Activity Program) in supporting the essential components of physical education. It also highlights the expectations for physical education and provides a brief history of these components. Lastly, this article highlights each of the articles presented in the special feature.

Conclusion:

Understanding the implementation of these components may be important for improving the physical education experience for all students and creating a foundation for lifelong physical activity and health.

Physical activity for children and adolescents is essential for their health and well-being ( Centers for Disease Control and Prevention [CDC], 2011 ). Over the last three decades, significant publications such as Healthy People 2000, 2010, 2020 , and 2030 ( Office of Disease Prevention and Health Promotion [ODPHP], 2014 ), Surgeon General’s Report on Physical Activity and Health ( U.S. Department of Health and Human Services [USDHHS], 1996 ), Physical Activity Guidelines for Americans ( USDHHS, 2008 , 2018 ), Guidelines for school and community programs to promote lifelong physical activity among young people ( CDC, 1997 ) School Health Guidelines to Promote Healthy Eating and Physical Activity ( CDC, 2011 ), Global recommendations on physical activity for health ( World Health Organization [WHO], 2010 ), and Educating the Student Body: Taking Physical Activity and Physical Education to School ( Institute of Medicine [IOM], 2013 ) have emphasized the health benefits of physical activity ranging from reducing the risk of several chronic disease conditions and healthier bones and muscles to improving social and cognitive functioning and overall mental health. A common call to action across these publications is to create increased opportunities for children and adolescents to be more physically active throughout every day.

The Physical Activity Guidelines for Americans , 2nd edition (Guidelines) includes recommendations for children and adolescents ages 6 through 17 years to engage in 60 minutes or more of moderate-to-vigorous physical activity (MVPA) daily ( USDHHS, 2018 ). Despite this guidance, less than one quarter (22%) of children and adolescents are getting the recommended amount of physical activity ( Child and Adolescent Health Measurement Initiative, 2019 ). The Guidelines also include recommendations for providing young people opportunities and encouragement to participate in physical activities that are appropriate for their age, are enjoyable, and offer variety.

With the prevalence of physical inactivity being acknowledged as a primary public health issue ( USDHHS, 2018 ; Owen et al., 2020 ), schools, specifically physical education and physical activity programs, have been identified as an ideal forum for contributing to daily health-enhancing physical activity ( Community Preventive Services Taskforce, 2013 ; McKenzie & Lounsbery, 2009 ). Placing importance on physical education and its essential components including policy, curriculum, instruction, and assessment to increase physical activity knowledge and ability can help address this public health need ( McKenzie & Lounsbery, 2013 ; SHAPE America, 2015 ). Therefore, as a nation, how can physical education be provided to all children and adolescents to help set a foundation for lifetime physical activity?

Increasing physical education and physical activity for children and adolescents

Schools serve as an ideal place for students to learn about and practice being physically active because most children and adolescents attend school (close to 60 million; U.S. Department of Education, National Center for Education Statistics, 2019 ). To help schools and students achieve this, the Comprehensive School Physical Activity Program (CSPAP), a national framework to increase physical activity opportunities before, during, and after school and to increase students’ overall physical activity and health ( Carson & Webster, 2020 ; CDC, 2019 ), was developed in the mid-2000s. The CSPAP framework also helps schools identify, organize, and provide opportunities within the school setting to help students be more physically active.

Physical education is the cornerstone of this national CSPAP framework. Because physical education relies on human movement to develop physical literacy, some think of physical activity and physical education as interchangeable when, in fact, they are not ( SHAPE America, 2015 ). Physical education is an academic subject with a planned, sequential, kindergarten through high school (K–12) curriculum and instruction ( SHAPE America, 2014 ). It provides students with the knowledge, skills, and confidence to be physically active for a lifetime.

Based on national guidance documents, it is recommended that schools provide daily physical education to students from K–12 ( CDC, 2011 ; SHAPE America, 2014 ; SHAPE America, American Heart Association, 2016 ). Additionally, national health organizations recommend that schools provide 150 minutes per week of physical education for elementary school students, and 225 minutes per week for middle and high school students throughout the school year ( CDC, 2011 ; SHAPE America, 2014 ). While there is principal and parent support for physical education ( Active Schools, 2019 ), schools are not implementing these recommendations for physical education. Only 4% of schools nationwide—at the elementary, middle, and high school levels—are providing daily physical education and the recommended weekly minutes ( CDC, 2015 ). Further, since Healthy People 2000 , there has been a national health objective to increase the proportion of students participating in daily physical education. This objective has remained unmet across the subsequent Healthy People 2010 and 2020 iterations. In fact, there was a decline in the percent of students attending daily physical education from 1991 to 1995 (42% to 25%) and then it remained stable from 1995 through 2017 (30%) ( Clennin et al., 2018 ; Kann et al., 2018 ).

Quality physical education programs could provide effective learning experiences for physical activity including some minutes of their daily MVPA. It also can provide socialization toward developing an identity as a physically active person ( Dishman, et al., 2015 ; IOM, 2013 ). Because of this, there is a clear need for daily physical education that helps students get their daily physical activity minutes and contributes to their educational experiences as well as their physical, social, and cognitive development ( IOM, 2013 ).

Essential components of physical education

In 2015, SHAPE America published the Essential Components of Physical Education document to help schools develop effective physical education programs ( SHAPE America, 2015 ). While these components have been previously addressed in national documents such as CDC’s School Health Guidelines to Promote Healthy Eating and Physical Activity ( CDC, 2011 ), SHAPE America re-envisioned and elevated the four essential components, including 1) policy and environment; 2) curriculum; 3) appropriate instruction; and 4) student assessment. Within each essential component there are actionable criteria; see Figure 1 for the specific aspects.

• The policy and environment component raises awareness of the critical policies and environmental factors that need to be in place to ensure physical education is part of a well-rounded education for all students. Key policies and environmental factors include providing daily physical education; prohibiting waivers, substitutions, and exemptions; limiting class size; not assigning or withholding physical activity as punishment; ensuring full inclusion of all students in physical education; and having state-licensed or state-certified teachers who are endorsed to teach physical education ( SHAPE America, 2015 ). Expectations for physical education practices maybe guided by clear policy at the school, district, and state levels.
• The curriculum component emphasizes the importance for school districts and schools to establish a written physical education plan. The curriculum identifies the grade-level content to be taught (including scope and sequence), guides appropriate instruction to implement the curriculum and identifies student assessments that will provide evidence of student learning. The curriculum should be based on national standards that provide school districts and schools with guidance and direction for identifying the student outcomes expected in physical education programs. Creating a well-designed, standards-based physical education curriculum can help ensure equitable physical education for all students.
• The appropriate instruction component addresses the effectiveness of implementing the curriculum to meet the diverse developmental levels of students in all grade levels, using evidence-based instructional skills. This can be accomplished by using a variety of pedagogical approaches such as maximizing the number of practice opportunities, working in small groups, limiting competition in class, and ensuring adequate equipment ( SHAPE America, 2015 ). These instructional practices are used to help students master skills and keep students moderately to vigorously physically active and on task for at least 50% of class time.
• The student assessment component provides accountability on the effectiveness of instruction and meeting the physical education standards. Collecting and tracking data about student physical activity level and intensity and progress can be used to determine if they are meeting standards and outcomes, and where adjustments might be needed in curricular offerings and/or instructional practices. The assessments should directly link to the intended outcomes of the lesson, unit, or program. A variety of assessments (e.g., checklists, rubrics) can be used to learn where students are from the beginning to the end of the lesson or unit, and whether they are moving toward meeting the field’s content standards.

Essential components of physical education.

The essential components of physical education can help physical education leaders identify key policies and practices for physical education. Schools can use the Physical Education Checklist ( https://www.shapeamerica.org/standards/guidelines/upload/Physical-Education-Program-Checklist.pdf ) to assess whether practitioners are implementing established physical education policies, selecting and sequencing appropriate content, aligning instructional methods with learning goals, and using appropriate assessments. Continuously monitoring and identifying evidence supporting these components will help to better understand how they affect the implementation of physical education practices and student outcomes.

Historical support for the essential components of physical education

Policy, curriculum, instruction, and assessment have been part of the fundamental structure of physical education for many years. As early as the 1920s, there was legislation requiring physical education instruction in many states ( Shimon, 2020 ). Currently, over 80% of states require physical education in elementary, middle, and high schools, although fewer states have specific policies on time requirements and other expectations ( SHAPE America, American Heart Association, 2016 ). Policy has played a critical role in creating awareness and expectations for physical education and has helped the growth of physical education.

Through the 1950s, physical education was driven by the importance of students learning through play and the ability of physical education to contribute benefits beyond the physical well-being of students ( Livingston, 1996 ; Shimon, 2020 ). However, between the 1950s and 1970s, curricular and instructional approaches shifted from a focus on games and sports to more physical conditioning ( Livingston, 1996 ; Shimon, 2020 ), with an emphasis on improving fitness levels. The publication of the Surgeon General’s Report on physical activity and health constituted a fundamental shift in physical education from emphasizing improvement in students’ physical fitness (i.e., the product) toward promoting student engagement in health-enhancing physical activity (i.e., the process; USDHHS, 1996 ). This prompted many curricular interventions to be developed and systematically evaluated in the 1990s through the mid-2000s including Sports, Play, and Active Recreation for Kids (SPARK), the Child and Adolescent Trial for Cardiovascular Health (CATCH) now called the Coordinated Approach to Child Health, and the Middle School Physical Activity and Nutrition (M-SPAN) that focused on achieving motor, cognitive, and social skills, through helping students increase their physical activity levels during and beyond physical education ( McKenzie et al., 1996 , 2004 ; Sallis et al., 1997 ).

In the 1990s, there was a shift to focus on accountability for student learning or achievement as a result of national testing and standards. This led to the development of high academic standards; more rigorous and challenging assessments to measure those standards; and accountability systems to assess if students reach these standards. However, physical education was not included in this accountability movement, and consequently lost ground (e.g., time requirements). Despite the lack of accountability, SHAPE America and state-level organizations and agencies developed national standards for physical education that identify the content standards and specific grade-level outcomes for students that informed curricular and instructional development and student assessments ( SHAPE America, 2014 ). These national standards elevate the rigor and expectations for physical education and emphasize overall fitness and skill development, although a recent report on physical education accountability highlights that only eleven states have systems in place for measuring student outcomes ( Tsuda et al., 2019 ). There also has been a push for fitness assessments to promote students’ cardiovascular and muscular health and prevent chronic conditions. The focus of physical education continues to evolve to provide a more comprehensive approach that promotes enjoyment, personal achievements, and exposure to a variety of sports, lifetime physical activities, and dance, recreational, and fitness activities.

As such, physical education is an essential part of school curricula that should be the cornerstone of a CSPAP. Despite parental and administrator support for physical education as a daily opportunity for students to learn and move, programming is sometimes questioned and often limited in terms of staff and offerings. Therefore, examining the evidence and elevating the strengths and gaps of these four essential components of physical education could garner support for and help inform the direction and future of effective physical education programs.

Brief overview of the review articles

This feature includes systematic reviews of each essential component of physical education. The reviews provide a conceptual overview of each component, the types of study designs and analytical methods used to examine these components, an explanation of the association between the component and different aspects of physical education programming and student outcomes, and an overview of the strengths and weaknesses of that component. Each study article adds to the greater picture of the implementation of the essential components and actionable criteria in the field of physical education, from kindergarten through 12th grade, and provides direction for future research. Each component was examined separately and aligns with the components identified in SHAPE America’s (2015) Essential Components of Physical Education document, specifically, (1) policy and environment; (2) curriculum; (3) appropriate instruction; and (4) student assessment.

In the first article, Burson, Mulhearn, van der Mars, and Castelli address the policy and environment component of physical education. They provide a review of physical education policy research to determine its effects on the environment and programming. Research has shown that lack of policy support might affect whether schools adopt and implement physical education policies and practices. Strongly worded, well-funded, and well-monitored physical education policies have the potential to improve physical education programs and increase students’ physical activity levels. Therefore, this review highlights emergent themes of adherence, policy strength, implementation barriers, and lack of accountability as influential aspects of physical education policy and their effect on the delivery of effective physical education programming. The authors also identify gaps across these themes that need to be addressed by future research.

The next article by Pfledderer and Brusseau focuses on physical education curriculum. The authors explore associations between specific physical education curricular models and student outcomes including physical activity and fitness, psychosocial variables, classroom behavior, and knowledge acquisition. They also attempt to align the national standards with student outcomes to better understand what national standards are being addressed through physical education curricula research. The findings shed light on which curricular models may be beneficial to student outcomes. The authors also explain the need for curricula research to align student outcomes with national standards.

In the third article, Nesbitt, Fisher, and Stodden identify research studies examining appropriate instruction in physical education. Instructional methods help implement the curriculum effectively by linking the learning activities with identified student objectives and outcomes for learning. The authors examine how different instructional methods are associated with four types of student outcomes including student engagement and participation; motivation; physical activity and fitness; and student learning. They also attempt to further understand the link between teacher effectiveness and student learning outcomes because effective instruction by the teacher has been shown to contribute to increased physical activity and learning.

In the last review article, Killian and Woods conduct a scoping review for student assessment in physical education. Student assessment is a critical part of the teaching and learning process and needs to be addressed in the formative stages of curriculum development and instruction. The authors identify studies that examine teachers’ assessment practices in physical education and provide a comprehensive summary of the study characteristics including the location of the study; whether assessment practices are linked to policy; assessment technique; learning domains; study context; and research design. The authors also examine the effect of assessment practices on student learning outcomes to better understand how different assessment techniques can demonstrate what students know in developmentally appropriate ways.

To bring this special feature to a close, Bryant and colleagues summarize the findings across all four reviews and identify common gaps and research needs for the implementation of the essential components of physical education. They also set the future direction for improving the physical education experience for all students by better understanding and addressing these four essential components of physical education.

What does this feature add?

While there is not enough empirical research to conduct a meta-analytic or statistical analysis of the effect sizes, the systematic reviews do provide a snapshot of the existing research and practice for the essential components of physical education. These reviews may inform how policy, standards-based curriculum, proper content selection and instruction, and adequate student assessments influence student knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. These reviews also shed light on the lack of empirical studies for the criteria listed under each of the essential components as well as a series of articles that will be published in Research Quarterly for Exercise and Sport outlining a research agenda for physical education ( Castelli & van der Mars, 2018 ). Continuing to understand the implementation of these components may be important for improving the physical education experience for all students and creating a foundation for lifelong physical activity and health.

The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention.

This work was authored as part of the Contributor’s official duties as an Employee of the United States Government and is therefore a work of the United States Government. In accordance with 17 U.S.C. 105, no copyright protection is available for such works under U.S. Law.

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Ideas for a Productive Summer

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Physical education, often misconceived as merely a break from academic classes or a platform for sports, is much more profound. Its significance spans across ages and is pivotal in shaping holistic health. Delving deeper, we uncover its multifaceted impact.

Why Is Physical Education Important?

Physical education is a vital component of a well-rounded education that provides numerous benefits for students of all ages. This article explores the importance of physical education, focusing on how it contributes to overall physical and mental health, cultivates discipline and resilience, and fosters social skills development.

Overall Physical Health

One of the primary reasons why physical education is important is its profound impact on overall physical health. Through regular participation in physical activities, students can achieve significant health benefits:

By incorporating physical education into the curriculum, educational institutions promote an active lifestyle that can have long-lasting positive effects on students’ health.

Boosts Mental Health

Physical education is not only beneficial for physical health but also plays a crucial role in improving mental well-being. Engaging in physical activities releases endorphins, which are natural mood enhancers. Here are some key points highlighting the importance of physical education for mental health:

• Endorphin Release: Physical activities stimulate the release of endorphins, which are neurotransmitters that promote feelings of happiness and reduce stress and anxiety. This can help students maintain a more balanced and positive mental state;
• Combatting Depression and Anxiety: Regular participation in physical education can be an effective way to combat depression and anxiety. Exercise has been shown to reduce symptoms of these mental health disorders;
• Improved Focus and Concentration: Physical activity can enhance cognitive functions, including focus and concentration. This can translate into better academic performance for students.

Incorporating physical education classes into the curriculum provides students with a structured and enjoyable way to improve their mental well-being.

Cultivating Discipline and Resilience

Another compelling reason why physical education is necessary for every student is its role in cultivating discipline and resilience. Here’s how physical education contributes to these important life skills:

• Setting and Achieving Physical Goals: In physical education, students often set personal fitness goals. Achieving these goals requires discipline, consistency, and effort, teaching students valuable life skills that extend beyond the gym;
• Overcoming Challenges: Physical activities often present challenges and obstacles that students must overcome. This teaches them resilience and the ability to persevere in the face of adversity;
• Time Management: Balancing academic responsibilities with physical education classes teaches students valuable time management skills, which are crucial for success in all areas of life.

Social Skills Development

Physical education also plays a significant role in the development of social skills. Group activities and team sports provide a unique environment for students to learn and practice important social skills, such as teamwork, communication, and understanding. Here’s how physical education contributes to social skills development:

• Teamwork: Team sports require students to work together towards a common goal, promoting teamwork and cooperation;
• Communication: In team-based activities, effective communication is essential for success. Students learn how to communicate and coordinate with their peers;
• Understanding and Empathy: Through interactions with classmates in physical education, students develop a better understanding of others’ strengths, weaknesses, and perspectives, fostering empathy and tolerance.

Why Is Physical Education Important for Youth?

Physical education holds immense importance for youth as it lays the foundation for a healthy and well-rounded life. Let’s delve into the key reasons why physical education is necessary for every student, particularly the youth.

Foundation for a Healthy Lifestyle

Physical education classes often serve as the initial introduction to a world of movement and physical activity for many young individuals. This early exposure plays a pivotal role in setting the tone for a health-conscious adulthood. Here’s why it’s crucial:

• Healthy Habits: Youth who engage in physical education classes are more likely to adopt healthy habits such as regular exercise, balanced nutrition, and proper hydration. These habits can significantly impact their long-term well-being;
• Preventing Sedentary Behaviors: With the rise of technology and sedentary activities, physical education provides a counterbalance by encouraging regular physical activity, reducing the risk of obesity and related health issues.

Enhanced Academic Performance

Physical activity is not just about physical health; it also has a profound impact on cognitive functions. This, in turn, leads to better academic performance among students. Consider the following:

• Improved Concentration: Regular physical activity sharpens cognitive functions, including concentration and memory. Students who engage in physical education classes often exhibit better focus in their academic pursuits;
• Reduced Stress: Physical activity serves as a stress-reliever, helping students manage the pressures of school life more effectively. Reduced stress levels can positively influence academic performance.

Skill Development

Physical education goes beyond merely honing physical prowess; it imparts valuable life skills that are applicable in various aspects of life. These include:

• Leadership: Participating in team sports or group activities teaches leadership skills, fostering confidence and the ability to guide and motivate others;
• Strategy: Strategy and tactical thinking are crucial in sports and physical activities. Students learn to plan, adapt, and strategize, skills that can be transferred to problem-solving in academics and life;
• Perseverance: Facing challenges and setbacks in physical education classes teaches students resilience and the importance of perseverance in achieving their goals.

Inclusivity

Physical education programs are designed to be inclusive, ensuring that every student, regardless of their abilities, feels included and valued. This inclusivity fosters a sense of belonging among students. Here’s why it’s important:

• Promoting Equity: Tailored programs in physical education accommodate diverse needs and abilities, promoting equity in education. This ensures that all students can participate and benefit from physical education classes;
• Building Confidence: Inclusive physical education builds the confidence of students with varying abilities, helping them develop a positive self-image and a sense of achievement.

Harnessing Technology: Modernizing Physical Education

In today’s rapidly evolving technological landscape, physical education isn’t left behind. Modern PE integrates technology to enhance the learning experience and track progress more efficiently.

Wearable Fitness Trackers

Wearable fitness trackers have emerged as valuable tools in modern physical education. These devices are equipped with sensors that can measure various health and fitness metrics, making them essential for tracking progress and setting individualized goals. Here’s why they are important:

• Measuring Vital Metrics: Wearable fitness trackers can measure metrics such as heart rate, steps taken, and calories burned. This data provides students with real-time feedback on their physical activity levels, allowing them to monitor their health and set achievable fitness goals;
• Personalization: With the data collected by fitness trackers, teachers can tailor physical education programs to individual students’ needs. This personalization ensures that students receive workouts and activities that align with their fitness levels and goals;
• Motivation and Accountability: Wearable fitness trackers can motivate students to be more active by gamifying fitness and setting challenges. Additionally, they hold students accountable for their activity levels, encouraging consistency.

Virtual Reality (VR) and Augmented Reality (AR) in PE

Virtual Reality (VR) and Augmented Reality (AR) have revolutionized physical education by providing immersive experiences that simulate real-world activities or create entirely new games. This integration of technology in PE is crucial for several reasons:

• Enhanced Engagement: VR and AR make physical education more engaging and interactive. Students can virtually experience activities like mountain climbing, deep-sea diving, or historical events, making learning fun and memorable;
• Accessibility: These technologies enable students to participate in activities that may not be physically accessible in their geographic location. For instance, students can explore ecosystems, historical sites, or space through VR, expanding their horizons;
• Skill Development: VR and AR can be used to create virtual training environments for sports, helping students practice skills and strategies in a safe and controlled setting.

Fitness Apps and Online Platforms

Fitness apps and online platforms have become invaluable tools for modernizing physical education. They offer structured workouts, nutrition guidance, and progress tracking capabilities. Here’s why they are essential:

• Diverse Workouts: Fitness apps provide a wide range of workout routines, catering to various fitness levels and interests. Teachers can leverage these apps to introduce students to diverse physical activities and sports;
• Nutrition Education: Many online platforms and apps also offer nutrition guidance, helping students understand the importance of a balanced diet in conjunction with physical activity;
• Progress Tracking: Teachers can use these platforms to track students’ progress over time. This data allows for evidence-based assessments and adjustments to physical education programs.

Reimagining Physical Education in the Digital Age

In an era where screens dominate, understanding why is physical education class important becomes even more critical.

Combatting Digital Fatigue

In the era of screens and online connectivity, individuals, especially students, are constantly exposed to digital devices for education, entertainment, and communication. This increased screen time has led to a phenomenon known as digital fatigue, characterized by eye strain, reduced attention span, and increased stress levels. This is where the importance of physical education class becomes evident:

• Reducing Digital Eye Strain: Physical activities provide a much-needed break from screens, reducing the risk of digital eye strain. Engaging in activities that require focus on the physical world, such as sports or outdoor exercises, allows the eyes to relax and recuperate;
• Physical and Mental Refreshment: Physical education offers students the opportunity to step away from the digital realm, refreshing both their bodies and minds. This break can enhance their ability to concentrate on academic tasks and reduce overall stress levels.

Real-World Interactions

In a digital age, where virtual interactions often take precedence, physical education serves as a vital platform for real-world, face-to-face interactions. These interactions are essential for several reasons:

• Social Development: Physical education classes provide a unique social environment where students engage with their peers in person. This fosters social development, improving communication skills, teamwork, and conflict resolution;
• Emotional Well-Being: Real-world interactions in physical activities offer emotional support and companionship, reducing feelings of isolation and loneliness that can be exacerbated by excessive screen time;
• Cultural Awareness: Interacting with classmates from diverse backgrounds during physical education helps students develop cultural awareness and empathy, promoting a more inclusive society.

Physical vs. Virtual Reality

While the digital age has introduced a plethora of virtual fitness solutions, it’s essential to understand why physical education remains indispensable:

• Holistic Development: Physical education encompasses more than just physical fitness. It promotes holistic development, including physical, mental, and emotional well-being. Virtual fitness solutions may focus solely on physical aspects, neglecting the broader benefits;
• Hands-On Experience: Physical education provides hands-on experiences that virtual solutions cannot replicate. Activities like learning to swim, play a musical instrument, or perform yoga postures require real physical engagement and guidance;
• Life Skills: Physical education instills life skills such as discipline, resilience, time management, and goal setting. These skills are invaluable in the digital age, helping students navigate both their academic and digital lives effectively.

Physical education, far from being a mere school subject, is a life-long endeavor, pivotal for holistic well-being. Its multifaceted benefits, spanning from the youth to the elderly, highlight its unparalleled importance. Embracing physical education is not just about fostering physical health but about nurturing a balanced, fulfilled, and enriched life.

Physical education offers a structured, holistic approach. It’s not just about exercise, but about understanding one’s body, teamwork, and holistic health.

Modern physical education prioritizes inclusivity, with programs tailored to accommodate everyone, regardless of physical or cognitive limitations.

While digital platforms provide convenience, physical education offers real-world experiences, human interactions, and ensures that exercises are performed correctly and safely.

Beyond fitness, physical education focuses on mental well-being, discipline, resilience, teamwork, and holistic personal development.

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Educating the Student Body: Taking Physical Activity and Physical Education to School (2013)

Chapter: summary.

P hysical inactivity is a key determinant of health outcomes across the life span. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression, and other diseases. Recent studies have found that in terms of mortality the global population health burden of physical inactivity approaches that of cigarette smoking and obesity. Indeed, the prevalence of physical inactivity, along with this substantial associated disease risk, has been described as a pandemic.

Although complete data are lacking, the best estimate in the United States is that only about half of youth meet the current and evidence-based guideline of at least 60 minutes of vigorous- or moderate-intensity physical activity daily. Moreover, the proportion of youth who meet this guideline declines with advancing age, so that younger children are more likely to do so than adolescents. Further, daily opportunities for incidental physical activity have declined for children and adolescents, as they have for adults, as a result of such factors as increased reliance on nonactive transportation, automation of activities of daily living, and greater opportunities for sedentary behavior. Finally, substantial disparities in opportunities for physical activity exist across racial, ethnic, and socioeconomic lines.

Perhaps it should not be surprising, then, that over the past 30 years the United States has experienced a dramatic increase in the prevalence of noncommunicable diseases, including obesity, many of which have their origins in childhood and persist as health burdens throughout adulthood. In examining this critical national health challenge, it becomes clear that increased physical activity should be an essential part of any solution.

The prevalence and health impacts of physical inactivity, together with evidence indicating its susceptibility to change, have resulted in calls for action aimed at increasing physical activity across the life span. Clearly, the earlier in life this important health behavior can be ingrained, the greater the impact will be on lifelong health. The question becomes, then, how physical activity among children and adolescents can be increased feasibly, effectively, and sustainably to improve their health, both acutely and throughout life. A recent report of the Institute of Medicine (IOM), Accelerating Progress in Obesity Prevention: Solving the Weight of the Nation , singles out schools as “a focal point for obesity prevention among children and adolescents,” stating: “Children spend up to half their waking hours in school. In an increasingly sedentary world, schools therefore provide the best opportunity for a population-based approach for increasing physical activity among the nation’s youth.”

STUDY APPROACH

In this context, the IOM’s Committee on Physical Activity and Physical Education in the School Environment was formed to review the current status of physical activity and physical education in the school environment (including before, during, and after school) and to examine the influences of physical activity and physical education on the short- and long-term physical, cognitive and brain, and psychosocial health and development of children and adolescents. The committee’s statement of task is provided in Box S-1 .

The committee recognized that, although schools are a necessary part of any solution to the problem of inadequate physical activity among the nation’s youth, schools alone cannot implement the vast changes across systems required to achieve a healthy and educated future generation. Many more institutional players and supports will be necessary to make and sustain these changes. In approaching this study, therefore, the committee employed systems thinking to delineate the elements of the overall system of policies and regulations at multiple levels that influence physical activity and physical education in the school environment.

THE EVIDENCE BASE

Extensive scientific evidence demonstrates that regular physical activity promotes growth and development in youth and has multiple benefits for physical, mental, and cognitive health. Quality physical education, whereby students have an opportunity to learn meaningful content with appropriate instruction and assessments, is an evidence-based recommended strategy for increasing physical activity.

Statement of Task

An ad hoc committee of the Institute of Medicine (IOM) will review the current status of physical activity and physical education in the school environment. The committee will also review influences of physical activity and physical education on the short- and long-term physical, cognitive and brain, and psychosocial health and development of children and adolescents. The committee will then, as appropriate, make recommendations regarding approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment, including before, during, and after school.

In carrying out its task, the committee will

•  Review the current status of physical activity and physical education in the school environment.

•  Review evidence on the relationship between physical activity, physical education, or physical fitness and physical, cognitive and brain, and psychosocial health and development.

•  Within a life-stage framework, consider the role of physical activity and physical education-related programs and policies offered in the school environment in contributing to short- and long-term health, health behaviors, and development (e.g., motor and cognitive development).

•  Recommend, as appropriate, strategic programmatic, environmental, and policy approaches for providing, strengthening, and improving physical activity and physical education opportunities and programs in the school environment, including before, during, and after school.

•  As evidence is reviewed, identify major gaps in knowledge and recommend key topic areas in need of research.

Much of the evidence to date relating physical activity to health comes from cross-sectional studies showing associations between physical activity and aspects of physical health; nonetheless, the available observational prospective data support what the cross-sectional evidence shows. Conducting exercise training studies with young children is very challenging, so experimental evidence for the effects of physical activity on biological, behavioral, and psychosocial outcomes is limited for this population. It has been shown, however, that older children, especially adolescents, derive much the same health benefits from physical activity as young adults.

In addition to long-term health benefits, an emerging literature supports acute health benefits of physical activity for children and adolescents. Physical activity in children is related to lower adiposity, higher muscular strength, improved markers of cardiovascular and metabolic health, and higher bone mineral content and density. Physical activity in youth also can improve mental health by decreasing and preventing conditions such as anxiety and depression and enhancing self-esteem and physical self-concept.

Although evidence is less well developed for children than adults, a growing body of scientific literature indicates a relationship between vigorous- and moderate-intensity physical activity and the structure and functioning of the brain. Both acute bouts and steady behavior of vigorous-and moderate-intensity physical activity have positive effects on brain health. More physically active children demonstrate greater attentional resources, have faster cognitive processing speed, and perform better on standardized academic tests. Of course, academic performance is influenced by other factors as well, such as socioeconomic status, and understanding of the dose-response relationship among vigorous- and moderate-intensity physical activity, academic performance, and classroom behavior is not well developed. Nevertheless, the evidence warrants the expectation that ensuring that children and adolescents achieve at least the recommended amount of vigorous- and moderate-intensity physical activity may improve overall academic performance.

THE ROLE OF SCHOOLS

The evidence base summarized above supports the need to place greater emphasis on physical activity and physical education for children and adolescents, particularly on the role schools can play in helping youth meet physical activity guidelines.

Physical education has traditionally been the primary role played by schools in promoting physical activity. Despite the effectiveness of quality physical education in increasing physical activity, challenges exist to its equitable and effective delivery. Fiscal pressures, resulting in teacher layoffs or reassignments and a lack of equipment and other resources, can inhibit

the provision of quality physical education in some schools and districts. Schools may lack trained physical educators, and safety issues are associated with allowing children to play. Policy pressures, such as a demand for better standardized test scores through increased classroom academic time, further challenge the role of school physical education in providing physical activity for youth. Nearly half (44 percent) of school administrators report cutting significant amounts of time from physical education, art, music, and recess to increase time in reading and mathematics since passage of the No Child Left Behind Act in 2001. These challenges have been cited as reasons why the percentage of American schools offering physical education daily or at least 3 days each week declined dramatically between 2000 and 2006.

Children and adolescents engage in different types and patterns of physical activity as the result of a variety of factors, including age and access to resources. Exercise capacity in children and the activities in which they can successfully engage change in a predictable way across developmental periods. Young children are active in short bursts of free play, and their capacity for continuous activity increases as they grow and mature. In adults and likely also adolescents, improved complex motor skills allow for more continuous physical activity, although intermittent exercise offers much the same benefit as continuous exercise when the type of activity and energy expenditure are the same. Although the health benefits of sporadic physical activity at younger ages are not well established, children require frequent opportunities for practice to develop the skills and confidence that promote ongoing engagement in physical activity. Physical education curricula are structured to provide developmentally appropriate experiences that build the motor skills and self-efficacy that underlie lifelong participation in health-enhancing physical activity, and trained physical education specialists are uniquely qualified to deliver them.

In the best-possible scenario, however, physical education classes are likely to provide only 10-20 minutes of vigorous- or moderate-intensity physical activity per session. Physical education, then, although important, cannot be the sole source of the at least 60 minutes per day of vigorous- or moderate-intensity physical activity recommended to enhance the health of children and adolescents. Other ways to promote physical activity in youth must therefore be systematically exploited to provide physical activity opportunities. Family, neighborhood, and community programs can be a source of such additional opportunities. Moreover, other school-based opportunities, including intramural and extramural sports programs, active transport to and from school, classroom physical activity breaks, recess, and before- and after-school programming, all can help youth accumulate the recommended 60 or more minutes per day of physical activity while in the school environment. Yet educators and policy makers may lack awareness and understanding of how physical activity may improve academic

achievement and the many ways in which physical activity can and has been successfully incorporated into the school environment.

Traditionally, schools have been central in supporting the health of their students by providing immunizations, health examinations and screening, and nutrition programs such as school breakfasts and lunches, in addition to opportunities for physical activity. They also have acted as socioeconomic equalizers, offering all students the same opportunities for improved health through these services and programs. Moreover, local, state, and national policies have been able to influence what schools do. Given that children spend up to 7 hours each school day in school and many attend after-school programs, it is important to examine the role schools can play in promoting physical activity in youth. Although more physical activity at home and in the community is an important goal as well, the opportunity to influence so many children at once makes schools an extremely attractive option for increasing physical activity in youth.

RECOMMENDATIONS

The committee formulated recommendations in six areas: taking a whole-of-school approach, considering physical activity in all school-related policy decisions, designating physical education as a core subject, monitoring physical education and opportunities for physical activity in schools, providing preservice training and professional development for teachers, and ensuring equity in access to physical activity and physical education.

Taking a Whole-of-School Approach

Recommendation 1: District and school administrators, teachers, and parents should advocate for and create a whole-of-school approach to physical activity that fosters and provides access in the school environment to at least 60 minutes per day of vigorous- or moderate-intensity physical activity more than half (>50 percent) of which should be accomplished during regular school hours.

• School districts should provide high-quality curricular physical education during which students should spend at least half (≥50 percent) of the class time engaged in vigorous- or moderate-intensity physical activity. All elementary school students should spend an average of 30 minutes per day and all middle and high school students an average of 45 minutes per day in physical education class. To allow for flexibility in curricu-
• lum scheduling, this recommendation is equivalent to 150 minutes per week for elementary school students and 225 minutes per week for middle and high school students.
• Students should engage in additional vigorous- or moderate-intensity physical activity throughout the school day through recess, dedicated classroom physical activity time, and other opportunities.
• Additional opportunities for physical activity before and after school hours, including but not limited to active transport, before- and after-school programming, and intramural and extramural sports, should be made accessible to all students.

Because the vast majority of youth are in school for many hours, because schools are critical to the education and health of children and adolescents, and because physical activity promotes health and learning, it follows that physical activity should be a priority for all schools, particularly if there is an opportunity to affect academic achievement. As noted earlier, schools have for years been the center for other key health-related programming, including screening, immunizations, nutrition, and substance abuse programs. Unfortunately, school-related physical activity has been fragmented and varies greatly across the United States, within states, within districts, and even within schools. Physical education typically has been relied on to provide physical activity as well as curricular instruction for youth; as discussed above, however, physical education classes alone will not allow children to meet the guideline of at least 60 minutes per day of vigorous- or moderate-intensity physical activity. Interscholastic and intramural sports are another traditional opportunity for physical activity, but they are unavailable to a sizable proportion of youth. Clearly schools are being underutilized in the ways in which they provide opportunities for physical activity for children and adolescents. A whole-of-school approach that makes the school a resource to enable each child to attain the recommended 60 minutes or more per day of vigorous- or moderate-intensity physical activity can change this situation.

The committee therefore recommends a whole-of-school approach to physical activity promotion. Under such an approach, all of a school’s components and resources operate in a coordinated and dynamic manner to provide access, encouragement, and programs that enable all students to engage in vigorous- or moderate-intensity physical activity 60 minutes or more each day. A whole-of-school approach encompasses all segments of the school day, including travel to and from school, school-sponsored before- and after-school activities, recess and lunchtime breaks, physical education classes, and classroom instructional time. Beyond the resources

FIGURE S-1 A whole-of-school approach. SOURCE: Beets, 2012. Reprinted with permission from Michael Beets.

devoted to quality daily physical education for all students, other school resources, such as classroom teachers, staff, administrators, and aspects of the physical environment, are oriented toward physical activity. Intramural and extramural sports programs are available to all who wish to participate, active transport is used by substantial numbers of children to move from home to school and back again, recess and other types of breaks offer additional opportunities for physical activity, and lesson plans integrate physical activity as an experiential approach to instruction. Figure S-1 illustrates the breadth of opportunities available for physical activity in the school environment.

A whole-of-school approach encompasses all people involved in the day-to-day functioning of a school, including students, faculty, staff, and parents. It creates an atmosphere in which physical activity is appreciated and encouraged by all these groups. School buildings, outdoor grounds and playgrounds, indoor and outdoor equipment, and streets and pathways leading to the school from the surrounding neighborhood encourage and enable all persons to be more physically active. Moreover, the school is part of a larger system that encompasses community partnerships to help these goals be realized.

Considering Physical Activity in All School-Related Policy Decisions

Recommendation 2: Federal and state governments, school systems at all levels (state, district, and local), city governments and city planners, and parent-teacher organizations should systematically consider access to and provision of physical activity in all policy decisions related to the school environment as a contributing factor to improving academic performance, health, and development for all children.

Many examples exist of effective and promising strategies for increasing vigorous- and moderate-intensity physical activity in schools. The most thorough yet often most difficult to implement are multicomponent interventions based on a systems approach that encompasses both school and community strategies. For strategies with a singular focus, the evidence is most robust for interventions involving physical education. Although physical education curricula should not focus only on physical activity, those curricula that do emphasize fitness activities result in more physical activity. Quality physical education curricula increase overall physical activity, increase the intensity of physical activity, and potentially influence body mass index (BMI) and weight status in youth. However, the lack of consistent monitoring of physical activity levels during physical education classes in schools (especially elementary and middle schools) impedes monitoring and evaluation of progress toward increasing physical activity during physical education classes in schools across the nation (see Recommendation 4).

Beyond physical education, opportunities for increasing physical activity are present both in the classroom and, for elementary and middle schools, during recess. Classroom physical activity and strategies to reduce sedentary time in the school setting hold promise for increasing overall physical activity among children and adolescents, yet isolating the impact of these strategies is complex, and they are often met with resistance from key stakeholders. With respect to recess, its use to increase physical activity is a nationally recommended strategy, and there is evidence that participating in recess can increase physical activity and improve classroom behavior. However, implementation of recess across school districts and states is not currently at a sufficient level to increase physical activity.

Effective and promising strategies beyond the school day include after-school programming and sports, as well as active transport to and from school. After-school programming and participation in sports are important physical activity opportunities in the school setting, but implementation of and access to these opportunities vary greatly. Moreover, formal policies adopting physical activity standards for after-school programs are needed. Finally, evidence shows that children who walk or bike to school are more

physically active than those who do not. Successful active transport interventions address policy and infrastructure barriers.

Also associated with the school environment are agreements between schools and communities to share facilities as places to be physically active. Although this is a relatively new research topic, these joint-use agreements can be a way to give youth additional opportunities for physical activity outside of school. Further research is needed on utilization of facilities resulting from such agreements and their impact on physical activity.

Designating Physical Education as a Core Subject

Recommendation 3: Because physical education is foundational for lifelong health and learning, the U.S. Department of Education should designate physical education as a core subject.

Physical education in school is the only sure opportunity for all school-aged students to access health-enhancing physical activity and the only school subject area that provides education to ensure that students develop the knowledge, skills, and motivation to engage in health-enhancing physical activity for life. Yet states vary greatly in their mandates with respect to time allocated for and access to physical education. As stated previously, 44 percent of school administrators report having cut significant time from physical education and recess to increase time devoted to reading and mathematics in response to the No Child Left Behind Act. Moreover, while the literature on disparities in physical education by race/ethnicity and socioeconomic status is limited and not always as straightforward, disparities have been documented in access to physical education for students of Hispanic ethnicity and lower socioeconomic status.

Currently, despite growing concern about the negative consequences of physical inactivity, physical education is not considered or treated as a core subject. Several national studies and reports have pointed to the importance of implementing state laws and regulations mandating both time requirements for physical education and monitoring of compliance with those requirements. Although a number of national governmental, nongovernmental, private industry, and public health organizations and agencies have offered specific recommendations for the number of days and minutes per day of physical education, no policy that is consistent from state to state has emerged. If treated as a core academic subject, physical education would receive much-needed resources and attention, which would enhance its overall quality in terms of content offerings, instruction, and accountability. Enactment of this recommendation would also likely result in downstream accountability that would assist in policy implementation.

Monitoring Physical Education and Opportunities for Physical Activity in Schools

Recommendation 4: Education and public health agencies at all government levels (federal, state, and local) should develop and systematically deploy data systems to monitor policies and behaviors pertaining to physical activity and physical education in the school setting so as to provide a foundation for policy and program planning, development, implementation, and assessment.

The intent of this recommendation is to give citizens and officials concerned with the education of children in the United States—including parents and teachers as well as education and public health officials at the local, state, and federal levels—the information they need to make decisions about future actions. Principals, teachers, and parents who know that regular vigorous- and moderate-intensity physical activity is an essential part of the health and potentially the academic performance of students and who have adopted a whole-of-school approach to physical activity will want and need this information. This information also is important to support the development of strategies for accountability for strengthening physical activity and physical education in schools.

Aside from a few good one-time surveys of physical activity during physical education classes, remarkably little information is available on the physical activity behaviors of students during school hours or school-related activities. Even the best public health monitoring systems do not collect this information. This dearth of information is surprising given that school-related physical activity accounts for such a large portion of the overall volume of physical activity among youth and that vigorous- and moderate-intensity physical activity is vital to students’ healthy growth and development and may also influence academic performance and classroom behavior.

The few existing monitoring systems for school-related physical activity behaviors need to be augmented. Information is needed not only on the amount of vigorous- or moderate-intensity physical activity in which youth are engaged but also on its distribution across segments of the school day (i.e., physical education, recess, classroom, travel to and from school, school-related before- and after-school activities). Existing national surveys are not designed to provide local or even state estimates of these student behaviors. State departments of education, local school districts, and state and local health departments will need to collaborate to provide adequate monitoring. Also needed is augmented monitoring of physical activity– related guidelines, policies, and practices at the federal, state, and local levels.

Evidence is emerging that laws and policies at the state and district levels have not just potential but actual influence on the physical activity behaviors of large numbers of children and adolescents. Also emerging is evidence of a gap between the intent and implementation of policies, so that their final impact is commonly less, sometimes appreciably so, than expected. While the factors that create an effective policy are still being elucidated, policies that entail required reporting of outcomes, provision of adequate funding, and easing of competing priorities appear to be more likely to be implemented and more effective. Further evaluation of physical activity and physical education policies is needed to fully understand their impact in changing health behavior.

Monitoring of state and district laws and policies has improved over the past decade. In general, the number of states and districts with laws and policies pertaining to physical education has increased, although many such policies remain weak. For example, most states and districts have policies regarding physical education, but few require that it be provided daily or for a minimum number of minutes per week. Those that do have such requirements rarely have an accountability system in place. Although some comprehensive national guidelines exist, more are needed to define quality standards for policies on school-based physical activity and to create more uniform programs and practices across states, school districts, and ultimately schools.

Providing Preservice Training and Professional Development for Teachers

Recommendation 5: Colleges and universities and continuing education programs should provide preservice training and ongoing professional development opportunities for K-12 classroom and physical education teachers to enable them to embrace and promote physical activity across the curriculum.

Teaching physical education effectively and safely to youth requires specific knowledge about their physical/mental development, body composition (morphology) and functions (physiology and biomechanics), and motor skills development and acquisition. Teaching physical education also requires substantial knowledge and skill in pedagogy, the science and art of teaching, which is required for any subject. In addition, because health is associated with academic performance, priority should be given to educating both classroom and physical education teachers about the importance of physical activity for the present and future physical and mental health of children.

The current wave of effort to curb childhood physical inactivity has begun to influence teacher education programs. Data appear to suggest that training programs for physical education teachers are beginning to evolve from a traditionally sport- and skill-centered model to a more comprehensive physical activity– and health-centered model. However, education programs for physical education teachers are facing a dramatic decrease in the number of kinesiology doctoral programs offering training to future teacher educators, in the number of doctoral students receiving this training, and in the number of professors (including part-time) offering the training. Additional data suggest a shortage of educators in higher education institutions equipped to train future physical education teachers. With unfilled positions, these teacher education programs are subject to assuming a marginal status in higher education and even to being eliminated.

Professional development—including credit and noncredit courses, classroom and online venues, workshops, seminars, teleconferences, and webinars—improves classroom instruction and student achievement, and data suggest a strong link among professional development, teacher learning and practice, and student achievement. The most impactful statement of government policy on the preparation and professional development of teachers was the 2002 reauthorization of the Elementary and Secondary Education Act. Although Title I of the act places highly qualified teachers in the classroom, Title II addresses the same goal by funding professional development for teachers. According to the No Child Left Behind Act, professional development should be offered to improve teachers’ knowledge of the subject matter they teach, strengthen their classroom management skills, advance their understanding and implementation of effective teaching strategies, and build their capabilities to address disparities in education. This professional development should be extended to include physical education instructors as well.

Ensuring Equity in Access to Physical Activity and Physical Education

Recommendation 6: Federal, state, district, and local education administrators should ensure that programs and policies at all levels address existing disparities in physical activity and that all students at all schools have equal access to appropriate facilities and opportunities for physical activity and quality physical education.

All children should engage in physical education and meet the recommendation of at least 60 minutes per day of vigorous- or moderate-intensity physical activity regardless of their region, school attended, grade level, or

individual characteristics. However, a number of studies have documented social disparities in access to physical education and other opportunities for physical activity by race/ethnicity, socioeconomic status, gender, and immigrant generation. Moreover, because not every child has the means or opportunity to participate in before- and after-school activities and intramural/extramural sports, curriculum-based physical education programs often provide the only opportunity for all school-aged children to access health-enhancing physical activity.

FUTURE RESEARCH NEEDS AND AREAS FOR ADDITIONAL INVESTIGATION

As stated at the beginning of this Summary, an extensive scientific literature demonstrates that regular physical activity promotes growth and development in children and adolescents and has multiple benefits for physical, mental, and cognitive health. Looking forward, gaps remain in knowledge about physical activity and physical education in the school environment and key areas in which research would be useful to those who are implementing programs and policies designed to improve children’s health, development, and academic achievement. These research needs are covered in greater detail throughout the report and especially in the final chapter. They include topics such as

• the effects of varying doses, frequency, timing, intermittency, and types of physical activity in the school environment;

• the relationship between motor skills and participation in physical activity;

• baseline estimates of physical activity behaviors in school;

• standardized data on participation in physical education, including the degree of vigorous- or moderate-intensity physical activity in these classes;

• the extent and impact of sedentary behavior in school;

• the influence of school design elements;

• the impact of school-community physical activity partnerships;

• the impact of physical activity–related policies, laws, and regulations for schools; and

• the effectiveness of various physical activity–enhancing strategies in schools to address the needs of students who typically have not had equal access to opportunities for physical activity.

Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic.

The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents.

Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed.

This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.

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What is Physical Education? Meaning, Define, Objective, Importance

The objective of physical education classes is to acquaint understudies with the essential components of exercise that will prompt a sound way of life. Understudies can get exercise and increment their psychomotor capacities by playing an assortment of conventional games like ball and soccer, and by partaking in practice exercises, for example, lifting loads and high impact exercise.

In this article, we have explained what is physical education, its history, objectives, and fact about career opportunities in physical education.

► What is Physical Education?

Physical Education is a learning cycle that spotlights information, perspectives, and practices that are basic for understudies to embrace a way of life of wellbeing and wellness.

Through these cycles, understudies figure out how to accomplish day-by-day actual work and customized degrees of wellness, foster actual abilities, and accomplish information for carrying on with a sound life.

Probably the best open door to impact the country’s well-being and increment active work is to turn into an actual teacher.

Educators can emphatically affect both the quality and amount of an understudy’s life as they are shown the essential abilities that are expected to take on an existence of well-being and wellness.

◉ Physical Education Meaning

• Physical education is a process that uses physical activity as a means to help people acquire skills, fitness, knowledge, and attitudes that contribute to their optimal development and well-being.
• Physical education is a short-term statement of specific outcomes that build cumulatively to reach a goal.
• Physical Education contributes to the development of the whole person.

◉ Definition of Physical Education

“Physical education is an education of and through human movement where many of educational objectives are achieved by means of big muscle activities involving sports, games, gymnastic, dance and exercise.”

“Physical education is an integral part of the total education learning process and has as its aims the development of physically, mentally, socially and emotionally fit citizens, through the medium of physical activities that have been selected and planned to achieve specific outcomes.”

Physical education is the sum of those experiences which come to the individual through movements. – Oberteuffer

Physical education is the sum of man’s physical activities selected as to kind and conducted as to outcomes. – J.F. Williams & C.L. Brownell

Physical education is that phase of the whole field of education that deals with big muscle activities – J.B. Nash

Physical education is the sum of changes in the individual caused by experiences centering on motor activity. – Cassidy

Physical education is education. It is the education through physical activities for the development of the total personality of the child to its fullness and perfection in body, mind, and spirit. – (Central Advisory Board of Physical Education and Recreation, India)

► History of Physical Education

The historical backdrop of Physical education traces back to antiquated Greece, where contest and power were natural. During this time, physical education ended up being significant because it was a need in preparing both Greek warriors and competitors.

For kids, Physical education would start when they were around seven years of age, with the objective being to ultimately have them be well-gifted in exercises like boxing, and chariot races, from there, the sky is the limit.

For this to occur, they expected to comprehend their body and what went into active work, hence body and mind health education assumed an enormous part in the movement of the Greek society.

By the mid-nineteenth century, physical education would be advanced in the United States. The thinking was like that of what the Greeks were involved in, which was to both teach and train troopers for the inevitable fight.

Notwithstanding, throughout the natural process of everything working out, actual instruction would form into something considerably more amazing.

Schools the nation over would start to treat wellbeing-related themes more seriously, both on the jungle gym and in the homeroom, and courses designated toward actual improvement would be offered more consideration.

Universities would follow after accordingly also, and schools all around the United States would ultimately offer an assortment of courses that would assist with developing the actual capacity, give a genuine comprehension of the human body, and increment certainty in America’s childhood.

Initially, actual instruction programs in the United States saw young ladies generally associated with vaulting, while the young men would participate in harsher exercises.

Nonetheless, over the long haul, both male and female people would become instructed on components like body piece, adaptability, nourishment, and perseverance.

► Objectives of Physical Education

Following are the main objectives of physical education:

• Physical development
• Mental development
• Social development
• Neuro Muscular Co-ordination
• Emotional development
• Improvement of Health

✔ 1. Physical development

Development of organ frameworks like the Circulatory framework, sensory system, strong framework, stomach-related framework, and so on.

✔ 2. Mental development

Physical exercises require readiness of the brain, profound focus, and determined development. This goal is connected with the psychological advancement of a person.

✔ 3. Social development

This goal is connected 1o the advancement of social attributes, which are fundamental for better change throughout everyday life. It is a superior hotspot for accomplishing the characteristics. Co-activity, fair play sportsmanship, 1olerance, and compassion.

✔ 4. Neuro Muscular Co-ordination

This goal is focused on a superior connection between the sensory system. Instruction gives plentiful open doors to actual neuromuscular coordination.

✔ 5. Emotional development

The enthusiastic improvement of an individual is likewise one of the significant targets of actual schooling. Each individual has different kinds of feelings viz. Joy, trust envy, contempt misery, dread, sorrow, outrage, wonder, desire, forlornness, and so forth.

✔ 6. Improvement of Health

This creates solid related propensities through wellbeing instruction. This likewise gives schooling about the counteraction of transferable illnesses.

► Importance of Physical Education

• Support sportsmanship in all parts of rivalry.
• Broaden every understudy’s dining experience and satisfaction.
• Make energy for dynamic amusement and game.
• Help understudies in arriving at their actual potential in an assortment of wearing conditions.
• Actual schooling is helpful for both the bodies and psyches of understudies.
• By being more dynamic, understudies will likewise benefit by having the option to more readily keep away from injury, they will have more certainty, and they can see work on psychological wellness.
• It’s vital to teach understudies the advantages of the jungle gym and in-school active work and educate them on issues connected with the human body and other wellbeing-related issues to provide them with a superior comprehension of how their body functions.

► Types of Physical Education

Physical education is classified into many activities including mental and physical exercises. Physical activity simply means the movement of the body that uses energy.

The three main types of physical activities are as follows;

• Muscle & Bone strengthening

◉ 1. Aerobic activities : Benefits your heart and lungs Running Walking Swimming Cycling Dancing

◉ 2. Muscle & Bone strengthening : Improve your muscles and bones by Push-ups, curl-ups weight lifts Climbing stairs Digging in the Garden or field

◉ 3. Stretching : Improves your flexibility of joints Yoga Different stretching exercises

► Facts about Physical education as a Career

• Educational Requirement
• Licensure/Certification
• Career Outlook

◉ Educational Requirement

Actual instruction educators are expected to have an unhitched male’s or alternately graduate degree in actual training, contingent upon the school locale.

These projects can show you the essential exercises of actual schooling classes and the science behind active work. You’ll likewise have the option to get a lot of commonsense understudy showing experience, which is expected to acquire an education permit.

By and large, graduate degree programs in actual schooling contain more inside and out instruction hypotheses and science parts than four-year college education programs. Classes might incorporate mishap avoidance, kinesiology, and assessment of actual wellness

◉ Licensure/Certification

To work in a government-funded school as an actual training instructor, you should be authorized. Licensure fluctuates by state, however, ordinarily expects you to hold a four-year certification in a field of schooling and complete a particular number of long stretches of directed understudy instructing.

You should likewise breeze through an overall showing accreditation assessment and one in your particular field of study. Educators should likewise finish proceeding with instructions to keep up with their permits, as indicated by the U.S. Agency of Labor Statistics (BLS).

◉ Career Outlook

The BLS predicts just a 4% development in the number of occupations for secondary school, center teachers, and primary teachers from 2019-2029.

Accessible open doors do differ by branch of knowledge and area. More positions might be accessible in country and metropolitan schools than in rural areas.

Also Read : What is Career Planning?

► Conclusion

Youngsters are becoming overweight because of the way that they don’t partake in sports activities or know the significance of physical education.

Since kids are becoming overweight guardians need to have their kids take an interest in physical activities from birth because P. Education will be educated to their kids when they begin going to class.

Educators that show physical education will show understudies how to deal with themselves appropriately.

This is significant because when somebody is taught regard to the significance of their well-being then it will make them carry on with a solid way of life.

So, guardians, educators, and different grown-ups need to stress the importance of Physical Edu. in schools.

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Physical education teachers are vital to learning as they contribute to the overall improvement of education across America. Physical education teachers help students stay mentally fit, raise the bar for making healthy choices throughout life, and build character — from elementary school into adulthood.

If you’re passionate about giving children, adolescents, or young adults the opportunity to develop skills, gain confidence, and learn about the importance of a healthy mind and body, a teaching job in the field of physical education may be an excellent fit.

At-a-glance: Physical education teachers

In addition to setting examples by staying fit, physical education teachers motivate students to embrace exercise regimens, set individual goals, and participate in team sports.

Physical education teacher job description

A physical education teacher engages students in physical activity during their school day. Physical athletic activity is a main focus of P.E. classes, as well as educating students in exercise regimens, the history and societal impact of sports, nutrition and weight control programs, and advancing their interest in individual and team sports.

Physical education teachers should be well grounded in classroom management and school procedures. In addition to helping students exercise, they may teach physiology, nutrition, or another related content area.

With a renewed focus on improving core curriculum standards for English language arts and math, physical education teachers are expected to incorporate reading, writing, and arithmetic into their courses. Activities might include:

• distributing reading materials on Greco-Roman wrestling and the first Olympic contests
• reading about the history of baseball
• calculating the dimensions of basketball courts
• assignments illustrating the meanings of numerous terms, such as “traveling” and “off-sides” or the difference between 2- vs. 1-point foul shots

Many physical education teachers continue their own love of sports by coaching after-school sports teams in the afternoons, evenings, and occasionally weekends within their district. Coaching opportunities vary by institution and level.

Typical Duties:

• Plan and grade lessons, as well as other P.E.-related assessments
• Communicate with parents or guardians
• Stay current with state and local standards for physical education curriculum, fitness, and nutrition expectations
• Prepare students for grade advancement through assessments
• Develop curriculum expectation tables based on state and local standards and physical education best practices from professional organizations like SHAPE America
• Work with students individually when necessary to assess fitness and health progress, improve performance levels, and achieve overall physical education success
• Prepare and give lectures and lead engaging group and one-on-one discussion sessions
• Work with colleagues and department heads to coordinate curriculum goals
• Grade students on participation, best effort, and knowledge of the curriculum

And, specific to post-secondary physical education teachers:

• Conduct research to advance knowledge in the field of physical education
• Write books and articles and publish research and analysis in academic journals
• Guide and supervise graduate students who are working on doctoral degrees

Who makes a good physical education teacher?

Physical education teachers should excel in motivating teenagers to exercise and engage in athletic activities by sharing their own excitement for sports and exercise programs, while establishing procedures that promote student cooperation.

A good physical education teacher is someone who is:

• Patient and authoritative
• Empathetic and regimented
• A natural leader who leads by example
• Comfortable speaking in front of large groups
• Able to explain complex procedures in simple terms
• Well-versed in school procedures and classroom management techniques
• Prepared to enthusiastically teach a wide range of aerobic activities and sports
• Able to teach diverse students with varied athletic interests and different physical abilities
• Dedicated to healthy lifestyles, with an understanding of physiology, nutrition, and metabolism

Physical education teachers in-depth

Physical education teachers at varying levels.

There are many constants within the profession of teaching physical education, regardless of the grade level. However, depending on the education level of the students, some duties, expertise, and skill level will vary.

Numerous factors come into play when determining what grade level to teach. These include:

• Educational level (postsecondary institutions typically require an advanced degree)
• Range and breadth of physical education subjects; the higher the grade level, the more advanced the curriculum
• Desire to teach advanced courses or coach team sports
• Age and maturity levels of students — from K-12 to college
• Salary considerations and availability of employment opportunities

Elementary school physical education teachers

Elementary P.E. teachers generally teach students grades K-5 (children aged 5-12). In addition to keeping children healthy and fit, the purpose of physical education in elementary schools is to give students a lifelong foundation for the benefits of daily exercise.

The Society of Health and Physical Education (SHAPE) offers standards for K-12 physical education, beginning with elementary schools. SHAPE emphasizes “foundational skills, knowledge, and values” as core principles for elementary schools in its “road to a lifetime of physical activity.”

Middle school physical education teachers

Middle school P.E. teachers generally teach students from grades 6-8 and are trained to understand the psychological, social, and intellectual development of children ages 11-14. Middle school physical education teachers are focused primarily on teaching exercise and healthy habits and leading individual and team sports — from soccer and flag football to gymnastics and volleyball.

Teaching students of this age combines elements of teaching both high school and elementary students. The time during middle school is when youth are most transformed. They enter as children and leave as teens. Having a strong understanding of adolescent psychology and being able to relate to this age group is important for all middle school teachers.

Procedures are extremely important to facilitate a smooth transition from elementary to middle school. As adolescence progresses within this age group, locker room management is a key function of physical education at the middle school level. This includes assigning gym clothes and equipment lockers and requiring daily showers.

High school physical education teachers

High school physical education teachers generally teach grades 9-12 (students aged 14-18). They are responsible for continuing student participation in organized activities that require team participation, exercise, and healthy habits.

Procedures are an important element in high school physical education to facilitate a smooth transition from middle to high school, where team sports become increasingly competitive.

Current physical education curriculum goals for high school students may include:

• Personal and social development
• Motor skills and movement patterns
• Physical activity and fitness
• Physical literacy development

Postsecondary physical education teachers

Postsecondary physical education instructors have opportunities to train future P.E. teachers through innovative techniques in athletics, physiology, aerobics, nutrition, and health. This gives postsecondary physical education teachers opportunities to advance their own knowledge of subjects they care deeply about while researching and writing books and publishing reports, magazine and online articles, and peer review papers.

Postsecondary physical education teachers work in junior colleges, state and private colleges, and universities. Their students are comprised of adults 18 and older interested in physical education and a variety of athletics, physiology, nutrition, and science-based health programs.

Postsecondary physical education teachers teach in lecture halls and medium-size classrooms, gymnasiums and outdoor sporting facilities, and even online. They specialize in teaching tomorrow’s physical education teachers, who earn credentials to teach elementary, intermediate-level, or high school students. College instructors frequently serve as role models for physical education majors, who may aspire to become teachers or enter a range of professions — from professional sports medicine specialists to private physical trainers.

Postsecondary teachers have more flexibility over the format of their instructional methods than their K-12 counterparts. They also have greater control over their schedules, with many postsecondary instructors teaching part time, as well as full time. Although they have fewer classroom management and procedural responsibilities than teachers of other grade levels, they devote significant time to preparing lectures and instructions for assignments and for grading tests.

With today’s computer technology, the advent of relatively affordable telecommunications and online college courses, postsecondary teachers have additional teaching options. Many online instructors work in adjunct teaching roles. To learn more about adjunct professors, see our adjunct professor post.

Education and certification requirements for physical education teachers

• Education: Bachelor’s, master’s, or doctorate degree
• Typical study time: 4-8 years

A bachelor’s degree — preferably in physical education, kinesiology or physiology, physical therapy, or nutrition and health — is a minimum education requirement for beginning physical education teachers at the middle- and high-school levels. Most states require the completion of a master’s degree within five years of obtaining certification for continued employment.

Postsecondary physical education teachers may find employment at community colleges with a master’s degree and relevant experience, whereas most four-year colleges and universities require a doctoral degree for employment.

Teachers come from various backgrounds of study. Most future teachers enroll in a teacher education program in college. These programs offer studies relating to classroom management and curriculum development, with a semester-long student teaching practicum. These students usually graduate with a bachelor’s degree in education and can begin teaching immediately.

Other teachers, after completing a more specialized program of study and sometimes even after spending years as a professional in a related field, turn to a career in education.

With a bachelor’s degree, education hopefuls find enrollment in education-based master’s and doctoral degree programs imperative in finding a career as a teacher.

For physical education teachers who are considering a master’s degree, grade level, relevant curriculum, and educational leadership are three primary considerations.

Certification and licensing

A state-issued teaching certificate or license is generally required to teach. Specific certification and licensing requirements vary from state to state. Teachers are often required to complete years of teaching and take professional development courses as a condition of certification. For both legal and safety reasons, many institutions also require teachers to hold cardiopulmonary resuscitation (CPR) certification.

Teaching license reciprocity by state : Visit our state-by-state teacher licensing and reciprocity page for regulations in your state.

A note on tenure : For teachers, a significant goal in the traditional academic career is to attain tenure. Tenure is often seen as a guarantee for a lifetime position. Unfortunately, though widely believed, that is not the case. Tenure mandates that due process will be followed before the dismissal of any teacher holding tenure.

Teachers enter education on probationary status and can be terminated without just cause and/or proper documentation before tenure is granted. The process for tenure can take three to four years. During this time, teachers are evaluated by administrators, mentors, and often peers on their job performance. This time allows administrators to make evaluative and supported decisions on the faculty teaching students in their schools.

Salary range and employment projections for physical education teachers

Elementary, middle, and high school teachers.

Salary ranges for elementary, middle, and high school teachers can vary depending on the state, school district, experience, and degree. According to Career Explorer, the median annual salary for physical education teachers is $39,293. The lowest 20% earn $33,513 and the highest 20% earn $62,289.

According to ZipRecruiter.com, average pay for physical education teachers by state varies from $34,965 to $49,479.

Here is a snapshot of average physical education teacher salaries for elementary, middle, and high schools:

• ZipRecruiter.com: $45,215
• Payscale.com: $43,829
• Indeed.com: $45,303
• Glassdoor.com: $45,852

The Bureau of Labor and Statistics states that the employment of elementary and secondary teachers is projected to grow 4% from 2018-2028. Employment growth for public school teachers may depend on state and local government budgets. Many teachers will also be needed to replace those who retire or leave the profession for other reasons.

Salary ranges for postsecondary physical education teachers can vary depending on the institution of employment, state, experience, and degree.

Although specific salaries for physical education teachers is sparse, according to the Bureau of Labor Statistics, the median annual salary for a postsecondary teacher at a community or junior college is $56,930.

Postsecondary teachers employed at a state four-year institution have a median salary of $81,120. Private four-year institutions have a median salary of $78,540.

Here is a snapshot of average postsecondary salaries:

• BLS: Health specialties teachers, postsecondary — $97,370
• Glassdoor.com: Assistant professor, physical education — $40,406
• Glassdoor.com: Associate professor, physical education — $45,852
• ZipRecruiter.com: Assistant professor — $64,010
• Payscale.com: Associate professor — $67,223

Employment of postsecondary teachers overall is projected to grow 11% from 2018 to 2028. Part-time positions will make up a considerable amount of these new jobs.

Advantages and disadvantages

• Sharing a love and dedication of fitness and sports
• Teaching the importance of physical education, nutrition, and health
• Inspiring students to become physically fit
• Working among colleagues with similar interests and career goals
• Working with future leaders and teachers who are interested in leading-edge physical therapy sports innovations
• Making a difference
• Job security
• Dealing with administrative processes and classroom procedures that are sometimes bureaucratic and frustrating
• Salary is relatively low compared to counterparts in other professions
• Long hours devoted to course preparation
• State and local standards
• Little adult contact throughout the day
• School funding

Professional development for physical education teachers

Continuing education is a great way to keep a career on track, expand knowledge, remain competitive, and increase one’s real value in the job market.

Professional associations for physical education instructors offer webinars, correspondence courses, one-day seminars, symposiums, and other continuing education platforms to help teachers advance their knowledge of physical education and health industry best practices. These are terrific opportunities to enhance one’s understanding of physical education concepts while meeting like-minded professionals.

Physical education teachers seeking professional development can also benefit from learning to leverage computers. For example, graphics software and 3D imaging programs enhance multimedia demonstrations and classroom presentations, which in turn captivate audiences and facilitate learning.

Professional associations for physical education teachers

• Society of Health and Physical Educators
• American Kinesiology Association
• National Association for Sport and Physical Education
• American Heart Association
• American College of Sports Medicine
• School Nutrition Association
• American Lung Association
• American Council on Exercise

Best of the Web

The internet is ideal for physical education teachers as a tool for research, lesson planning, and presentations. Here are some useful resources:

Favorite physical education teacher websites and blogs

• ThePhysicalEducator.com
• PYP PE with Andy
• PE Universe

Favorite physical education teacher Twitter and Instagram accounts to follow:

• The Physical Educator: @phys_educator   phys_educator
• SHAPE America: @SHAPE_America   shapeamerica
• National Association for Sport and Physical Education: @PlayEncyclopedi
• American Heart Association: @American_Heart   american_heart
• American College of Sports Medicine: @acsmnews   acsm1954
• School Nutrition Association: @SchoolLunch schoolnutritionassoc
• American Heart Association: @lungassociation   lungassociation
• American Council on Exercise: @acefitness   acefitness
• PE Geeks: @PEgeeks
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Brief History of Physical Education

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How much can i earn as a physical education teacher.

The annual mean salary of Exercise Trainers and Group Fitness Instructors employed in the US was $45,110. The median salary for the same occupation in 2019 was $40,390. New York was the highest paying state in 2019 for this occupation, with a mean annual salary of $58,680. It was followed by Connecticut, District of Columbia, Washington, and Massachusetts with respective mean salaries of $56,240, $56,130, $55,750, and $54,260. Other Residential Care Facilities paid the highest annual mean income among all occupations to Exercise Trainers and Group Fitness Instructors, with a mean salary of $73,280. This information has been obtained from the US Bureau of Labor Statistics.

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• Why should you get a degree in physical education?
• I was reading an article about history of physical education and sport classes. Can you tell me if I can pursue a physical education online?
• As I was trying to trace the history of physical education to the modern age, I found out that this field is gaining importance. Why?
• What are the philosophies connected to the history of physical educat?
• Considering the history of physical education in the US, can we say that is all started from Europe?
• I may be enrolling in a physical education course, but I want to first know about the history of physical and health education. Can you tell me about this?
• What information do you have regarding the history of physical education in England?
• If we take a look at the history of physical education teachers, do you think we have come a long way?
• What information do you have regarding the history of physical education in Europe?
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• What is the history of physical education summary?
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• As I was reading about Physical Education History In America, I read that this field of education has gained popularity in recent years. Is this true?
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• Explain The History Of Physical Fitness and its origin in from Europe?
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• My search for history and development of physical education and sports mentioned theory of the leisure class. What is it all about?
• As I read about the History of Physical Education, there was mention of the course on Assistive Devices. What are the contents of this course?
• What can you tell me about the early history of physical education in the USA?
• As I read on if there are there any sporting degrees in the United States, there was mention of the course on Athlete's Diet. What are the contents of this course?
• As I read about the history of Physical Education in Sweden, there was mention of the course on Safety in Medical Office. What is taught in this course?
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• While reading and article on Physical Education and training history I came across the course called Nutritional Biochemistry. Can your brief me about it?
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• What is the role of Physical Education in the modern age?
• What was the turning point in the History of Physical Education?
• How long back does the Physical Education History date?

Q: Why should you get a degree in physical education?

A: Physical education is becoming increasingly important, given the current American health standards. With an ever increasing number of people affected by obesity, educators and parents both are now placing a notable emphasis on health studies, encouraging their children to adopt a more healthy and active lifestyle. Physical education degree holders may also work with senior citizens or retirees – a growing part of the population, to maintain their fitness and help them exercise sufficiently.

Q: I was reading an article about history of physical education and sport classes. Can you tell me if I can pursue a physical education online?

A: Physical education has gained a lot of importance in recent years. You can pursue this educational course at many campus based schools as well as online schools. You will have to search online to find out which schools are currently offering this program online. Take a look at our page where you can find more detailed information about this field.

Q: As I was trying to trace the history of physical education to the modern age, I found out that this field is gaining importance. Why?

A: Physical education has become a mandatory course in primary and secondary school. Students must take part in physical education and indulge in exercise and sports activities. It has been proved that physical education is vital for a healthy lifestyle and physical fitness. This has directly increased the demand for physical education teachers throughout the nation.

Q: What are the philosophies connected to the history of physical educat?

A: There have been a number of philosophies connected to the history of physical education. There was a popular belief in US that physical education and sports could result in the development of moral, mental, and religious qualities. Some philosophies also focused on attaining positive social goals with the help of physical education. Other philosophies considered physical education essential as their focus was on the importance of play and recreation.

Q: Considering the history of physical education in the US, can we say that is all started from Europe?

A: It would not be wrong to say that the history of physical education in the US was shaped by European influence. When physical fitness became popular oversees, that is when its advantages were realized in the US. Gradually, they also followed the European model and today physical education is a major part of many schools and colleges.

Q: I may be enrolling in a physical education course, but I want to first know about the history of physical and health education. Can you tell me about this?

A: Physical education gained a lot of importance in the 19th century. It was formally introduced as a major part of all school curriculums in the United States. However, this form of education has been around since the Roman and Greek period. Physical education is important to maintain health and fitness.

Q: What information do you have regarding the history of physical education in England?

A: Physical education has always been a major part of many cultures across the nation. However, it is in this century when physical education gained popularity in countries such as England. The government has formally introduced this area as a major part of school activities. Physical education is geared towards helping promote fitness and physical wellness.

Q: If we take a look at the history of physical education teachers, do you think we have come a long way?

A: History of physical education goes back to the nineteenth century. Gradually its importance was realized and it became part of the curriculum at various schools and colleges. Since then it has gained quite a lot of attention. Physical education has become an important area that promotes physical well being of the individual.

Q: What information do you have regarding the history of physical education in Europe?

A: The history of physical education in Europe goes back to the Roman and Greek period. Physical education was an important part of the daily lives of people back then. Over the years, this form of education grew in importance due to the need for warriors and fighters. In the 19th century, physical education became a part of all school curriculums in Europe and America.

Q: Can you highlight the key developments in the history of American physical education in the 1900s?

A: In 1900s, professional organizations promoting physical education in U.S. were established. These included the National Strength and Conditioning Association, American College of Sports, and the National Athletic Trainers' Association. It also saw the commencement of competitive sports with intercollegiate athletics. Most importantly American Alliance for Health, Physical Education, Recreation and Dance was established. This is the largest organization involved in physical education promotion today with over twenty thousand professional members.

Q: What is the history of physical education summary?

A: Physical education started gaining attention in American in the 1800s. Gradually, it started becoming part of the regular curriculum as the importance of human body development was realized. It was not until the early 1900s that states passed legislation to have it as part of the core curriculum at schools.

Q: I just read an article on the history on physical education and I wish to become a qualified physical education teacher. What kind of job responsibilities will I encounter as a PE teacher?

A: As a physical education teacher, you will be required to provide students with knowledge regarding the importance of health and fitness. You will have to create physical activity programs and make sure they are implemented. You may also have to keep a check on all sports equipment inventory and report to the administrative figures in the school.

Q: Can you tell me about the history of physical education in Greece?

A: Physical education is a subject that has gained prominence in the modern world. Tracing back to its roots it was the Greeks who were responsible for drawing attention on the need for physical activity. They indulged in warfare trainings that were quite useful. It can be said that physical education began in ancient Greece. With time it has made its way around the world and today it is a major subject.

Q: Can you briefly discuss the history of physical education in America?

A: Physical education has gained recognition after the World War 2. Although this form of education dates back to Roman and Greek period, it has become a part of school curriculums in this century. The purpose of making physical education mandatory at all school levels to promote physical fitness and health among young students.

Q: As I was reading about Physical Education History In America, I read that this field of education has gained popularity in recent years. Is this true?

A: Physical education has always been a major part of human lives and has roots that date back to the roman and Greek era. However, its emergence became very prominent after the world war. The government of the United States has formally and legally recognized this field as a mandatory part of all school curriculums.

Q: Can you give me some information about physical education in Germany since 1800?

A: Physical education is a recent development in the field of education, formally being recognized early this century. However, the existence of physical education can be seen in all societies since the roman and Greek period. In Germany, Johann Bernard Basedow was the first man to introduce this form of education at primary and secondary school levels. His input and contribution to this field is widely appreciated.

Q: What is the history of physical health education and why has it gained importance?

A: History of physical health education is very recent. It was in the 1820s that schools started focusing on this issue, but it became a formal part of school education in the 1900s. With time it was realized that physical health is an important aspect and cannot be ignored. Today most of the schools have their own teams and competitions which promote physical fitness and sports.

Q: Is there any course on history of physical education gym in school?

A: Indeed. There are different types of courses taught in the schools. History Of Physical Education Gym is also one of the courses which students can choose to take. It is not a compulsory course therefore students can choose if they want to go ahead with it or not. The course is maximum of 3 credit hours.

Q: My search for the history of physical education mentioned Body Composition Assessment. What would I learn in this course?

A: Body Compositions Assessment would be mentioned when searching for the history of physical education. This course allows students to learn about human metabolism, weight management, body composition and wellness. Students with the help of this course also learn about essential fats and their role in a human body. Interested students are recommended to search our website for more information.

Q: In the History Of Physical Education In United States, which state was the first to make physical education classes mandatory?

A: The History Of Physical Education In United States, California was the first state that made physical education classes compulsory in al its schools. This took place in the year of 1866 as the importance of physical education was growing fast. Students were required to attend all physical education classes while enrolled in school.

Q: Explain The History Of Physical Fitness and its origin in from Europe?

A: The history of physical fitness dates back to thousands of years. However, when tracing its origin, no country can be compared to Greece. Greece is highly regarded for its civilizations perfected physical fitness 2500 B.C-200 B.C. The Greeks believed in development of mind as well as body. The first Olympic Games ever held were in Greece. This country introduced the concept of gymnastics, yoga, acrobats, and physical exercise.

Q: What can you tell me about brief history of physical education in Germany?

A: Brief History Of Physical Education in Germany is reflected in the history of physical education in America since advancements made in Germany were incorporated by American educationists. They had a strong background of gymnastics and concentration on physical activities especially games. Educationists belonging to Germany had conducted several researches which concluded that physical activities for students in schools is equally important as mental growth of skills.

Q: While reading on the historical development of physical education, there was mention of the course on Human Relations in it. What are the contents of this course?

A: It is common to get to read about the course on Human Relations while going through historical development of Physical Education. This course is worth 2 credits in total. It is structured to provide students with ample understanding of the major levels of issues that can be faced by humans in their various relation ships.

Q: While reading an article on history Physical Education United States, I came across the mention of Bachelor of Nutrition Science program. Can you brief me about it?

A: It is common to come across the mention of programs like Bachelors of Nutrition Science in articles like history Physical Education United States. This four year program prepares students to take position in food management companies like bakeries, restaurants and cafes. You get to study topics like culture and foods and principles of delivering public health nutrition services.

Q: As I read about the mandatory physical education information, there was mention of the course on Ears & Eyes. What are the contents of this course?

A: It is common to get to read about the course on Eyes & Ears while going through the mandatory Physical Education information. This course is worth 3 credits in total. It is designed to offer students with ample understanding of the basic functions and structures of eyes as well as the ears. Hands on experience is also provided in this course.

Q: As I read about when was PE first introduced in schools, there was mention of the course on Medical Record Analysis. What are the contents of this course?

A: It is common to get to read about the course on Medical Record Analysis while reading on when was PE first introduced in schools. This course is worth 3 credits in total. It is structured to offer students with ample understanding of the file completion requirements. Students are also highlighted on the reports of consultation as well as the incomplete record filling.

Q: My search for when did gym become optional?? mentioned cardiovascular conditions. What is it all about?

A: Cardiovascular conditions would be mentioned when searching for When did gym become optional??. Mention of cardiovascular condition is in regards to the students who suffer from this ailment. Medically it is recommended that cardiovascular patients should refrain from vigorous physical activities. Students who have pulmonary conditions such as Asthma are also recommended not to exert themselves unnecessarily. It is recommended that students who have these conditions consult their doctors before indulging in physical activities.

Q: My search for history and development of physical education and sports mentioned theory of the leisure class. What is it all about?

A: Theory of the leisure class would be mentioned when searching for history and development of physical education and sports. This theory was introduced by Thorstein Veblen in 1899 and is considered to be the first critical analysis of consumerism. It discusses about lives that are inherently dependant on utilities. It is an interesting study which can prove to be extremely useful for anyone looking to understand our current social structure.

Q: As I read about the History of Physical Education, there was mention of the course on Assistive Devices. What are the contents of this course?

A: It is common to get to see the mention of the course on Assistive Devices while going through the History of Physical Education. This course usually is of around 3 credits in total. It is designed to offer students with ample understanding of the practical info of the various types assistive devices. Students are also provided hands on experience for assistance.

Q: What can you tell me about the early history of physical education in the USA?

A: Early history of physical education is a sought after area of specialization in today's era. The area of concentration has gained significance in the United States since several researches concluded that physical education is an integral part of a child's growth and development throughout his/her educational venture. Students need to be physically involved in various sports and other activities for better physical strength and mind processing.

Q: As I read on if there are there any sporting degrees in the United States, there was mention of the course on Athlete's Diet. What are the contents of this course?

A: It is quite common to get to read about the course on Athlete's Diet while going through the articles on are there any Sporting degrees in the United States. This course is worth 3 credits in total.It is structured to provide the students with significant understanding of the basic nutrients of the diet of athletes. Students are also highlighted on the keys of healthful living.

Q: As I read about the history of Physical Education in Sweden, there was mention of the course on Safety in Medical Office. What is taught in this course?

A: It is common to get to read about the course on Safety in Medical Office while going through the history of Physical Education in Sweden. This course is around 4 credits in total. It is designed to offer substantial understanding of the chain reaction of infections and the precautions that need to be taken regarding the human blood and tissues.

Q: When women briefly explain of physical education?

A: I assume what you meant to ask was when were women allowed to participate in physical education? Since the inception of the concept, women's exclusion from physical educational activities was due social and political factors. These factors not only deprived but also risked the well being of generations of women. It wasn't until the early 1900's when women were allowed to participate in physical educational programs.

Q: History of high school physical education mentioned psychomotor learning. What is it all about?

A: There would be a mention of psychomotor learning when searching for history of high school physical education. It is the relationship between cognitive and physical functions. This can be demonstrated by a number of activities and is an essential part of human development. Activities like driving a car or playing tennis demonstrate healthy motor skills. Psychomotor learning is an essential aspect of human development which can be achieved by physical education programs.

Q: While reading and article on Physical Education and training history I came across the course called Nutritional Biochemistry. Can your brief me about it?

A: If you search for Physical Education and training history you come across a number of programs and courses you can go for in this field. Nutrition study is one of them, and Nutritional Biochemistry is one of its courses. In this course the students get to know about the physio-chemical aspects related to nutrients.

Q: In my search on briefly explain Physical Education I came across Human Development course. Can you tell me about this course?

A: In search on briefly explain Physical Education you often come across various courses offered in the field. Human Development is one of them. In this course you get to learn about major theories related to various factors influencing a person, emotional, family and friends, social and economic. The course also offers research related to adult personality development.

Q: Can you give a brief history of physical education from any country?

A: The History of Physical Education is the same for any country. According to multiple researches, the inclusion of physical education in the curriculum of education anywhere all over the world has proved as a positive factor in the growth of children. Physical fitness of students is of utmost importance to the education system.

Q: While reading on the historical background of Physical Education, I found ample mention of the course on The Science of Pharmacology. What are the contents of this course?

A: It is quite common to get to read on the course of The Science of Pharmacology while going through historical background of Physical Education.This course is worth 4 credits in total and is designed to provide the students with the professional understanding of the processes to get a drug approved for the use by practitioners and physicians.

Q: As I read on a short history on Physical Education, there was mention of the course on Health Care Security. What is involved in this course?

A: It is quite common to get to read about the course on Health Care Security while reading on a short history on Physical Education. This course is primarily of 4 credits in total and is formed to provide the students with the understanding of how to protect the property of a medical institution as well as the people attached to it - be it employees or the patients.

Q: Looking at role physical education modern era got me thinking about the job description. What are the responsibilities of a physical education teacher?

A: Searching for role physical education modern era would mention the responsibilities of a physical education teacher. Physical education teachers are required to effectively organize students and equipment. Teachers are also required to plan a lesson which promotes maximum participation, make sure students learn while being active and help motivate children to participate. With physical education part of every institutions curriculum, there is a huge demand for physical education teachers.

Q: Searching about the roles of history to physical education mentioned Wii Fit. What is the significance of this?

A: Searching about the roles of history to physical education would mention Wii Fit. Schools all over the United States are incorporating Wii Fit into their physical education programs. According to the school's administration Wii Fit allows children to participate with its interesting games and graphics. This technology has helped students take an active interest in the otherwise monotonous physical education classes.

Q: While I studied on Physical Education background, there was mention of the course on Psychology. What is taught in this course?

A: It is common to get to see the mention of course on Psychology while going through the course on Physical Education background. This course is worth 5 credits in total and stresses on making the students understand the very basic building blocks of psychology. This includes psychological research, behavior of humans and the biology of their mental status.

Q: While going through the article on what is the history of P E, I came across the program Bachelor in Nutrition Science. Can you tell me its core courses?

A: Search on what is the history of P.E often leads to the related programs that are being offered by various different universities. Bachelor in Nutrition Science is being offered all across America by many institutes. The core courses offered in this program include clinical nutrition, nutritional assessment, physical activity & wellness, nutrition science, genetics, nutrition, and health and science of foods.

Q: When I search 'what is a brief history of physical education', I came across some info on NASPE. What is the purpose of this organization?

A: Reading about what is a brief history of physical education would surely mention NASPE. This stands for National Association for Sport and Physical Education. The main purpose of this organization is to promote and set standards in quality physical education practices. It is the largest of the five associations that make AAHPERD. This organization includes more than 12,000 members and is responsible for the advancement of physical education all over the United States.

Q: While going through the background of history of Physical Education, I came across Master of Art in Psychology - Health and Wellness. Can you tell me the courses taught in this?

A: The search on background of history of Physical Education often leads you to the related programs being offered. Master of Art in Psychology - Health and Wellness is one of the most famous programs being offered in the field. The course includes mental health & psychopathology in the workplace, human development, statistics & research design, professional ethics, standards of practice & law and intervention strategies in wellness programs.

Q: Why have history physical education schools gained importance again?

A: Schools teaching History of Physical Education have gained popularity in the recent past due to significant researches pointing towards the importance of the subject in students' growth. Various research results have proved that physical activity such as sports, aerobics, and any other activity that requires physical movement. Sports such as football, baseball, and basketball are the most highlighted ones in this context.

Q: In my search on history of p e, I came across Bachelor's in Public Health. Can you brief me on this program?

A: Bachelor's in Public Health is one of the relevant fields for those who are interested in History of P E. The students are taught in detail the issues regarding public health policy, public health care and planning of the health services. The program includes courses such as social concepts of health and illness, community development principles and practice, introduction to statistics, public policy in theory and practice and community development,

Q: Reading about what is the history and development of physical education mentioned the lets move campaign. What is the premise of this initiative?

A: Reading about what is the history and development of physical education would include the lets move campaign. Let's move campaign has been initiative by the first lady Michelle Obama in 2010. The main purpose of this campaign is to spread awareness and stress on the importance of physical education throughout the United States. This initiative directly addresses the childhood obesity problem which is responsible for conditions like diabetes, asthma and cardiovascular diseases.

Q: My search on what is history physical education mentioned AAHPERD.What is the significance of this organization?

A: Searching about physical education would mention AAHPERD. It stands for the American Alliance for Health Physical Education, Recreation and Dance. This organization is responsible for developing professional guidelines for physical education all over the United States. This organization is affiliated with a number of associations such as National Dance Association and National Association of Sport and Physical Education.

Q: While reading about physical education across the history, I came across a course named Sport Psychology. What are the contents of this course?

A: Sports Management degrees often have the course Sport Psychology included in their curriculum. This course addresses to the issues such as understanding of your own personality and self-esteem, finding motivational bases, analyzing the positive energy and exploring the issues related to various different sports strategies. The course also aims at teaching how to work as a team and how to lead.

Q: My search about history on p.e mentioned turnverein. What is the significance of this?

A: Searching about the history of physical education would mention turnverein. It was introduced by Friederich Jahn. It refers to athletics or a gymnastics club. This exercise was introduced as a means to promote and facilitate physical education as an academic program. With the introduction of turnverein the physical education programs received a much needed boost all over the United States.

Q: My search about the historical background of p.e mentioned yoga. Can this be considered as part of physical education?

A: Searching about the historical background of physical education would mention yoga. Yoga is a stress relieving exercise that promotes mental, spiritual and physical discipline. Some physical education programs around the United States incorporate practices of yoga due to its immense advantages. Yoga can be considered as a facilitator that promotes physical education practice.

Q: While reading about the current history of physical education, I came across the child nutrition act of 2004.What does this act entail?

A: The Child Nutrition and WIC Re authorization Act of 2004 would be mentioned in the current history physical education. This act requires all schools with federally funded meal programs to develop policies that promote healthy nutrition and physical activity. This act was in response to curb the obesity crises all over the United States.

Q: While reading the history of Physical Training, it mentioned a dedicated course on Medical Records & Terminology. What is involved in this course?

A: The history of Physical Training features understanding of the course on Medical Records & Management. This course is worth 3 credits and focuses on the lessons that are designed to provide the students ample knowledge and understanding of the various medical word formations. This course also stresses on the major aspects of a patient's medical record.

Q: Could you give me some information on the physical education historical background?

A: The history of physical education dates back to the nineteenth century. Schools at that time started with incorporating physical activity in the curriculum of students which included programs like aerobics, sports especially those involving field play such as basket ball, baseball, basket ball, etc, and hygiene training. Slowly and gradually, with the help of research programs, physical education was made compulsory in all schools of that time.

Q: Why has there been a shift in Physical Education?

A: The importance of Physical Education has been leading the way of researchers and developers all over the globe to and forth Physical Education. With the recent discoveries, it has been concluded that Physical Education is of significance to the growth aspects of students hence the shift in physical education back towards inclusion in the formal education process.

Q: When was the starting of Physical Education in schools?

A: After the civil war, government made Physical Education mandatory for the schools to add a bit of Physical Education in their curriculum. However, the real idea was implemented in 1970 after the making of the amendment to the Federal Education Act which enabled women to take part in athletic competitions.

Q: While reading about the history to physical education, I came across calisthenics. Please explain what is this?

A: Calisthenics would come up when reading about the history of physical education. It was introduced in 1823 in English schools for girls. It is a form of an aerobic exercise involving rhythmical movements. The purpose of this is to move multiple apparatuses at the same time. This form of exercise includes bending, twisting, jumping and swinging. Calisthenics is used as a form of synchronized physical training by sports team and the military.

Q: What is the origin of Physical Education?

A: The history of Physical Education can date back to ancient times when most of the physical activities revolved around war and warriors, and were among the most essential parts of military training. In civilized years, we can date it back to 1820 when it was introduced as a subject in educational institutes.

Q: While I was reading the summaries of physical education, there was mention of the course on Advanced Medical Coding. What is involved in this course?

A: It is true that you end up reading about Advanced Medical Coding courses in the summaries of Physical Education degrees. It is an advanced level course worth 4 credits and highlights on making the students understand the culture as well as language of a community of medicine. Students get to learn the various terminologies and codes of a medical setup as well as get to know how to file down appeals, etc.

Q: Is the history of phy education on your website accurate? Also tell me some online schools offering degrees in Physical Education.

A: Yes, the History of Physical Education available on our website is very accurate and totally reliable. Some of the top institutes offering degrees in Physical Education include Canisius University, A.T. Still University and University of South Florida. There are variety of options available and the universities are offering many different programs.

Q: While reading about the history of United State physical education, I came across adapted physical education or APE. Please explain what is included in this?

A: A search on history of the United States Physical Education includes one of its most important aspect. Adapted physical education or APE is a carefully designed physical education program for students with disabilities. This program is specifically designed on a case to case basis. With the help of this program student with disabilities get an opportunity to improve their level of fitness.

Q: While I searched for the comprehensive definition of physical education programs, there were many with emphasis on courses of Introductory Anatomy & Physiology. What is involved in this course?

A: It is true that you can end up reading a lot about the courses on Introductory Anatomy & Physiology in the comprehensive definition of Physical Education programs. This course highlights on understanding the human body and how the different systems that are part of it, function. Topics include chemistry of human body, study and analysis of the human body cells, membranes, tissues, various body systems, etc.

Q: Can you give me a Physical Education summary?

A: Physical Education dates back to nineteenth century when it was introduced all across Europe, and later on in the schools as a subject. After the civil war, Physical Education became a compulsory subject in the schools. The subject includes various sports as well as gymnastics, hygienic training and physical fitness awareness.

Q: What is the history behind Physical Education in the United States?

A: The history of Physical Education in the United States dates back from the time when special programs for physical fitness were introduced overseas. Today, Physical Education is taken as a subject at schools, while if we take a look at the history of US, it was introduced by other organizations at first.

Q: While searching on summary meaning of physical education, I came across a course on Kinesiology? What is included in this course?

A: The topic on physical education would include a reference to kinesiology. This course involves the study of muscles, joint actions and mechanic of human balance and motion. It guides the students in specific movement analysis and pathology. However, this should not be confused with applied kinesiology which is a controversial chiropractic diagnostic method.

Q: When I was reading about the History of Physical Education in public schools, there was mention of the Managing Correspondence & Supplies course. Can you tell me more about this course?

A: The History of Physical Education in public schools is practically incomplete without the mention of course on Managing Correspondence & Supplies. This 3 credits worth course focuses on teaching the students how to manage the business correspondence side of physical education in efficient and professional manner. Students also get to learn the different techniques that are used to manage the supplies by medical assistants.

Q: As I read about the history physical education, there was mention of Medical Billing & Accounting. What concepts are part of this course?

A: The history Physical Education has a strong highlight on the 4 credits worth course on Medical Billing & Accounting. The aim of this course is to teach students how to combine the business as well as financial duties with the medical ones. Areas of discussion include administrative medical assistance, billing the third party payers, collection of payments as well as bookkeeping.

Q: In the history about physical education there is mention of Managing Correspondence and Supplies. What is involved in this course?

A: It is true that the history about Physical Education does mention the 2 credits mini course on Managing Correspondence and Supplies. The aim of this course is to make the students learn how to be able to manage the correspondence of business in efficient fashion as well as professionally. Students are also taught scores of techniques that are used by the medical assistants and physical education practitioners in managing the supplies.

Q: As I read about the historical origin of physical education, there was mention of Safety in Physical Education environment. What are the contents of this course?

A: The historical origin of Physical Education does focus on a 2 credits worth course on Safety in Physical Education. This introductory course teaches the students different ways in which the infection chain can be extensively studied. It also studies the precautions and measures humans can take as well as the procedures that professionals of physical education have to follow.

Q: What is Europe's historical view on PE?

A: Europe's historical view on PE takes us at the end of the Renaissance era. The physical education movement was centered around gymnastics which was particularly popular in Germany, France, Sweden and Great Britain.Friedrich Jahn, considered to be the father of German gymnastics used nationalism to further his program. This gave rise to facilities for running and vaulting all across Germany.

Q: Can you outline the origin of physical education in United States?

A: The origin of physical education in the United States can be traced back to the early 1800's. Physical educationists in Europe enjoyed moderate success and it was introduced in the United States by Charles Beck. He became the first physical education teacher and this started a tradition of gymnasiums and the inclusion in the curriculum.

Q: While looking at the brief origin of physical education, I came across Charles Beck. Can you outline his contribution in this field?

A: Brief origin of Physical Education search would not be complete without mentioning Charles Beck. Hired by George Bencroft, Beck was the first physical education teacher at the Round Hill School in 1825. He taught Latin and Physical Education in the form of German gymnastics. He is considered to be one of the pioneers in this field.

Q: What is the definition of physical education according to medical professionals?

A: The definition of Physical Education according to medical professionals states, instructional programs in the care and development of the human body. This is often practiced in educational institutes. This concept does not include prescribed exercises, which is related to Exercise Therapy. The concept was introduced as early as 380 B.C, however it was not until late 1790's when it was promoted by Charles Beck.

Q: From where can I take the History of Physical Education classes?

A: History of Physical Education classes can be opted online or in the traditional schooling system. Students can get enrolled in the associate, bachelor, or the master's program. Classes for the history of physical education involve comprehensive background knowledge and practical skill application. Here are the names of some of the schools offering physical education classes: New York Chiropractic College, University of the Rookies, and Kaplan University Online.

Q: Could you give me a brief of physical education and tell me about the different types of degree programs offered in this specialization?

A: The history of physical education is an area of concentration gaining significant amount of popularity once again since the latest researches have proved the importance of physical education in the traditional education systems. Physical education revolves around physical activities such as sports, gymnastics, and numerous other activities involving physical participation. Students wishing to pursue careers in physical education can seek degrees such as the associate's program, bachelor's degree and the master degree programs.

Q: While searching for history of physical education in America schools, I came across Dr. J.C Warren. How did he contribute to the acceptance physical education in America?

A: It is a not surprise that history of physical education in American schools would mention the name Dr.J.C.Warren. A professor at Harvard University, Dr Warren was the pioneer of physical education in American schools. With his medical background he established the importance of physical activity in schools. More information about Dr Warren and his works is available online.

Q: Where can I work after getting a degree in a brief history about physical education?

A: Once you get a degree in a brief history of physical education, you will find work according to the level of your education. If you wish to get into the field of education, you can work as a PE teacher in a school of your choice or work as a coach for the athletic or sporting teams of a number of colleges and universities. You can also choose to work as a personal or fitness instructor.

Q: What is the application of history of psychical education in schools?

A: The application of the subject of a brief history of physical education in schools is done through teaching and sports. People with degrees in a brief history of physical education can find positions as PE teachers within schools while they can also work as trainers and coaches for the sports and athletic teams of colleges and universities.

Q: What is the role of the history of physical education in schools?

A: The history of physical education is a degree and subject that offers the learners a vast amount of knowledge and training on the importance of and impact of physical education. In a school setting, you can find physical education an important part of every school's athletic and sports faculties while PE teachers are always in great demand.

Q: The beginning of Physical Education programs have a course on Principles of Public Speaking. What is taught in this course?

A: Most of the Physical Education degree programs do have a course Principles of Public Speaking. This is a 3 credits worth course, but may vary, depending on the level of degree being studied. Students get to learn the fundamentals and the foundation of how to be effective public speakers. You will get to know how to write, prepare and deliver a speech. This course is primarily important to build self confidence in the students and enhance their public speaking skills.

Q: When I read about the history of Physical Education in schools, I came across the Medical Office Management course. What are the areas of discussion in this course?

A: The Physical Education programs in various schools all over America have a significant course on Medical Office Management. It is worth 4 credits or more, depending on the degree being studied and provides an overall perspective of the topics relating to a medical office. Some of the major topics in this course are the typical workings of a medical office, processing the insurance coverage and issues in communication.

Q: When I read about the the history of P.E, I found out about the Introduction to Computers course. Exactly what is taught in this course?

A: Physical Education degree programs in the United States do have a comprehensive introductory course on Introduction to Computers. This course is of 2 credits and is designed in a way that you can assure a basic and primary level of applications on computer. In modern times you need to be educated in using computer in apt manner and this course will do exactly that.

Q: As I read about the history of P.E Teaching, I came across the Health Care Security course. What are the contents of this course?

A: In Physical Education programs there is a dedicated course on Health Care Security, worth 4 credits. The basic aim of this course is to make students understand how to protect people as well as the property. There has been heavy advancements in Health Care Security and some of the major discussions of the course are in electronics and equipment, management plan for security, department of emergency as well as issues in the maternity center.

Q: In the brief summary on Physical Education, there is usually a mention of the Laboratory Procedures course. Can you please fill me in regarding this course?

A: Physical Education and its degree programs have courses on Laboratory Procedures. This course is worth 3 credit hours and highlights on the numerous forms of equipment used in the laboratory as well as how it is all used. The students are also given an introduction on the ongoing safety legislation and regulations which are applicable in the setting of a laboratory. At the end of the course you get an insight into the world of Quality Control which will ensure favorable results f the laboratory tests.

Q: How important is Physical Education in the modern era as a career?

A: Physical Education right now is more important than it has ever been. With all the increasing interest in sports and athletes with toned and healthy physiques, their has never been more of an interest in keeping fit and healthy. People pay a lot of money to personal trainers and a lot of high quality gyms and fitness centers are hiring people with degrees in physical education to train their clients.

Q: What are the benefits of studying historical physical education, career-wise?

A: Getting a degree in a brief history of physical education will enable you to become a physical trainer. Once you have this degree, you can choose to go in to the field of education where you could work as a Phys. Ed teacher or coach sports teams for schools. If that does not interest you, you can find lucrative positions within gyms and fitness centers, working as a physical or personal trainer for their clients.

Q: While I was reading on what is the history of PE, I read that Body Mechanics has been important in the study of Physical Education. Can you tell me more about Body Mechanics?

A: Physical Education in America has indeed benefited a lot from Body Mechanics. This area of Physical Fitness relates to the tests conducting to analyze the fitness related to skills. Sports and wellness of the body are integral parts of this 3 credit hours' worth course. Some of the contents of this course include static postures, neck aches, back care, neck care, back aches, neck exercise, planning of effective program for physical activity.

Q: As I read about the short brief history in PE, I came cross the Combating Addiction course. What are the areas of study of this course?

A: Physical Education programs extensively study Combating Addiction courses. It is usually of 2 credits' worth and is taught midway in the program. The course highlights on the key facts as well as considerations that relate to drinking, smoking as well as abuse of alcohol. It further extends and teaches the psychological and physiological effects that the drugs may have on humans and all of the most common health risks associated to them.

Q: In the short brief history of Physical Education, I read about the Strength and Endurance Exercises. Can you brief me about the course?

A: Physical Education programs in the United States have the course on Strength and Endurance Exercises. The course tries and highlight on the examples of isometric and isotonic exercises that is important for endurance as well as mild strengthening. There is also study into the exercises of resistance training and free weight and how to avoid the hazardous exercises. In the end, it focuses on the safe alternatives.

Q: What are the career prospects for someone with a degree in a brief story of physical education?

A: Once you graduate with a degree in a brief history of physical education, you will find a number of fields that you may go into. You can choose to become a physical trainer and work at a gym or even as a personal physician for an athlete. You may also choose to go into the educational sector and work as a physical education teacher.

Q: What is the history of physical education?

A: The subject that is called a brief history of physical education deals with training in various aspects of physical education. Learners are not only taught about the history of physical education and how it has evolved over the years, they also get to learn about various methods of providing physical training and education.

Q: As I read about the short history of P.E, I came across a course on First Aide for the physical education. What are the contents of this course?

A: The First Aide course of P.E is one of the 2 credits worth courses in the Physical Education degree programs. This course trains students on ways of performing CPR on others. It further trains them on understanding what the first aide techniques are and how should things like CPR be administered. This course is quite essential in order to be awarded the degree in Physical Education and hence, there is much need for practical expertise.

Q: Could you give me a summary of the history of the field of physical education and what it is about?

A: The field of physical education has a vast history that dates back many decades. The field of physical education was not taken as a proper field of education until recently when it became apparent that physical education plays an important role in nurturing youngsters and preparing them physically for the rigors of life. Practitioners of the field today hold great positions within educational establishments.

Q: As I read about the important resources on history of physical education, I got to know about the Legal and Ethical Issues of Medicine and Better Communication. Can you please fill me in with this?

A: Many of the Physical Education courses in the United States have the topics on Legal and Ethical issues relating to the practice. You need to always be aware of the bill of rights that the patients have and what role the team members at a rehabilitation center play in protection of these rights. Moral issues are also to be understood and highlighted and how to implement effective, but sensitive communication in physical education.

Q: As I read on the background on Physical Education, I came across the Athlete's Diet course. What is involved in this course?

A: Physical Education programs in the United States have the Athlete's Diet course. This course revolves primarily on the six basic nutrients required by athletes. Other than that it also stresses on the keys to healthy living and the exercises along with the perfect food pyramid. Osteoporosis, coffee controversy and the apt diet plan for pregnant women is also the highlight of this course. Most of the programs give it 2 credits' worth.

Q: The basic history of physical education degree programs have home, school and community course. What are the contents of this course?

A: In the United states, the Basic History of Physical Education degree programs usually have a course on Home, School and Community. This course introduces to partnerships with parents as well as other individuals. These partnerships are needed by the teachers to create and also achieve the very best results for the children in classroom. Home visits with children and parents, parental visits as well as meeting with parents in classroom are all topics discussed in this course.

Q: While studying about the the History of PE in schools, I came across the Principles of Public Speaking course. Can you please tell me more about it?

A: It is not unusual to come across the Principles of Public Speaking courses when studying the History of PE in schools. This course is designed to teach the students all of the fundamental and basic principles of speaking in public, while at the same time also emphasizing on the skills development. It also is responsible for covering the methods, steps and the purposes that are much involved in the preparation of speeches.

Q: Can you explain the connection of physical education in modern era?

A: Physical Education was one of the most significant area of education in the early education time. However, with more and more specialties coming into the field of education, it lost its significance. With latest research and development in various areas, it has been proved that the physical education is of utmost significant to the human race as it provides a natural balance and encourages the young generation to remain physically fit and mentally sharp. Due to all the same reasons mentioned above, physical education has been made a part of the mandatory curriculum in all public schools.

Q: According to a brief history of P.E, explain how Jack Lalanne promoted physical education?

A: Jack Lalanne is a one of the most recognized personalities in the field of fitness and education. His work has helped promote physical education not just in the United States, but across the globe. Jack Lalanne was a renowned fitness instructor; he developed a number of fitness machines and fitness programs. Jack contributed to the field of aerobics, yoga, and other forms of exercise. His ideology about physical education is still considered as the best by modern physical education researchers.

Q: Can you explain the purpose of The International Society for The History on Physical Education and Sport?

A: This is an international organization that came into being in the year of 1989. The main purpose of this organization is to promote teaching and research in the field of physical sports and education. It has been developed to enhance communications between sport history associations across the globe. ISHPES is an organization created under the influence of ports historians all over the world.

Q: What is the importance of scholarship History of P.E. in school?

A: Most of the Physical Education providers in the United States offer scholarships on very stringent basis. These include keeping a good check on the performance of the student. The scholarship history allows the administration to evaluate the retention potential of the student. The record needs to be satisfactory in order to be awarded the scholarship for another semester.

Q: What is the mandatory college physical education scholarship requirement?

A: There are more than one mandatory college Physical Education scholarship requirements. These include being a US citizen or eligible non citizen. You need to also have a clean pat record - one clear from any serious felonies or criminal acts. You also need to have considerably stronger academic credentials to support your file and your case. There are also special allocated seats for special students with ailments.

Q: Can you briefly explain a few factors that have contributed to the decline in Physical Education recently?

A: The decline in physical education has been caused by a number of factors. Mainly, it can be seen that growing technology in the past few decades has led to decline in physical education, as individuals spend more time indulged in other technology related activities such as video games etc. Another major reason is the growth of school subjects and electives, the increase in the curriculum has taken away time from individuals to consider physical education.

Q: Looking at the historical back ground of physical education, which American organizations have contributed greatly to this field?

A: The history of physical education dates back to many centuries, however its popularity in the United States grew dramatically in the post 40s era. Many organizations were set up that promoted physical education and physical fitness. These include: The American Medical Association (AMA), The American Association for Physical Education, Recreation, and Dance (AAPHERD), The Presidents Council on Youth Fitness, and The American Health Association (ASA).

Q: When does a brief history of physical education date back to?

A: The history of Physical Education dates back to 1820. The concept emerged in 1820 and became popular during that time span. However, with the change in the educational programs of the institutes, Physical Education became obsolete and schools concentrated more on academics. However, various studies conducted in today's era have declared that a combination of academics and physical education is necessary for the development and grooming of students.

Q: Where can I learn more about the Physical Education brief history?

A: You can get detailed information on the Brief History of Physical Education at our website. We offer comprehensive educational programs and knowledge regarding Physical Education. The subject is emerging as a significant area of education due to the recent studies declaring the significance of physical education in modern era.

Q: Where can I find the most comprehensive physical history brief history information?

A: You can find comprehensive information on the History of Physical Education on our website. We have a list of certificate and degree programs being offered in the History of Physical Education. These can be pursued from the online schools listed on our website and can be completed at the pace of the student. To get further detailed info on the above mentioned programs, click on the 'Request Further Information' button and get all the details you need.

Q: Is the brief summary of the history of PE on your website reliable?

A: The summary of the History of Physical Education on our website is authentic and offers a comprehensive insight to the program. It emphasizes on the importance of History of Physical Education, the progress over time, and its implications in the 21st century. The article states how the subject emerged over time and has become a part of everyone's life in the modern era.

Q: I just completed a degree in History of Physical Education and wanted to know what career opportunities are present for me?

A: Someone with a degree in the Brief History of Physical Education can find work in a large number of relevant fields. If you have an interest in going into the education sector, you could apply for jobs at schools as a physical instructor or team coach. You will also find many opportunities working as a PE teacher and gym instructor with a number of schools.

Q: What have been the biggest issues in the recent history of physical education?

A: The recent History of Physical Education has been filled with misuse of health building supplements and steroids. This has been much of a worry to the masses and many Olympians have been penalized for this in the past. That is why the physical education degrees now have extensive study on how to cut the damage of steroid and supplement abuse.

Q: What is the definition of brief history of physical education?

A: The Brief History Of Physical Education course takes you into the history of sports and physical activities. The course is a study of how physical sports and activities have been carried out throughout the history of mankind. This course will prepare you for a career in the teaching of and research of physical education.

Q: What is physical education history?

A: Physical Education History can be traced as back as 1820 when institutes taught physical education such as gymnastics, human body development, hygiene training, and care of human body. The history of the physical education in United States can be found in the European education trends of that time which were followed by America. By the mid nineteenth century, physical education schools had increased to about 400.

Q: What is the career scope for someone with a specialization in the breif history of physical education?

A: If you have decided to complete a degree with a specialization in the brief history of physical education, you can find a number of career prospects in various fields. You could work in a number of schools that have physical education as a subject. If you are not interested in going into the education field, you can also find work as a trainer at gyms, training centers and with local sports teams.

Q: Where do I get information about the history of physical education?

A: If you require information on the subject of The History of Physical Education, you can look at our subject page where this information will be listed. If you want to find out about the degrees available in the subject then you can browse through our list of available degrees. School specific information can be had by contacting the schools directly from our website.

Q: What major points are stated in the physical education history information?

A: Physical education history information states how this field developed over the past century. It shows how physical education grew into being an important aspect of college education and health fitness. The core areas of physical education that have gained importance are gymnastics, exercise, hygiene, and sports. Physical education has become a mandatory course in many colleges and universities.

Q: Are there any degree programs offering the History of Physical Education Studies?

A: Yes. There's an entire list of degree programs focusing on Physical Education. These include Bachelor of Organizational Management with concentration in Physical Education and Bachelor in Health Care Studies with concentration in Physical Education. Both of these are four year degree programs offering a comprehensive insight to their area of concentration.

Q: What is the role of Physical Education in the modern age?

A: The government has made Physical Education mandatory in most public schools and colleges. Previously, physical education only involved traditional games and activities but now its boasts activities like meditation and yoga which provide students peace of mind and help them develop a sense of control as well.

Q: What was the turning point in the History of Physical Education?

A: The most significant point in the History of Physical Education may be when in 1950 over 400 institutes had introduced majors in physical education.

Q: How long back does the Physical Education History date?

A: Physical Education History dates back to somewhere around 1820. The Physical Education history has been full of scholarships, helping students understand this area of science much better.

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Public K-12 schools in the United States educate about 7.3 million students with disabilities – a number that has grown over the last few decades. Disabled students ages 3 to 21 are served under the federal  Individuals with Disabilities Education Act (IDEA) , which guarantees them the right to free public education and appropriate special education services.

For Disability Pride Month , here are some key facts about public school students with disabilities, based on the latest data from the  National Center for Education Statistics (NCES) .

July is both Disability Pride Month and the anniversary of the Americans with Disabilities Act. To mark these occasions, Pew Research Center used federal education data from  the National Center for Education Statistics  to learn more about students who receive special education services in U.S. public schools.

In this analysis, students with disabilities include those ages 3 to 21 who are served under the federal  Individuals with Disabilities Education Act (IDEA) . Through IDEA, children with disabilities are guaranteed a “free appropriate public education,” including special education and related services.

The 7.3 million disabled students in the U.S. made up 15% of national public school enrollment during the 2021-22 school year. The population of students in prekindergarten through 12th grade who are served under IDEA has grown in both number and share over the last few decades. During the 2010-11 school year, for instance, there were 6.4 million students with disabilities in U.S. public schools, accounting for 13% of enrollment.

The number of students receiving special education services temporarily dropped during the coronavirus pandemic – the first decline in a decade. Between the 2019-20 and 2020-21 school years, the number of students receiving special education services decreased by 1%, from 7.3 million to 7.2 million. This was the first year-over-year drop in special education enrollment since 2011-12.

The decline in students receiving special education services was part of a 3% decline in the overall number of students enrolled in public schools between 2019-20 and 2020-21. While special education enrollment bounced back to pre-pandemic levels in the 2021-22 school year, overall public school enrollment remained flat.

These enrollment trends may reflect some of the learning difficulties and health concerns students with disabilities and their families faced during the height of the COVID-19 pandemic , which limited or paused special education services in many school districts.

Many school districts struggle to hire special education professionals. During the 2020-21 school year, 40% of public schools that had a special education teaching vacancy reported that they either found it very difficult to fill the position or were not able to do so.

Foreign languages (43%) and physical sciences (37%) were the only subjects with similarly large shares of hard-to-fill teaching vacancies at public schools that were looking to hire in those fields.

While the COVID-19 pandemic called attention to a nationwide teacher shortage , special education positions have long been among the most difficult for school districts to fill .

The most common type of disability for students in prekindergarten through 12th grade involves “specific learning disabilities,” such as dyslexia.  In 2021-22, about a third of students (32%) receiving services under IDEA had a specific learning disability. Some 19% had a speech or language impairment, while 15% had a chronic or acute health problem that adversely affected their educational performance. Chronic or acute health problems include ailments such as heart conditions, asthma, sickle cell anemia, epilepsy, leukemia and diabetes.

Students with autism made up 12% of the nation’s schoolchildren with disabilities in 2021-22, compared with 1.5% in 2000-01.  During those two decades, the share of disabled students with a specific learning disability, such as dyslexia, declined from 45% to 32%.

The percentage of students receiving special education services varies widely across states. New York serves the largest share of disabled students in the country at 20.5% of its overall public school enrollment. Pennsylvania (20.2%), Maine (20.1%) and Massachusetts (19.3%) serve the next-largest shares. The states serving the lowest shares of disabled students include Texas and Idaho (both 11.7%) and Hawaii (11.3%).

Between the 2000-01 and 2021-22 school years, all but 12 states experienced growth in their disabled student populations. The biggest increase occurred in Utah, where the disabled student population rose by 65%. Rhode Island saw the largest decline of 22%.

These differences by state are likely the result of inconsistencies in how states determine which students are eligible for special education services and challenges in identifying disabled children.

The racial and ethnic makeup of the nation’s special education students is similar to public school students overall, but there are differences by sex.  About two-thirds of disabled students (65%) are male, while 34% are female, according to data from the 2021-22 school year. Overall student enrollment is about evenly split between boys and girls.

Research has shown that decisions about whether to recommend a student for special education may be influenced by their school’s socioeconomic makeup, as well as by the school’s test scores and other academic markers.

Note: This is an update of a post originally published April 23, 2020.

Katherine Schaeffer is a research analyst at Pew Research Center

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Dolphin Dash February 5-9, 2024

Thank you Dolphin family for an incredible week of giving! Together, you raised $4,255,829 for Jacksonville University's students and programs! Phins up!

IMPACT ENGAGE INSPIRE

Thank you to the 8,004 Dolphins worldwide who Dashed for JU. Together, you GAVE FORWARD and raised more than $4.2 million for the future of Jacksonville University. Thank you, and Phins Up!

Homecoming & Family Weekend

Welcome to the most PHINtastic weekend on campus! Alumni, families, friends, and fans are invited to Jacksonville University’s 70 th annual Homecoming & Family Weekend, October 7-10, 2021.

SUPPORT JU FROM HEAD TO TOE

It’s officially the start of the holiday shopping season, and Jacksonville University is getting in on the fun! Make a gift of $30 or more to the Nellie Student Support Fund and three things will happen……

• You’ll ensure that Jacksonville University students will continue to receive emergency funding when they need it the most,
• We’ll send you your choice of limited-edition JU socks or a JAX beanie as our way of saying thanks, and
• Get your new gear in the mail in time to wear for the holidays!

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A Bold New Brand

Our student athletes are making history, and it's time for the world to recognize them. We've launched a bold new brand for Jacksonville Athletics that both celebrates our history and marks our trajectory. We are the Jacksonville University Dolphins, and we Dare To Be Bold.

See the BOLD New Brand

We have a lot to celebrate this year: the completion of the ASPIRE Campaign, a bold new Athletics brand, the start of several new construction projects, and, most importantly, our growing class of Phins. We can’t wait to celebrate with our Forever Phins this weekend, October 12-14.

View the Schedule

Thank You for BELIEVING

Together, we BELIEVED in what a Jacksonville University education can do and its impact on the next generation of Dolphin students and leaders. It's not too late to pitch in for a future Dolphin.

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The College Tour, an Emmy-nominated show on Amazon Prime with millions of viewers worldwide, chose to feature Jacksonville University as their Season 5 finale episode, and you're invited to the exclusive early access premiere !

Join us LIVE on YouTube as we watch together virtually starting at 7 p.m. EDT.

The FUTURE. MADE. campaign is the most ambitious fundraising initiative to date at Jacksonville University. FUTURE. MADE. represents our core identity and mission: building a better future. It’s who we are and it’s what we do. Learn more about how together we will transform students' lives for a better tomorrow.

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Coordinator of Student Engagement and Leadership

Position title.

Coordinator for Student Engagement and Leadership

Student Engagement

Position Reports to

Director of Student Engagement and Leadership

Effective Date

May 1, 2024

Full Time/Exempt

Job Summary

The Coordinator of Student Engagement & Leadership provides support to advance the mission of the Center of Student Engagement & Leadership within the Division of Student Affairs. The Coordinator provides support to Student Engagement & Leadership through the facilitation of opportunities that foster students' engagement, campus involvement, and identity/leadership development to cultivate a successful university experience and academic persistence. The coordinator will oversee all student organizations to help develop and enhance their programs and activities. This position will work closely with students in supporting leadership development and other student engagement programs. The Coordinator will also manage all the operations of the 6,300 sq. ft. student event space, The Moran Center, with oversight of 10-12 student employees. Reporting to the Director of Student Engagement & Leadership, this position is a 12-month, full-time position with primary responsibility within Student Engagement & Leadership. 

Supervisory Responsibilities

Supervises student staff such as Desk Assistants/Event Staff and The Reef team members and also advises IFC.

Duties/Responsibilities

Oversee all aspects of The Reef, the student programming board, as well as Inter-Fraternity Council.

• Supports the major Reef events, traditions, and programs including Week of Welcome, Porter Fest, Homecoming, and Pancake Breakfast.
• Effectively lead, motivate, supervise and evaluate student staff.
• Oversee monthly all-campus Late-Night programs with The Reef team.
• Supervise student workers including handling daily tasks, scheduling hours, coordinating coverage of special events, and completing timesheets.
• Manage the approval and posting of marketing materials on bulletin boards and building display locations including the review of materials, removal of outdated or no longer pertinent to the campus community in accordance with the Student Engagement posting policy and remove any notices displayed improperly.
• Assist in budget management including tracking of expenses, gift card forms, and creating reimbursements for students.
• Advise the IFC President and executive board.
• Oversee IFC recruitment, help with IFC programming and also assist with IFC judiciary issues.

Required Skills/Abilities

• Excellent interpersonal skills and student focus with the ability to operate in a collaborative and professional manner with a wide range of constituencies in a diverse university community.
• High level of comfort with frequent student contact and ability to advise diverse student groups.
• Demonstrated ability to successfully balance, prioritize, and manage multiple tasks in an active, fast-paced environment, while providing superior constituent service.
• Ability to work independently and collaboratively to manage projects to successful completion. 
• Experience in event planning and program management.

Education, Certificates, Licenses, & Experience

• Bachelors degree required.
• Experience with student programming and Greek Life.

Physical Requirements

• Must be able to lift and carry equipment and supplies weighing up to 20 pounds.
• Must be able to bend, stoop, and reach.
• Manual dexterity to efficiently operate a computer keyboard and other business machines.
• Adequate hearing to communicate effectively in person and by phone.

Important Note

This is not an exhaustive list of all responsibilities, duties, and/or skills required for this position. The University reserves the right to amend and change responsibilities to meet organizational needs.

Interested applicants are asked to submit a resume and completed JU Application to Bambi Brundage at [email protected] . 

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Physical Education and Physical Activity

Schools are in a unique position to help students attain the nationally recommended 60 minutes or more of moderate-to-vigorous physical activity daily. 1 Regular physical activity in childhood and adolescence is important for promoting lifelong health and well-being and preventing various health conditions. 1–3

To learn more about benefits of physical activity, physical activity behaviors of young people, and recommendations, visit Physical Activity Facts . For more information on the Physical Activity Guidelines , 2 nd edition, visit Physical Activity Guidelines for School-Aged Children and Adolescents . Find out what CDC is doing nationwide to help more adults, children, and adolescents become physically active.

Figure 1. The 5 components of a Comprehensive School Physical Activity Program PDF [PDF – 247 KB] | JPEG | PNG

Comprehensive School Physical Activity Program Framework [PDF – 3 MB]

This document provides school health professionals, school administrators, physical education teachers, other school staff, and parents with detailed information on the components of a CSPAP framework. It identifies key professional development opportunities and resources to help schools implement the framework.

Infographic

Benefits of School-Based Physical Activity

A CSPAP can increase physical activity opportunities before, during, and after school. This graphic explains how 60 minutes of daily moderate-to-vigorous physical activity can benefit a  student’s health and directly impact teachers and the community.

Comprehensive School Physical Activity Program: A Guide for Schools [PDF – 6 MB]

CDC, in collaboration with SHAPE America, developed a step-by-step guide for schools and school districts to develop, implement, and evaluate comprehensive school physical activity programs. The guide can be read and used by an existing school health council or wellness committee, or by a new group or committee made up of physical education coordinators and teachers, classroom teachers, school administrators, recess supervisors, before- and after-school program supervisors, parents, and community members. It can be used to develop a new comprehensive school physical activity program or assess and improve an existing one.

Comprehensive School Physical Activity Program: A Guide for Schools [EPUB – 5 MB]

The eBook can be viewed on your iOS (iPad, iPhone, or iPod Touch) or Android device with an eReader. An eReader is an app that can display eBooks on your mobile device or tablet.

If you do not have an eReader app installed on your iOS (iPad, iPhone, or iPod Touch) device, search the App Store for an eReader, like iBooks. If you do not have an eReader app installed on your Android device, search the Google Play Store for an eReader. After an eReader app is installed on your device, you can download the eBook and open it on your device.

The purpose of this module  is to familiarize you with the components of a Comprehensive School Physical Activity Program and the process for developing, implementing, and evaluating one. After this module , you should be able to take the next steps to begin the process of developing a Comprehensive School Physical Activity Program .

The course objectives are for you to:

• Understand the importance and benefits of youth physical activity.
• Recognize the components of a Comprehensive School Physical Activity Program.
• Learn the process for developing, implementing, and evaluating a Comprehensive School Physical Activity Program .
• US Department of Health and Human Services. Physical Activity Guidelines for Americans, 2 nd edition. Washington, DC: US Department of Health and Human Services; 2018.
• Association for Supervision and Curriculum Development (ASCD), Centers for Disease Control and Prevention. Whole School, Whole Child, Whole Community: A Collaborative Approach to Learning and Health. 2014. Retrieved from  http://www.ascd.org/ASCD/pdf/siteASCD/publications/wholechild/wscc-a-collaborative-approach.pdf [PDF – 2.24 MB] .
• Centers for Disease Control and Prevention. School health guidelines to promote healthy eating and physical activity. MMWR. 2011;60(No. RR-5):28–33.

Healthy Youth

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Updated Biden administration rules will soon affect students across US: What to know

Students and school employees across America will be impacted in the fall by new changes to a rule that affects all federally-funded schools.

Practically, it's a sweeping update to how schools will have to handle sex discrimination and abuse cases. Politically, it's a part of a power struggle between the Trump and Biden administrations.

What's new? The Biden administration released a new set of rules this week overhauling the Trump administration's Title IX rules – which gave more rights to alleged perpetrators of sexual assault and harassment. The new rules also stipulate further protections for LGBTQ+ students as well as parenting and pregnant students.

What is Title IX? Title IX is a civil rights law that bans sex discrimination against students, employees and others at public schools, colleges and universities that receive federal funding.

What were some of the old rules? For cases of sexual assault, they stipulated that schools only had to investigate claims that met a certain threshold of sex discrimination and were made through a formal reporting process. It also raised the bar of proof for sexual misconduct on college campuses. They prohibited investigations of cases that occurred off campus.

Why does the change matter? Critics argued the Trump-era rules prevented people accused of sexual harassment, assault or discrimination from facing repercussions. Supporters contended the rules rightly strengthened due-process protections for accused students or faculty members.

Biden's new Title IX rules will affect people on the nation's school campuses starting in August.

What happened this week?

The Biden administration's new set of guidance overhauls Trump-era rules that in part narrowed which and how schools could investigate sex discrimination cases. President Joe Biden in his 2020 presidential campaign vowed to overturn the changes made under Education Secretary Betsy DeVos.

The new rules expand the definition of sexual assault and harassment. That means schools could investigate more cases of discrimination, abuse or harassment filed by people on school campuses under the scope of the law.

College student survivors will no longer be required to attend live hearings or go through cross examinations. And people will be given the right to "prompt and equitable grievance procedures," the rule reads.

LGBTQ+ students will be guaranteed protection under the law if they are discriminated against for their gender identity or sexual orientation.

Pregnant and parenting students who might receive unwanted sexual attention, shame or punishment at schools will also be granted more protections from sex discrimination in the admissions process and on campus.

“These final regulations build on the legacy of Title IX by clarifying that all our nation’s students can access schools that are safe, welcoming, and respect their rights," said U.S. Secretary of Education Miguel Cardona.

Who is impacted by the changes to Title IX?

The rule changes have a wide range of effects on students, among the most notable examples:

• Sexual assault survivors : The new rules will have sweeping effects on survivors of sexual misconduct and those accused of crimes. Among the changes: The definition of sexual assault will be expanded in K-12 schools and colleges.
• LGBTQ+ students : Biden's Title IX update stipulates protections from sex discrimination based gender identity for the first time.
• Pregnant and parenting students : The new regulations extend the definition of "sex-based harassment" to include pregnant people on campuses.

Ruling on transgender student participation in sports remains unsettled

The Biden administration did not rule on whether transgender and nonbinary students can participate on the sports teams that align with their gender.

The administration released a proposed rule in April 2023 that said schools and colleges largely could not ban nonbinary and transgender students from sports teams in the new Title IX rules.

Contact Kayla Jimenez at [email protected] .  Follow her on X at @kaylajjimenez.