Psychosocial Effect of Physical Education Programs in Schools - Term Paper Example

Psychosocial Effect of Physical Education Programs in Schools Abstract The purpose of this research paper is to examine the impact of physical education and sports in schools on the psychological, physical and social well-being of children. The results from the review study support the thesis statement about positive psychosocial impact of physical education at school on a student’s life. Keywords: Sports, physical education, promoting physical education, psycho-social impact Introduction The term paper is a comprehensive study regarding the psycho-social aspects of games, sports and physical education. The paper will attempt to answer the research question how physical education programs in schools can be promoted. It will also answer the question whether physical education programs in schools have a positive psychosocial impact on students. In the last few years, physical education and sports have witnessed unparalleled support from sources which are not a part of the school system. Today medical experts recommend routine regular physical activities as it helps in preventing diseases like high blood pressure, obesity or coronary problems (NASPE, 2004). The general public and many parents are not well aware of the benefits that their wards can reap from physical education. It is necessary that communication is clear among the physical educator themselves supporting physical education and sporting activities in schools, also the decision makers pertaining to education curriculum. If there is no proper communication done pertaining to physical education to students as well as the parents, students will think it’s a relaxed period of causal gaming and sports. It is important to understand the importance of physical education in the development of young children. Thesis Statement Promotion of physical education and sports creates a positive psychosocial impact on school students. Literature Review In the early 19th century, one of the primary subjects in schools was physical education; it was in form of German and Swedish gymnastics (Wechsler et al, 2000). The role of such healthy physical activities was recognized by experts in healthcare. As the time reached 20th century, exercises for health and personal hygiene got incorporated as a major part of the Physical Education curriculum (Wechsler et al, 2000). However, educator Thomas Wood (NASPE, 2004) criticized the overall focus on health since it was detrimental and way too narrow in the overall development of a child. With the passage of time, the educational system integrated the inclusive of physical education approach, which was suggested by Wood. In this approach, fundamental movements and physical skills vital for basic games and sporting activities were a part of the instructions (NASPE, 2004). In last fifteen years, the quality of Physical Education has evolved and started to educate children the consequences and importance of body movement (health and physical activity) (Sallis and McKenzie, 1991). It also teaches children the skills required for an active lifestyle and the science of healthy living (NASPE, 2004). In his book, Street (2010) tries to understand various impacts of the sports on the development of social, mental as well as physical skills of the student. The study finds that the sports programs of many schools are specially designed for all round development of the child. In addition to that, the sports program also motivates the students for development his or her academic performance. As per Chelladurai (1999), most children love to watch this game on TVs and cricket stars are the popular role models for them. They learn teamwork, honesty, fair play and other qualities that help them in school as well as other parts of the life (Chelladurai, 1999). The attendance of the students who participate in regular school activities is consistently higher than the student who does not take part in any activity (Sondheimer, 2012). Further, their scores in CSTS as well as GPA’s higher both in Math as well as English than the other students in the schools (Sondheimer, 2012). As per Street (2010), regular participation in sports activities enables the student to develop various mental training that helps him in future career. The mental training enables students to focus on a given task, development of positive attitude, cope with negative events and deal with stress in their social and work life ((Sondheimer, 2012). The trendsetting Sallis and McKenzie (1991) paper described why physical education programs in schools had to be treated as education. Moreover, the paper recommended a physically active and comprehensive approach that incorporates teaching social, physical and cognitive skills, besides achieving fitness goals through physical movements (p. 126). This perspective was further highlighted by Siedentop (2010) who stated that that physical education ideally should be the form of education which includes several physical activities. Two main goals of physical education were stressed by Sallis and McKenzie (1991), which are (1) preparing youth and children for the physical activities of lifetime and (2) engaging them in physical activities. Methods The studies that were selected for this assignment were located after meticulous keyword searches on the internet. We used the library database of the Irish Sports Council, research of scholar S.A. Street, Chelladurai and Siedentop. Through the databases of National Physical Activity Plan and NASPE, we found many articles regarding psychosocial impacts of advanced physical education programs of schools on school students. When searching for relevant journal articles, we used a variety of keywords such as Sports, physical education, promoting physical education, psycho-social impact. For zeroing in on the articles which were the most relevant, smart combinations of these keywords was made. For choosing most relevant articles, the first task was to check the publication date of the article. The choice was limited to articles dated within the last five years primarily. The next step was carefully examining the articles’ abstract, enabling me to decide how relevant it is to the research paper. If it was relevant, we examined it further to ascertain the subject matter. The next task was to categorize the results regarding its selection to fit in any part of the review. The journal articles used were some specific journal selections from Wechsler et al, Salis & McKenzie and finally, Parker & Curtner-Smith. Discussion The main aim of any sports event or physical education is to create a positive environment that can possibly stimulate selected movement experiences. This can result in developing the full potential of individuals in every phase of their life (Parker & Curtner-Smith, 2005).It is a fact that almost all schools worldwide have made sports activities for students mandatory and have given many facilities such as equipment, gym and the school grounds as well-qualified instructors (Irish Sports Council, 2010). The place of sports in very important in school activities as it enables students to imbibe various positive qualities in their personalities. The activities also keep them busy and out of any mischief and away from the bad influence (Irish Sports Council, 2010). Almost all schools have physical programs at the school. The schools also make provision for gyms, school field for playing different games (Irish Sports Council, 2010). Schools also appoint qualified physical education trainers for their students. The main reason is the role of sports in keeping students motivated as well as healthy. Playing various team and individual sports make the students physically fit (Irish Sports Council, 2010). It is clear that sports make a positive impact on school students as it helps students develop their faculties to their full potential. Participating in regular sports enables students to tackle challenges easily, as opposed to students who are encouraged to remain book worms by their parents. By reviewing studies, it’s evident that physical education and sports in school help in continuous psychosocial development and improvement of a student’s personality. Moreover students can cope with stress of school better. Physical Education and Sports - Psychosocial Benefits The incidences of stress in youth and children along with the psycho-social aspects of sports and games have been described. It is seen that stress has become a relevant and increasing problem in children. In literature, the etiology, diagnosis and treatment of childhood stress have been well-addressed (Wechsler et al, 2000). The goals of physical education programs are aimed at representing the life-long benefits rendered from health-enhancing physical education and also enable children and adolescents to be active adults and remain the same throughout their life (Siedentop, 2010). Numerous health benefits such as normal blood pressure level, leaner bodies, improved mental performance and cognitive functions can be accomplished from consistent physical activities. Psychosocial development can be achieved through regular physical education. This can also create an opportunity to develop personal growth, self-esteem and interpersonal relationships (Wechsler et al, 2000). Moreover, students participating in education can develop faculties like good sportsmanship, offering and receiving support, cooperation, emotional control, team work. Additionally, they will eventually acquire positive self-concept along with leadership skills (NASPE, 2004). Studies have showed that older teenagers support the benefits of physical activity in treating adolescent depression (Parker & Curtner-Smith, 2005). The depression score improved when aerobic exercise regime was incorporated among college students (Siedentop, 2010). There have been limited studies being conducted to test the effects of physical activities on certain specific abnormalities in behavioral and cognitive dysfunctions in both youth and children (Parker & Curtner-Smith, 2005). A regular jogging program for more than 10 to 22 weeks in children with ADHD has shown to reduce the necessity of stimulant medication. A regular 5 to 8 minutes of aerobic activities in 5 to 6 years old children with autism reduce the self-stimulating behavior compared to that with the children in the sample who are playing quietly (Siedentop, 2010). Self-esteem is very important aspect for the growth of children. But it is seen that obese children tend to have low self-esteem level and are generally rejected by peers. There have been many studies being conducted in order to establish the link between self-esteem and physical activities. In majority of scientific studies, it is seen that athletic groups possess more juvenile delinquency compared that of the non-athletic counterparts (Siedentop, 2010). Some theories have been proposed for explaining the same, which include the surplus energy theory, which states it is necessary to spend the excess and activities generally allow the release of pent up energy (Siedentop, 2010). Physical activities have potential for personal growth in terms of deeper self-reliance, persistence, motivation and commitment and it may also augment resourcefulness. Hence, physical education definitely has a positive psychosocial impact on school students. Encouraging Schools in Physical Education Programs If weight control is on the cards, the best prescription is a combination of exercise and diet. Many mental health experts recommend rigorous physical activities as the mode of releasing tension. Recreation leaders try to accommodate games and sport in the leisure hours so that it helps releasing stress and helps one be relaxed (NASPE, 2004). It is because of the help and support from the experts, popularity in various physical activities like walking, aerobics, running, weight training and many others is increasing – especially among young children in schools (Sheehan & Katz, 2012). There are several factors that contribute to low development in the Physical Education sector. Those factors include lower number of well-trained teachers, low budget in this segment, inadequate facilities, and lack of attention to Physical Education by the schools and equipment. The quality of Physical Education can be determined by certain factors. Those are: a trained physical education instructor, a bare minimum of 2 hours and 30 minutes workout for elementary school students and about 4 hour workout for high school and middle school students. Additionally, practical student achievement standards for high school (National Physical Activity Plan, 2013). It is to be understood that physical education is an integral part of a child’s total education. It also has a close link to learning and creative activities along with various skill developments (Sheehan & Katz, 2012). It has a great contribution to the overall development of body and mind. For optimum promotion of physical education in schools, it is recommended that that following attributes are to be considered when formulating the policies (National Physical Activity Plan, 2013): Equipment/Facilities Scheduling Safety and Health Girl participation in Sports Training Participation/Eligibility Awards Education Financial Resources and Assistance Media Sports for students who are mentally and physically challenged Drugs Conclusion Due to increasing competition at workplace, more and more parents are considering physical education program at school a complete waste of time for their children (NASPE, 2004). However, this notion is untrue. The main reason behind this opposition is their inability to understand the benefits of physical education and sports program in the long run for their children. There is no doubt and hundreds of studies have proven that skills, values and personality developed during school years, do not vanish after one leaves school. Just as the knowledge gathered from books, healthy physical culture and fitness regimes imbibed in school also remain with students. Since physical education is proven to sharpen many faculties in students and allows them to remain in optimal physical, social and psychological health, those sharpened psycho-social faculties are retained when they take on the challenge of life, both in professional and social spheres. Physical education also enables children and adolescents to be active adults and remain the same throughout their life. In the end, it’s clear that the thesis statement “promotion of physical education and sports creates a positive psychosocial impact on school students” is justified. Recommendations Development of the following aspects should be the main objectives of the policies coined by Schools Physical Education and Sports Policy: To help students achieve a life that is health-enhancing To help students understand and respect the individual health differences of others Incorporate Physical Education and sports as a part of the total curriculum To offer a healthy and safe physical environment Furthermore, the following recommendations can be made to schools: Provision to get equipment that are protective It is necessary to provide basic equipment to elementary schools that may include – skipping ropes, balls, bean bags, hoops, bats and cones. It is mandatory to create changing rooms and showers in all Secondary schools It is mandatory that all kindergarten schools should have basic amenities for jumping, crawling or climbing. There were recommendations to the schools from various other organizations as well in this regard (Siedentop, 2010). Their recommendations were that schools adopt policies that make physical education mandatory along with elementary school recess and offer physical education opportunities to the students before, during and also after school hours. References Chelladurai, P. 1999. Human resource management in sport and recreation. Champaign, IL: Human Kinetics. Irish Sports Council 2010. Spirit of Sports, [ONLINE: http://www.irishsportscouncil.ie/Anti-Doping/Education-Zone/Teachers_ToolKit/Sample_Lesson_Plan_10-12_year_olds.pdf, [Accessed 26 May, 2015]. National Physical Activity Plan. 2010. National Physical Activity Plan. Columbia, SC: The National Physical Activity Plan; [February 1, 2013]. http://www​.nationalactivityplan.org. NASPE. 2004. Moving into the future: National standards for physical education. St. Louis, MO: Mosby; Parker MB, Curtner-Smith M. 2005. Health-related fitness in sport education and multi-activity teaching. Physical Education and Sport Pedagogy.; 10(1):1–18. Sondheimer, E., 2012. Times Reporters Blog about High School Sports Across the Southland, [ONLINE]. Available at: http://latimesblogs.latimes.com/varsitytimesinsider/2012/06/lausd-sports-academics.html (Accessed at 28 May, 2015) Street, S. A. 2010. Life skills for the student-athlete. Boston: McGraw Hill. Sallis JF, McKenzie TL. 1991. Physical education's role in public health. Res Q Exerc Sport. Jun; 62(2):124–137. [PubMed] Siedentop, DL. 2010. Introduction to physical education, fitness, and sport. 8th. New York: McGraw-Hill; Sheehan DP, Katz L. 2012. The impact of a six week exergaming curriculum on balance with grade three school children using Wii Fit Plus. International Journal of Computer Science in Sport; 11(3):5–22. Wechsler, H., Devereaux, R. S., Davis, M., & Collins, J. 2000. Using the school environment to promote physical activity and healthy eating. Preventive Medicine, 31(2), S121-S137. Read More