Positive Effects of Physical Activity and Sports on Child - Research Paper Example

?POSITIVE EFFECTS OF PHYSICAL ACTIVITY AND SPORTS ON CHILD DEVELOPMENT First Presented to Current researches point towards sedentary life styles that are increasing among all age groups (Janssen and LeBlanc, 2010, pp 1). Many factors have been attributed to this trend. The increased use of computers and televisions has led to many children and adults preferring spending time at home than going out. The main concern is the effect of this lifestyle among children, who at the very early age become accustomed to this form of living and thereby avoid physical activities that require exertion and effort. But how much activity is enough and what is the minimal level of activity that is needed to remain healthy, active and fit? Many guidelines have been proposed during the years, and the most commonly minimal stated amount of time that children should spend outdoors is 30 minutes (Janssen and LeBlanc, 2010, pp1). Guidelines recommend that the levels of physical activity should be increased gradually to almost 90 minutes per day (Janssen and LeBlanc, 2010, pp1). These guidelines and others have been formulated keeping in mind the minimal requirements of physical activity needed for the proper development of children. The level of activity differs from age to age; therefore even in children the time for their optimal physical development may differ. Following these guidelines may prevent some of the problems of sedentary lifestyle that are already emerging in children. In the United States approximately 45% of the boys and 32% of the girls participate in youth activities and sports in 2001 (Cooper, 2010, pp 8). Although these rates seem healthy, they are not, for the rest of the children may not be taking part in sports at all, or may be doing so at a very minimal level. While one can see the positive benefits of physical activity on the children who do undergo it, there is need to identify what effects do not having any physical activity lead to (Cooper, 2010, pp 1). An important point to remember is that all individuals, regardless of their age and gender, need to undergo daily physical activity and exercise to lead healthy lives and prevent themselves from different ailments. Another consideration is why there is a difference between the levels of activities carried out by boys and girls. There is need to remove the sociocultural perceptions that boys play rough sports while girls stay at home and play with dolls. Physical activity is as important for girls as for boys (Cooper, 2010, pp 4). Studies show that children of both genders may have different motivation to carry out physical activity, and may perceive its results differently (Cooper, 2010, pp 4). However, a sad development in this matter is that physical activity has been substantially reduced or either almost eliminated in many schools across United States. This may aggravate the already worsening situation of sedentary lifestyles among children. The reasons stated for this cut are high costs and more emphasis on academic performances. This may be one of the most convincing reasons why the current generations of children are displaying adult related illnesses at very young ages. Obesity is increasing among children, which is taking a form of an epidemic now. The percentages of schools providing physical education have dropped to 3.8% for elementary schools, 7.9% for middle schools and 2.1% for high schools respectively (Active Education, 2007, pp 2). This means that these children are unlikely to be carrying out any physical activity outside of school premises either, since schools provide the most fertile location to carry out sports. The impact on the children physically and mentally is evidenced through many epidemiological studies. But there is also no significant improvement in the academic scores of children when they are not undertaking physical activity (Active Education, 2007, pp 3). Combined survey results from the United States, United Kingdom, Hong Kong and Australia showed that academic performances improve in children who participate in physical activities (Active Education, 2007, pp 3). The positive effects of such athletic activity not only reflect on the physical development of the child, but also on the academic performances. School going children specially can benefit from such activities and parents should encourage their children to do so (Janssen and LeBlanc, 2010, pp 2). One topic of debate in this area is whether there is a dose related response to the benefits that are achieved through physical activity. Reviews suggest that any activity that is carried out for more than 60 minutes has the potential to provide healthy benefits to the child and can improve the children’s confidence to perform well in other areas of life (Janssen and LeBlanc, 2010, pp 2). This study aims to identify how physical activity affects the development of children of various ages. It aims to highlight different areas that are directly affected by physical activity among children. In particular, it aims to study whether participation in physical activity has any impact on the academic grades of the students. The literature review aims to analyze how physical activity may affect the overall academic performance of children. it therefore will look up literature, studies and experiments assessing the participation of children in sports and its results on their grades and academic performance. It will also highlight other benefits of sport activities, which in turn may contribute towards better academic performance. Lack of physical activities can reflect on the children in many ways, including physical, cognitive, emotional and psychological aspects of personality. Children may learn to associate many of their qualities, weaknesses and personality traits with the kind of sport they engage in. for example, a runner will perceive himself to race with other children in order to get better grades. The boxer may think to himself that he needs to crush his opponents in order to defeat negative events in life. Therefore, sports not only bring out the physical benefits in a child, it may also help him develop his personality and the way he or she may perceive events in life. Lack of physical activity will be most prominently displayed physically. Its effects extend to body weight, BMI, visceral fat, and an increase in the number of skin folds when assessed physically (Janssen and LeBlanc, 2010, pp 4). Such children also run a very high rate of becoming obese, which can directly translate to high blood pressure, high total blood cholesterol levels, high levels of LDL cholesterol, low HDL cholesterol as well as type II diabetes (Australian Institute of Health and Welfare, AIHW, 2004, np). Provision of good amount of physical play alone as well as in teams will help children use their energies, increased their stamina, and develop themselves as social people. Children can be protected by play from the various psychological ailments that are prevalent in these age groups. Many researches however, point out that a certain threshold of physical activity must be achieved in order to derive the maximum benefits of play and physical activity. Lower than these levels may not be beneficial. For example, Janssen and LeBlanc (2010) claim that children with moderate levels of physical activities show higher levels of depression than those who undergo vigorous physical activity (Janssen and LeBlanc, 2010, pp 11). On the same lines, the introduction of high levels of physical activity to children can help reduce depression scores among children (Janssen and LeBlanc, 2010, pp11). There is need to research these statements further. However, it is well known that each age group requires a different time duration for optimal growth and development. When taken from this angle, it is possible that lower levels of activity may not provide the best of health benefits to the child. Therefore, in summary, the lack of physical activity can lead to many physical, mental and social complications for the child. Physical activity helps in many forms of development in a child. Known as PES, these developments include Physical, cognitive, social, lifestyle and affective developments respectively (Bailey, 2006, pp 398 and 399). Crossley (2010) states that sports are an interesting way to provide physical fun and activity to children (Crossley, 2010, np). Children who are active are protected from childhood obesity, osteoporosis and cardiovascular disease (Crossley, 2010, np). Children are also able to learn many moral values, including discipline, team work and play, obedience to certain rules of the game, respect for self and others, and the concept of consequences (Crossley, 2010, np). Such children are more likely to resolve their conflicts in non violent ways, and are able to respond to the various stresses in life in a better manner. Play and sports are some of the first social interactions children have. It is through these that they understand what certain social obligations are. Therefore, children can benefit in life when they have a positive way to channel their energies. By performing well in sports, the child may develop better self efficacy in sports. The child may come to believe that if he or she can perform well in sports, he can also do so in other areas of life such as school studies (Cooper, 2010, pp 2). Therefore, performance in sports can help children develop positive image about them and allow to them to work towards improving themselves in other areas of life (Cooper, 2010, pp 2). Children grow by developing various domain identities of themselves with the acquisition of each new skill or talent (Cooper, 2010, pp 8). This may help in creating a fuller self image of children about themselves, which in turn may allow the children to develop confidence and take adverse events in a much more responsible way. Therefore, sports can help students take up challenges and rise up to the challenges with much ease (Cooper, 2010, pp 8). This prevents breaking down of their confidence, which is a trait much appreciated in adult life. Physical activity has a direct impact on the development of motor skills in a child. Children who remain active during their childhood years continue to do so in their adult stages. The main conflict with these studies supporting physical activity lies in those sports where statures are affected. Gymnastics, diving and ballet dancing are certain sports that have an increased prevalence of short stature. There is no confirmation whether it is these sports that cause such shortness of stature, or other factors may be playing a role (Organized Sports for Children and Preadolescents, 2011, pp 1460). If dietary restrictions, excessive stress and parental pressures accompany these kinds of sports, then should physical activity in such cases be considered in the positive light? The mentioned games along with others promote high expectations from parents towards their offspring. This may lead to increased pressure on the child, who in eagerness to please the parents, may put too much strain on himself thereby leading to negative effects on health (Organized Sports for Children and Preadolescents, 2011, pp 1460 and 1461). These studies are however, limited in number since most of the researches point otherwise. Even gymnasts and divers who perform well do not remain conscious about their height. Good performance in physical sports can help children overcome their physical shortcomings, which in turn can help teach them not to be superficial in judging people. Researches do point out the association between physical activity and the level of academic accomplishment in children (Fox et al, 2009, pp 35). High school children show physical activity and sports team participation associated with higher GPA and academic performance. Interestingly, while both these factors promote good grades in girls, in boys only sports team participation was found to affect positively on the grades (Fox et al, 2009, pp 35). Since physical development can help in the academia areas, there is now evidence that such activity physically improves through increased blood flow to the cerebral structures, improving mood and increasing alertness to the surroundings, and increasing personal therapies (Bailey, 2006, pp 399). Since many plays involve strategy, the children learn how to use their intellect and plan for their future (Humphrey, 2003, pp 72). A study carried out by Coe et al in 2006 examined the effect of physical activity on the academic grades and performance. Of the two groups of children, one group was given an extra play or physical activity hour than the other (Coe et al, 2006, pp 1515). The results showed an improvement in the grades and academic performance of the children with longer physical activity. However, the same study did point out that socioeconomic status must also be considered (Coe et al, 2006, pp 1517 and 1518). Debate in this regard lies in whether physical activity directly affects the quality of academic achievement, or do students improve their academic records in order to maintain their physical activity participation (Fox et al, 2009, pp 36). However, it is best to assume, based on the numerous researches produced on the topic, that physical activities directly and indirectly improve the performance levels of children, which in turn may directly or indirectly affect positive achievement in academics as well. Since in a team play, children are engaged in healthy interaction that is mildly combative, the team players have to work in the unit (Bailey, 2006, pp 400). This requires cooperation and effort from each player. Successful teams help in the development of social skills, since they improve alertness levels and mood, and improve self esteem of the child by feeling that he is valuable and contributing towards a certain goal (Humphrey, 2003, pp 68). The same social skills develop in to good social skills as an adult in a community (Bailey, 2006, pp 399). Children may learn the importance and value of initiative and the 5cs, which are competence, confidence, connections, character and caring (Cooper, 2010, pp 8). Children believe that when they perform well in sports, it provides them an incentive to apply the same skills in their studies and other areas of life. Children may find it a good way to believe in their capabilities and enhance their performance levels (Cooper, 2010, pp 7). Such children are less likely to show delinquency behavior, since they are able to channel their aggressive energies in a more positive way in sports, and thereby learn non violent ways to resolve conflicts (Cooper, 2010, pp 7). Researches show that children who are active in their childhood are likely to show interest in physical activities when they grow up (Oded and Rowland, 2004, pp 25). The implications of this simple statement are numerous. Currently, sedentary lifestyle is a common feature among adults across the globe. This is leading to many social, psychological and physical problems and illnesses in the adult population group (Oded and Rowland, 2004, pp 25). The continuation of these physical activities can help modify the lifestyle of these adults, by leaving behind the couch potato routine. A regular habit of exercise and play when introduced in a child, will lead to the same habit continuing as an adult. Health benefits will ensue, with lesser frequency of obesity, blood pressure and cardiovascular complications, and tendency towards depression (Oded and Rowland, 2004, pp 25). Learning these qualities also may help children over come various aggressive traits within them. A study by Morris et al in 2003 studied how sports can help reduce aggressive behavior in children with such problems and improve their personalities (Morris et al, 2003, np). Sports were introduced that could help in the development of certain skills such as diversion, providing access to services, developing leadership skills, building self esteem and involving local communities respectively. The results concluded that such physical activity indeed improves the overall personalities of the children and in this way, improves chances of them becoming more productive members of the society and performing better in schools (Morris et al, 2003, np). CONCLUSIONS There is presently much research available to confirm the efficacy of physical activity on the overall performance of the children especially in the academic areas. There is however a decrease in the time spent in pursuing these activities. It is therefore the responsibilities of the educators, the parents and the policy makers to ensure that children get time to engage in physical activity and play. These steps will help create all rounded individuals, with better capabilities to handle challenges and accept disappointments. Such children will have better ability to resist delinquent behavior, and will help them become more responsible adults in the future. REFERENCES Active Education, 2007. Physical Education, Physical Activity and Academic Performance. Active Living Research. Fall 2007 Research Brief. Australian Institute of Health and Welfare (AIHW) and National Heart Foundation of Australia, 2004. The Relationship Between Overweight, Obesity and Cardiovascular Disease AIHW Cat. No. CVD 29. Canberra: AIHW (Cardiovascular Disease Series No. 23). Bailey R, 2006. Physical Education and Sports in Schools: A Review of Benefits and Outcomes. Journal of School Health 76 (8): 397-401. Coe DP,Pivarnik JM, Womack CJ, Reeves MJ,and Malina RM, 2006. Effect of Physical Education and Activity Levels on Academic Achievement in Children. Medicine and Science in Sports and Exercise 38(8), pp 1515-1519. Cooper P, 2010. Gender, Sports and Adjustment in Preadolescent Children. Thesis presented to the Charles E Schmidt College of Science in partial fulfillment of the requirements for the degree of Master of Arts. Site last accessed on March 20th, 2011 from http://patrickcooper.net/thesis.pdf Crossley L, 2010. What are the Benefits of Youth Involvement in Sports? EHow.com. Site last accessed on March 20th, 2011. Fox CK, Barr-Anderson D, Neumark-Sztainer D and Wall M, 2009. Physical Activity and Sports Team Participation: Associations with Academic Outcomes in Middle School and High School Students. Journal of School Health Vol 80, Issue 1, pp 31-37. Humphrey, JH, 2003. Child Development Through Sports. Haworth, 2003, New York. Janssen I and LeBlanc AG, 2010. Systematic Review of the Health Benefits of Physical Activity and Fitness in School Aged Children and Youth. International Journal of Behavioral Nutrition and Physical Activity 2010, 7, 40. Morris, L., Sallybanks, J., Willis, K. & Makkai, T, 2003, Sports and Antisocial Behavior in Youth Trends and Issues in Crime and Criminal Justice, no. 249, Australian Institute of Criminology, Canberra Oded BO and Rowland TW, 2004. Pediatric Exercise Medicine: From Physiologic Principles to Health Care Application. Tracking Habitual Physical Activity. Google Books. Organized Sports for Children and Preadolescents—Committee on Sports Medicine and Fitness and Committee on School Health AAP Policy 107(6): 1459. 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