Sample Education Paper on Physical Education

Introduction

Physical Education is also known as fitness training in several European nations is an academic program which protects the body by physical activities. Physical Education is conducted through primary and secondary Education and promotes working memory training in an environment for health promotion in a play and movement activity atmosphere. The conducted curriculum relies on the behavior, academic performance, and beneficial effects on the health of the participant.

There are global agencies that enable the games master or teacher to understand better how much work-out a student should have daily as physical education schemes vary across the globe. Physical Education’s popular games include netball, football, hockey, cricket and athletics. International agencies can furthermore understand how much a child will exercise every day. The most popular games undertaken in Physical Education is netball, football, cricket, athletics and hockey.

How Physical Education teaches students about the Importance of Physical Activity

Students receive some advantages from Physical Education. Classes may make students conscious that a healthy lifestyle is essential. As a consequence of overall health, students can also achieve a better level of know-how. Such awareness will help a student to make sound decisions about his or her safety, wellbeing and health (Flintoff, 2017).

Student’s Physical Fitness. 

Fitness can be an essential component of healthy living. Thus, Physical Education is a central subject in all the world’s leading colleges. Daily exercise practices are part of a student’s lifestyle, whether they can stay fit or not. Regular physical activity can lead to improved absorption of nutrients in the body, and it can also help to boost heart health and strength in the muscles.

Academic Performance Improvement

Studies show Physical Education may lead to a student’s academic performance. Many of the regular physical exercises performed by students are linked to higher levels and well-structured behavior (Winnick et al., 2016). Sporting activities contribute to the enhancement of skills in other fields. One of the benefits of Physical Education is that it provides help to improve social studies for students.

Social Assimilation

Children’s activities during Physical Education can assist in social interaction improvement. When children are young, through diverse group activities and a strong sense of identity of a team, they tend to learn how to collaborate (Winnick et al., 2016). Social events play a crucial role in a student’s growth. For example, sports can be used to engage and teach positive characters among young people. Students can take on leadership roles in games, which help them improve their leadership skills.

Nutrition and Health

One of the components of Physical Education is nutrition which allows students to comprehend why proper nutrition is so critical. In secondary schools, this is especially necessary as eating disorders and obesity dominate. Students understand the importance of food and the essential dietary recommendations with physical Education and health (Winnick et al., 2016).

Importance of Physical Education

Trends have recently emerged in physical Education on when to integrate a broader range of activities in addition to the skills needed for traditional team activities, such as basketball or football (Flintoff, 2017). Students may develop good exercise habits that persist until they become adults when they expose themselves to activities like walking and bowling at an early age.

Some instructors have started to integrate methods for reducing stress, including deep breathing, Tai chi and yoga. Old martial arts form known as Tai Chi focuses on slow meditation which is a relaxation activity that bears several advantages (Winnick et al., 2016). Research has also shown that muscle strength, stamina and anaerobic endurance has been increased through the practice of Tai Chi. Tai Chi also offers mental health benefits such as better general mental wellbeing, attention, memory and a good mood. Tai Chi is suitable for mixed abilities and age courses for all age participants with little or no equipment as it can be easily integrated into a whole training system (Flintoff, 2017).

Non-traditional sports teaching can also inspire students to improve their participation and also provide insights into different cultures. For instance, students can also find out more about the Indigenous culture of the East Canada and the Northeastern United States, where this sport began, while researching Lacrosse in the Southwest of the United States. Physical Education instructors can now need Non-traditional sports training which offers an opportunity to incorporate educational principles from other areas (Winnick et al., 2016). Non-traditional sports bring advantages and problems for those who often are less interested, uncoordinated or disturbed in traditional games as this helps make Physical Education lessons of access as broadly as possible to a group of children.

The integration of health and fitness into the curriculum for Physical Education is another phenomenon. In compliance with 2004 Child nutrition and the 2004 WIC Authorization Act, all school districts with a school meal system with the support of the federal government must adopt health policies that include food and aerobic activity. This is more common at primary school, where learners have no particular health classroom. Many primary schools have recently given special health classes for students and physical Education (Flintoff, 2017).

Due to the current occurrences of diseases such as swine flu, school districts make the practice of proper hygiene and other health issues compulsory for learners. Children have the sole responsibility to attend school and to demonstrate that they meet grade quality requirements. When children have bad behaviors, such as poor eating habits, poor sleep, and slow time on the computer or other sedentary activity, they are less likely that they will learn properly (Winnick et al., 2016). Most countries still need qualified instructors in physical Education to offer health courses. Most universities and colleges provide a single certificate for both health and physical Education. This drive to health education starts at the intermediary stage, with lessons on harassment, personal satisfaction and management of stress and anger.

Introducing essential local knowledge in physical Education can contribute to several vital interactions and a way to understand other cultures (Flintoff, 2017). Integrating mainstream Education from various ethnic groups from across Canada, for instance, encourages students to be introduced to many ideas like holistic training and the clinical wheel. A unit may concentrate on relating to an outdoor place or feeling, engaging in traditional games or environmental Education. These lessons can be seamlessly integrated into other aspects of the curriculum and provide indigenous students with the opportunity to integrate their culture into the local school setting.

For example, Physical Education syllabus in Brazil is designed to provide students with a wide variety of modern facilities which includes sports. Martial arts classes such as wrestling in the U.S., France, Indonesia and Malaysia, Pencak Silat teaches children to defend and feel good about themselves (Winnick et al., 2016). The program for Physical Education allows students to at least experience the following activity groups in a minimum way: aquatics, packing, gymnastics, individual sports, team sports, rhythms and dance. A developed series of learning experiences in these fields are intended to support the growth of students. It allows children through 6th grade to become better prepared for middle and high school age, through sport, health and coordination (Flintoff, 2017).

In summary, Physical Education is vital as it keeps the body active, promotes long life and helps with teaching of a healthy lifestyle. Obesity, various diseases and mental issues such as depression can also be brought by lack of Physical Education.

 

 

References

Winnick, J., & Porretta, D. L. (2016). Adapted Physical Education and Sport. Human Kinetics.

Flintoff, A. (2017). Gender, physical Education and initial teacher education. In Equality, Education, and Physical Education (pp. 184-204). Routledge.