Physical and
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Benefits of Physical EducationPhysical
Quality phys-ed helps students understand how exercise helps them to develop a healthy lifestyle, gain a variety of skills that help them to participate in a variety of physical activities and enjoy an active lifestyle. Social Quality phys-ed provides students with the opportunity to socialize with others and learn different skills such as communication, tolerance, trust, empathy and respect for others. They also learn positive team skills including cooperation, leadership, cohesion and responsibility. Students who play sports or participate in other physical activities experience a variety of emotions and learn how to better cope in stressful, challenging or painful situations. Emotional Quality phys-ed can be associated with improved mental health, since increased activity provides psychological benefits including improved coping skills to handle stress, anxiety and depression. It also helps students develop strategies to manage their emotions and increases their self-esteem. Cognitive Research tends to show that increased blood flow produced by physical activity may stimulate the brain and boost mental performance. Avoiding inactivity may also increase energy and concentration in the classroom. https://www.edcan.ca/articles/impact-physical-education-students-well-academic-success/ |
Quality Daily Physical Education
Quality Daily Physical Education (QDPE) is a well-planned school program of compulsory physical education provided for a minimum of 30 minutes each day to all students (kindergarten to grade 12) throughout the school year.
A QDPE program includes:
QDPE ensures that all children have the opportunity to develop the knowledge, skills, and habits that they need to lead physically active lives now, and just as importantly, into the future. A QDPE school is one that values the importance of physical education to the complete learning of our children, and has engrained QDPE and physical activity into the foundation and culture of the school environment.
https://phecanada.ca/activate/qdpe
A QDPE program includes:
- Daily curricular instruction for all students (K-12) for a minimum of 30 minutes.
- Purposeful, well planned lessons incorporating a wide range of activities.
- Application of various wholistic assessment strategies.
- A high level of participation by all students in each class.
- An emphasis on fun, enjoyment, success, fair play, self-fulfillment and personal health.
- Appropriate activities for the age and stage of each student.
- Qualified, enthusiastic teachers.
- Creative and safe use of facilities and equipment.
QDPE ensures that all children have the opportunity to develop the knowledge, skills, and habits that they need to lead physically active lives now, and just as importantly, into the future. A QDPE school is one that values the importance of physical education to the complete learning of our children, and has engrained QDPE and physical activity into the foundation and culture of the school environment.
https://phecanada.ca/activate/qdpe
Inclusion in PHE
Research shows that many gender and sexually diverse students have negative experiences engaging in physical and health education, which impacts their lifelong health and well-being.
Educators and school administrators need to spark positive change, combat discrimination, and educate staff and students about the importance of fostering positive, safe, inclusive spaces for physical activity. |
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https://phecanada.ca/activate/gender-equity/gender-diverse
References
Ardoy, D. N., Fernández‐Rodríguez, J. M., Jiménez‐Pavón, D., Castillo, R., Ruiz, J. R., & Ortega, F. B. (2014). A Physical Education trial improves adolescents’ cognitive performance and academic achievement: The EDUFIT study. Scandinavian journal of medicine & science in sports, 24(1).
Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & Education, B. P. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research papers in education, 24(1), 1-27.
Beane, J.A. (1990). Affect in the curriculum: Toward democracy, dignity, and diversity. Columbia: Teachers College Press.
Bedard, C., Bremer, E., Campbell, W., & Cairney, J. (2017). Evaluation of a direct-instruction intervention to improve movement and pre-literacy skills among young children: A within-subject repeated measures design. Frontiers in pediatrics, 5, 298.
Hellison, D.R., N. Cutforth, J. Kallusky, T. Martinek, M. Parker, and J. Stiel. (2000). Youth development and physical activity: Linking universities and communities. Champaign, IL: Human Kinetics.
Ho, F. K. W., Louie, L. H. T., Wong, W. H. S., Chan, K. L., Tiwari, A., Chow, C. B., & Cheung, Y. F. (2017). A sports-based youth development program, teen mental health, and physical fitness: An RCT. Pediatrics, e20171543.
Keeley, T. J., & Fox, K. R. (2009). The impact of physical activity and fitness on academic achievement and cognitive performance in children. International Review of Sport and Exercise Psychology, 2(2), 198-214.
Kohl III, H. W., & Cook, H. D. (Eds.). (2013). Educating the student body: Taking physical activity and physical education to school. National Academies Press.
Rasberry, C. N., Lee, S. M., Robin, L., Laris, B. A., Russell, L. A., Coyle, K. K., & Nihiser, A. J. (2011). The association between school-based physical activity, including physical education, and academic performance: a systematic review of the literature. Preventive medicine, 52, S10-S20.
Sallis, J. F., McKenzie, T. L., Kolody, B., Lewis, M., Marshall, S., & Rosengard, P. (1999). Effects of health-related physical education on academic achievement: Project SPARK. Research quarterly for exercise and sport, 70(2), 127-134.
Strong WB, Malina RM, Blimkie CJ, Daniels SR, Dishman RK, Gutin B, Hergenroeder AC, Must A, Nixon PA, Pivarnik JM, Rowland T, Trost S, & Trudeau F (2005). Evidence based physical activity for school-age youth. Journal of Pediatrics. 146(6):732–737.
Trudeau, F., & Shephard, R. J. (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5(1), 10.
Beane, J. A. (1990). Affect in the curriculum: Toward democracy, dignity, and diversity. Columbia University, New York, NY: Teachers College Press.
Ardoy, D. N., Fernández‐Rodríguez, J. M., Jiménez‐Pavón, D., Castillo, R., Ruiz, J. R., & Ortega, F. B. (2014). A Physical Education trial improves adolescents’ cognitive performance and academic achievement: The EDUFIT study. Scandinavian journal of medicine & science in sports, 24(1).
Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & Education, B. P. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research papers in education, 24(1), 1-27.
Beane, J.A. (1990). Affect in the curriculum: Toward democracy, dignity, and diversity. Columbia: Teachers College Press.
Bedard, C., Bremer, E., Campbell, W., & Cairney, J. (2017). Evaluation of a direct-instruction intervention to improve movement and pre-literacy skills among young children: A within-subject repeated measures design. Frontiers in pediatrics, 5, 298.
Hellison, D.R., N. Cutforth, J. Kallusky, T. Martinek, M. Parker, and J. Stiel. (2000). Youth development and physical activity: Linking universities and communities. Champaign, IL: Human Kinetics.
Ho, F. K. W., Louie, L. H. T., Wong, W. H. S., Chan, K. L., Tiwari, A., Chow, C. B., & Cheung, Y. F. (2017). A sports-based youth development program, teen mental health, and physical fitness: An RCT. Pediatrics, e20171543.
Keeley, T. J., & Fox, K. R. (2009). The impact of physical activity and fitness on academic achievement and cognitive performance in children. International Review of Sport and Exercise Psychology, 2(2), 198-214.
Kohl III, H. W., & Cook, H. D. (Eds.). (2013). Educating the student body: Taking physical activity and physical education to school. National Academies Press.
Rasberry, C. N., Lee, S. M., Robin, L., Laris, B. A., Russell, L. A., Coyle, K. K., & Nihiser, A. J. (2011). The association between school-based physical activity, including physical education, and academic performance: a systematic review of the literature. Preventive medicine, 52, S10-S20.
Sallis, J. F., McKenzie, T. L., Kolody, B., Lewis, M., Marshall, S., & Rosengard, P. (1999). Effects of health-related physical education on academic achievement: Project SPARK. Research quarterly for exercise and sport, 70(2), 127-134.
Strong WB, Malina RM, Blimkie CJ, Daniels SR, Dishman RK, Gutin B, Hergenroeder AC, Must A, Nixon PA, Pivarnik JM, Rowland T, Trost S, & Trudeau F (2005). Evidence based physical activity for school-age youth. Journal of Pediatrics. 146(6):732–737.
Trudeau, F., & Shephard, R. J. (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5(1), 10.
Beane, J. A. (1990). Affect in the curriculum: Toward democracy, dignity, and diversity. Columbia University, New York, NY: Teachers College Press.