Physical age reduces preventable diseases. “Overweight children

Physical
Education, P.E., is an important part of elementary education because it aids
in the development of processing skills students will need later in life.
Successful P.E. programs initiate the development of motor skills, as well as
how to live a physically active lifestyle, exercise regularly, teach
responsibility, and the importance of participation (Rink & Hall 208).
Physical education prepares children for a wide variety of skills they will use
in the future. It not only teaches them physical and motor skills but also
cognitive skills such as social-emotional. Physical education is a key aspect
of early childhood development, it should be included in elementary schools’ curriculum.

Physical education programs not
only teach children physical skills such as coordination and balance but also
starts to develop mental and cognitive skills. “Children who participate
regularly in physical activity are more likely to… become more comfortable with
the sensations (i.e., perspiration, accelerated heart rate, and strenuous
muscle contractions) that accompany physical exertion” (Stork & Sanders
201). Children who become familiar with the effects of exercise, are more
likely to keep being physically active. Educating kids on knowing their bodies
and what is supposed to happen is a big part of them continuing on to engage in
physical activity. Arguments could be made that kids could learn skills such as
familiarity or hard work in a classroom. According to Katherine Thomas Thomas
and Jerry R. Thomas from The University of Chicago Press Journals, “Their usual
goal is to encourage the belief that success is correctly attributed to
practice and hard work” (Thomas 191). Regular activities give children a chance
to practice and become familiar with what they are working on, and the results
are almost immediate.

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Physical education in elementary
schools teach kids how to be physically active and to set them up for a
healthier life. A regular schedule of activity is known to reduce the risk of
many diseases and obesity. “Increasing physical education instruction in
kindergarten and first grade as little as 1 hour per week could reduce the
number of overweight 5-and 6-year-old girls nationally by as much as 10%” (McKenzie
& Kahan 174). It not only reduces obesity at a young age but it also
encourages kids to keep being physically active throughout their life and
reduces obesity as an adult. Kids that get the necessary amount of activity for
their age reduces preventable diseases. “Overweight children also are likely to
become overweight or obese in adulthood when they will be at increased risk for
cardiovascular disease, diabetes, and cancer” (McKenzie & Kahan 172).
Learning about how to properly exercise will not only prevent them from
sickness as well as injury. On the other hand, children can be physically
active but not have to participate in their physical education classes. According
to Steve Stork and Stephen W. Sanders from The University of Chicago Press
Journals, “Free play has been markedly reduced for children by factors such as
a hurried lifestyle and changes in family structure” (Stork & Sanders 199).
Having a set schedule in the middle of their school day not only gives them a
break but also ensures they get the necessary exercise for their age.

Physical education not only teaches
kids physical and mental skills but it also teaches social skills.
Communication, sportsmanship, responsibility, and participation are all
objectives of these school programs. There are national standards that school
systems are held up to and objectives they need to adhere by. One objective is
for students to learn, “Responsible personal and social behavior in physical
activity settings” (Rink & Hall 210). Knowing how to kindly communicate
with others during a stressed time such as an intense game, is something kids
will need to learn how to handle. Learning how to handle intense situations at
a young age, allows them to keep working on the skill throughout their
childhood and teenage years. Another objective is, “Helping students value
physical activity” (Rink & Hall 210). It is not only to value physical
activity, but everything that comes with it. Enjoying the experience, hanging
out with friends, and developing new expertise (Thomas 190) is what these
courses are trying to teach kids to value. Some say that students can learn
skills such as value, communication, and participation other places besides in
a physical education class. That may be true, however, learning such skills in
an active manner is a great way to get kids to want to practice them daily.

In conclusion, physical education
programs are an essential part of the development of children and their
education. These programs teach children mental, physical, and social skills
while performing fun activities with their friends. Physical education is an
important part to incorporate into schools’ curriculum and should be
reinforced. It is vital to make sure children get the opportunity to run around
with their friends while ensuring they learn new skills and stay healthy.

 

 

Works Cited

McKenzie,
Thomas L., and David Kahan. “Physical Activity, Public Health, and Elementary
Schools.” The Elementary School Journal, vol. 108, no. 3, 2008, pp.
171–180. JSTOR, JSTOR, www.jstor.org/stable/10.1086/529100.

Rink,
Judith E., and Tina J. Hall. “Research on Effective Teaching in Elementary
School Physical Education.” The Elementary School Journal, vol. 108, no. 3,
2008, pp. 207–218. JSTOR, JSTOR, www.jstor.org/stable/10.1086/529103.

Stork,
Steve, and Stephen W. Sanders. “Physical Education in Early Childhood.” The
Elementary School Journal, vol. 108, no. 3, 2008, pp. 197–206. JSTOR,
JSTOR, www.jstor.org/stable/10.1086/529102.

Thomas, Katherine Thomas, and Jerry R. Thomas.
“Principles of Motor Development for Elementary School Physical Education.” The
Elementary School Journal, vol. 108, no. 3, 2008, pp. 181–195. JSTOR,
JSTOR, www.jstor.org/stable/10.1086/529101.

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