Edlt115 assignment 1 reading response task
- 1. Unit EDLT115 Learners and Learning Assignment 1 – Reading Response Task Semester 1, 2011 Assignment by Julie Papps Due: Monday April 4, 2011
- 2. Task 1: From Table 1 the question I have chosen is: Why is it important that teachers in primary and secondary schools include physical education in their curriculum? Physical education within the school environment provides children with the opportunity to be involved in fitness activities, sport, and health and drug education. It is designed to encourage children to live a healthier and more enjoyable lifestyle (Burgeson, C., Wechsler, H., Brener, N., Young, J., Spain, C. 2009: 279). Hence it is important for teachers to include physical education in the curriculum because physical education aids children of all ages in development, not just physical, but social, emotional and cognitive development (Krause, K. Bochner, S & Duchesne, S. 2006: 4). Furthermore physical education helps to develop life skills such as team work, leadership and social interaction. Finally, physical education can support children to avoid diseases such as obesity and diabetes. Krause, Bochner & Duchesne (2006: 5) illustrate that the development of motor skills is one of the most important physical developments in childhood. It has been shown that physical activity has positive effects on growth and maturation in children. Children who engage in activities such as running, jumping, hopping, skipping, climbing, rolling, throwing and catching show more advanced motor skills, strength, balance, coordination and cardiovascular fitness compared with their inactive peers (Kohl III, H & Hobbs, K. 1998: 550). During middle childhood the ability to coordinate previously learned motor skills and develop hand - eye or foot - eye coordination is important. Given the chance children are able to combine these learned skills and move on to sports such as soccer and netball (Krause, K., Bochner, S. & Duchesne, S. 2006: 7). Graybeal (n.d.: para. 6) states that “students who participate in sixty minutes of physical activity everyday
- 3. experience improved academic performance, academic behavior, cognitive ability and attitudes”. Physical education can be the perfect setting in which to concentrate on social skills because it aids children of all ages to develop skills such as honesty, teamwork, fair play, leadership, social interaction skills and respect for themselves and others (International Platform on Sport and Development. n.d.: para. 2). The Australian Sports Commission (2001: para. 3) states that while physical activity provides bonding and a sense of belonging, it also challenges children to work in a group and think of others. Children get to feel part of a team and can feed off the energy and enthusiasm of fellow team mates. Regular physical activity during childhood and adolescence can reduce the risk of developing certain chronic diseases in adulthood such as cardiovascular disease, cancer, diabetes and obesity. Because physical activity in children influences participation in exercise as an adult, physical education in schools can contribute to children becoming more active and therefore, reducing the risk of developing these chronic diseases later in life (Lee, S., Burgeson, C., Fulton, J. & Spain, C. 2007: para. 5). Krause, Bochner & Duschne (2006: 7) identify television and video games as competitors with physical activity when it comes to children’s spare time. Because television viewing reduces the opportunity to be physically active outdoors, it therefore increases the opportunity for dietary intake, lower metabolic rate and less physical activity which inturn increases the chance of developing obesity (KOHL III, H & Hobbs, K. 2006: 551). Research also illustrates that physical activity can have a positive effect on anxiety, depression, mood, emotion and self esteem (Coalter, F 2005: 12). National Institutes in America have shown that when quality, quantity and intensity of
- 4. physical education is addressed, teachers will maximise a child’s potential for a lifetime of physical activity, health and wellness (American Cancer Society, American Diabetes Association& American Heart Association. 2008: 3). In conclusion, as stated by Lee, Burgeson, Fulton & Spain (2007: para. 7) “quality physical education provides a unique opportunity for students to obtain the knowledge and skills needed to establish and maintain physically active lifestyles throughout childhood, adolescence and into adulthood. Burgeson et al. (2009) demonstrates that children who participate in regular physical activity are found to have strong and healthy bones, muscles and joints; are able to control weight, build lean muscle and reduce fat; prevent or delay high blood pressure, diabetes and obesity and reduces feelings of depression and anxiety. As a result most early and middle school programs attach great importance to physical education in schools. Therefore, as Pangrazi & Beighle (2009:21) illustrate physical education at an early age provides students with the skills needed to be physically active throughout life and therefore should most certainly be apart of the curriculum in all primary and secondary schools.
- 5. Task 2: Reflect on your answer from Task 1 and discuss how this fits in with your personal beliefs relating to teaching and learning in primary schools. In this reflection I will discuss my personal beliefs on why I think it is important that physical education be apart of the curriculum in primary and secondary schools. Physical education has formed an important part of my life since childhood. I have many fond memories of friendships made through sport, of how good physical activity makes me feel both on the inside and out and how physical education can set you up for a healthy and happy lifestyle, not just in childhood but well into adulthood. It is for these reasons that I have chosen physical education as my elective module for this course and also why I have chosen to answer the physical education question in this assignment. I feel the most important reason physical education should be incorporated into the curriculum of primary and high school is that physical education can help to reverse the growing epidemic of childhood obesity. The Australian Government (2006: para. 5) estimates that 20 – 25% of Australian children are overweight or obese. Obesity is a chronic disease that threatens to undo decades of progress in the fight against other chronic diseases such as cardiovascular disease, diabetes and cancer (American Cancer Society, American Diabetes Association& American Heart Association. 2008: 1). With children spending so much time watching television and playing video games before and after school, I feel that it is even more important that children benefit from some type of physical activity at school in the form of physical education. Television viewing reduces the opportunity to be physically active outdoors, and therefore increases the opportunity for dietary intake which inturn increases the chance for children to become obese (KOHL III, H & Hobbs, K. 2006: 551). Therefore, if all children
- 6. were seen to be undertaking physical education at school, it would ensure that all children are at least getting some form of physical activity a few times per week. As stated by Lee, Burgeson, Fulton & Spain (2007) physical education aids children to develop skills such as team work, leadership, honesty, fair play, respect for themselves and other, adherence to rules and social interaction skills which aid children to have better attitudes toward life in general. These are all skills that generally are not taught in the classroom. In fact, the classroom actually benefits from children acquiring these skills as physical activity has been shown to improve academic performance, behaviour, cognitive ability and children’s attitudes Graybeal (n.d.: para. 6). Through personal experience physical activity also increases positive self esteem and self image, while decreasing anxiety and depression. Sarafolean (2009: 1) explains that suicide as a result of anxiety and depression occurs in about 8% of adolescent children and is more likely to be successful in young boys than in young girls. Accordingly as stated by The International Platform on Sport and Development (n.d : para 2) “physical education and activity can provide an opportunity for young people to learn how to deal with competition and how to cope with both winning and losing. These learning aspects highlight the impact of physical education and sport on a child’s social and moral development in addition to physical skills and abilities” After thorough research and investigation into the effects of physical education on primary and secondary students I believe physical education should hold a very important part of a teacher’s curriculum. With all the literature I have read
- 7. the positive impacts well outweigh the negative impacts on children of all ages when it comes to physical education and physical activities within the school surroundings. Once I am teaching my own primary school class, physical education will definitely be an important part of my teaching curriculum.
- 8. REFERENCE American Cancer Society, American Diabetes Association & American Heart Association. (2008) Physical Education in Schools – Both Quality and Quantity are Important. Retrieved from http://www.everydaychoices.org/082008/PE%20in%20Schools%20Statem ent%20ACS%20ADA%20AHA%205.27.08%20_final_.pdf Australian Sports Commission. (2001). The Social Impacts of Sport and Physical Recreation. Retrieved from http://ausport.gov.au/_data/assets/pdf_file/0006/276927/ABS- Social_impacts_of_spot.pdf Burgeson, C., Wechsler, H., Brener, N., Young, J., Spain, C. (2009). Physical Education and Activity: Results from the School Health Policies and programs Study 2000. Journal of School Health, 71 (7), 279 - 293. doi: 10.1111/j.1746-1561.2001.tb03505.x Coalter, F (2005) The Social Benefits of Sport. Pp. 12. Vol. 1. Edinburgh: Sportscotland Graybeal, L. (n.d.). Physical Education in Child Development. Retrieved from http://www.ehow.com/about_6462216_physical_education_child_develop ment.html International Platform on Sport and Development. (n.d.). Healthy Development of Children and Young People through Sport. Retrieved from http://www.sportanddev.org/en/learnmore/sport_education_and_child_you th_development2/healthy_development_of_children_and_young_people_t hrough_sport/ Kohl III, H & Hobbs, K. (2006). Development of Physical Activity Behaviours Among Children and Adolescents. Paediatrics: Official Journal of the American Academy of Paediatrics. 549 – 554. doi: 10.1542/peds.101.3.S1.549 Krause, K., Bochner, S & Duchesne, S. 2006 ‘Extract: Emerging Skills’ Educational Psychology for Learning and Teaching 2nd ed. Pp. 3-39 South Melbourne, Vic. Lee, S., Burgeson, C., Fulton, J. & Spain, C (2007). Physical Education and Activity: Results From the School Health Policies and Programs Study 2006. Journal of School Health, 77 (8), 435 – 463. doi: 10.111/j.1746- 1561.2007.00229.x
- 9. Pangrazi, R & Beighle, A. (2009) Teaching Children in the Physical Education Environment. In Robert P. Pangrazi & Aaron Beighle, Dynamic Physical Education for Elementary School Children, pp. 20-34. 16th Ed. San Francisco: Benjamin Cummings. Sarafolean, M (2009). Depression in School-Age Children and Adolescents Assessment and Prevention. Retrieved from http://www.healthyplace.com/depression/children/depression-in-school- age-children-and-adolescents-characteristics-assessment-and- prevention/menu-id-68/ The Australian Government. (2006) Child Obesity in Australia – Alarming Statistics. Retrieved from http://www.child-obesity.info/child- health/alarming-statistics-about-child-obesity-in-australia.html