Physical Education Myths & Misconceptions @prof110gym-blog - Tumblr Blog

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Phys. Ed is more important than ever in today's schools. Kids have so many sedentary distractions that keep them from being active that we have to be more directive with our approach to physical education. As a mom I notice when my kids have had an active day we are all the better for it. They eat & sleep better and are much more content and that means we have a happier day all around. It is critical we keep kids active and teach them the benefits of an active lifestyle.

Kally Porteious

Mother of Two

#whatphysedmeanstome #happiness

Our time in the gym impacts our experience in the classroom

Often mistakenly deemed as a subject area removed from more rigorous “academic” study, physical education is now known to be synonymous with scholastic achievement. The case for physical activity improving brain functioning and thus academic achievement has been growing, and emerging research is consistent - physical activity helps us learn.

John Ratey, a Harvard psychiatrist and author of the book, Spark: The Revolutionary New Science of Exercise and the Brain, contends that exercise is the single most powerful tool young people have in order to optimize brain functioning. According to Ratey, “...physical activity sparks biological changes that encourage brain cells to bind to one another. (It is becoming clear) that exercise provides an unparalleled stimulus, creating an environment in which the brain is ready, willing, and able to learn.”[1]

American physical education teacher Paul Zientarski, who has over forty years of professional experience, lauds physical education as improving the performance of struggling students at his Illinois high school. A proponent of daily physical activity for students, Zientarski helped influence policy which would eventually make Illinois the only state that mandates daily physical education classes from Kindergarten to Grade 12. He developed a program known as Learning Readiness Physical Education (LRPE). LRPE emphasizes placing students in physical education classes immediately prior to the classes in which they struggled most in. After the implementation of LRPE, students at Zientarski’s high school improved in their math and science classes to the extent that they were among the highest scorers worldwide on the Trends in International Mathematics and Science Study (TIMSS) standardized test.[2]

The Copenhagen Consensus is an international project that seeks to promote global welfare and well-being. As outlined in the British Journal of Sports Medicine, The Copenhagen Consensus of 2016 identifies physical activity as essential in cognitive functioning for students aged 6-18. Theme 2 of the consensus statement states that physical activity before and after academic activities promotes brain function, cognition and scholastic improvement in all ages studied. Moreover, the consensus notes that time taken away from academic lessons in favour of physical activity does not come at the cost of academic development - rather - it promotes it.[3]

Thus, given the overwhelming consensus anecdotally, in the profession and in academia, it can be concluded that physical activity is instrumental in not only maintaining academic performance, but indeed improving it. Twenty first century educators should therefore emphasize the importance of physical activity, whether they are physical education instructors or not.

[1] Ratey, John. "Miracle-Gro for brains." Exercise Revolution. N.p., n.d. Web. 19 June 2017.

[2]Zientarski, Paul. "Enhancing P.E. in Illinois." Illinois Public Health Institute (2013): n. pag. Web. 19 June 2017.

[3]Bangsbo, Jens. "The Copenhagen Consensus Conference 2016: children, youth, and physical activity in schools and during leisure time." British Journal of Sports Medicine 50.19 (2016): n. pag. Web. 19 June 2017.

This data shows the improvement at Zientarski’s high school after the implementation of LRPE as opposed to conventional physical education:

[1]Zientarski, Paul. "Enhancing P.E. in Illinois." Illinois Public Health Institute (2013): n. pag. Web. 19 June 2017.

#improvingacademicperformance #exerciseandgrades

School is about teaching and learning and I believe that the gymnasium and other physical health and activity platforms provide a 'real life' environment for these two things to happen. There is no question that reading and writing are important but, being physically active allows the brain the make connections in all academic areas, this has been proven time and again. More importantly however, kids/students are continually working on movement, navigational, social and emotional skills in gym. They need to make real time decisions with their peers; they needs to listen and understand social cues and they have the opportunity to burn off steam. Often students have a different 'sometimes closer relationship' with their PE teachers because they want to be in the class. They are usually having fun and they are discussing health issues that relate directly to their lives.

Leslie Stevenson

Physical Education Teacher (Regiopolis-Notre Dame)

#whatphysedmeanstome #lifeskills

Respect yourself and each other- Another lesson from Phys Ed

A major component of the revised Health and Physical Education curriculum is a focus on fostering healthy relationships. According to the Ontario Health and Physical Education curriculum “Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted.”

In order to effectively honour and accept diversity, we must look inwards to our own biases and how they impact our teaching and learning. The new curriculum approaches this by “[focusing the learning] on the prevention of behaviours that reflect sexism, racism, classism, ableism, sizeism, heterosexism, and homophobia and transphobia. Instances of harassment, such as teasing related to weight or appearance, identity, or ability, need to be addressed and can be related directly to concepts that students are learning.” (Health and Physical Education Curriculum)

While each of these issues is critically important to address, when we’re talking about physical wellness, a major barrier to students getting the regular exercise they need is sizeism.

Children and adults alike are often subjected to unrealistic and unhealthy body standards. As a society, we tend to shame folks, especially people who identify as women, who do not fit these conventional body weight standards. The idea is that if we shame them about their weight, they will inevitably conform and lose the weight.

However, research indicates that shaming people about their often prevents people from taking steps to live more active and healthy lifestyles.

“Not surprisingly, weight-based teasing at school and/or during physical activity has negative implications for exercise motivation and behavior in youths. In a study of 1419 middle school students, after controlling for demographic characteristics, students who reported being teased about their weight (N=245) had lower physical self-concept, lower physical activity self-efficacy, and lower levels of physical fitness compared to peers who were not teased” (PUHL, 184)

This is deeply problematic, and will continue to put strain on our overall health system in Canada. If students do not feel safe or comfortable to exercise, regardless of their weight, they are increasing their risk of illness and poor health.

What is potentially more alarming than the rates of obesity, are the way our educators often treat fat children. “Of concern, 42 % also reported being teased or bullied about their weight by physical education teachers and/or sports coaches [30]. This finding may be partially explained by recent evidence demonstrating that teacher attitudes about students may be negatively influenced by students’ body weight. For example, an experimental study of 162 physical educators found that participants expressed lower ability expectations for overweight students than non-overweight students, especially for girls.” (PUHL, 184)

When we hold students to low standards, as we’ve discussed throughout PROF110, this seriously impacts their self image and their capacity as a learner.

When we allow students to bully each other, regarding anything, it will have a negative consequence on their health. When we look at the impact of sizeism, we are preventing these students from accessing the physical wellness activities that could help improve their overall cognitive function and self esteem.

Lizzy Howell is a 15 year old ballerina from Delaware. She is combating stereotypes about how a dancer’s body “should” look, by getting out there and doing her thing. We must uplift all of our students if we want them to meet their dreams.

Definitions:

Sizeism: discrimination on the basis of a person's size, especially against people considered to be overweight (https://en.oxforddictionaries.com/definition/sizeism)

Fat Shaming: the action or practice of humiliating someone judged to be fat or overweight by making mocking or critical comments about their size. (https://en.oxforddictionaries.com/definition/fat_shaming)

Sources and resources:

https://www.psychologytoday.com/blog/is-psychology-making-us-sick/201301/shame-body-image-and-weight-loss

http://www.edu.gov.on.ca/eng/curriculum/elementary/health1to8.pdf

https://www.nytimes.com/2016/10/02/sunday-review/the-shame-of-fat-shaming.html

Puhl, Rebecca, and Young Suh. "Health Consequences of Weight Stigma: Implications for Obesity Prevention and Treatment." Current Obesity Reports, vol. 4, no. 2, 2015, pp. 182-190.

http://www.huffingtonpost.ca/2017/01/20/teen-ballerina-body-positivity_n_14285580.html

Growing up, I was always eager to learn new ways to get active. For many years, I played basketball, soccer, volleyball and danced; each teaching me different physical skills but all taught me life skills that transfer into all aspects of my life. Throughout my four years of undergraduate education, I was a member of the varsity Women’s basketball team at McMaster University; and while some people may argue that sports can take away from education, I argue the contrary. Basketball motivated me to manage my time while staying fit, eating healthy and taking mental breaks from the stress of university. Now as a Marauder alumni and a current Physician Assistant student at McMaster, I continue to use the strategies that I have been taught throughout my athletic career to stay active and maintain a school-life balance.

Siobhan Manning

McMaster Women’s Basketball ‘16

McMaster Physician Assistant Student

#whatphysedmeanstome #balance

The Mind and Body Connection

Before diving into how the physical activity found in gym class can help ease the symptoms of some mental health issues, I’d like to share a video from Youtube that explains the science behind physical activity in the morning and mental health benefits.

Gym class allows students to get up and move at school. With the increasing amount of screen time that kids are exposed to, it may be the only active part of the day for some students. The exercise performed in gym class is not only beneficial for students’ physical health but their mental health as well. According to Paluska and Schwenk in their article, “Physical Activity and Mental Health”, increased aerobic exercise or strength training has been shown to reduce depressive symptoms significantly. Anxiety symptoms and panic disorders can also improve with regular exercise (2000). The effects seem strongest for self-esteem and those who participate in physical activity are less likely to suffer from mental health issues (Biddle and Asare 2011). In “Evidence Based Physical Activity for School-age Youth”, found in the Journal of Pediatrics, the authors conclude that “School-age youth should participate daily in 60 minutes or more of moderate to vigorous physical activity that is developmentally appropriate, enjoyable, and involves a variety of activities (Strong, Malina and Blimkie et al 2005) ” There is also a growing amount of literature that shows consistent negative mental health associations with sedentary behaviour (Tremblay, Leblanc and Janssen et al 2011). The Ontario Curriculum for Physical Education and Health Grade 1-8 explains that mental health is not simply the absence of mental illness but the presence of factors that promote health growth and development. Educators can help to build awareness of mental health and reduce the stigma of mental illness (2015). Through deep breathing exercises and guided imagery, teachers can demonstrate some of their own techniques for de-stressing.

The aforementioned research builds a strong case for the value of gym class and daily physical activity for student wellbeing. Gym class is not just playing sports or a wasted part of the day that students aren’t learning. It can have a positive impact on children’s mental health and create a foundation for an enjoyment in physical activity and an awareness of mental health issues that can last a lifetime.

Biddle, Stuart JH, and Mavis Asare. "Physical Activity and Mental Health in Children and Adolescents : A Review of Reviews." British Journal of Sports Medicine (2011): n. pag. Web. 18 June 2017.

Paluska, Scott A., and Thomas L. Schwenk. "Physical Activity and Mental Health." Sports Medicine 29.3 (2000): 167-80. Web. 18 June 2017.

Strong, William B., Robert M. Malina, and Cameron J.R Blimkie et al. "Evidence based activity for school-aged youth." The Journal of Pediatrics 146.6 (2005): 732-37. Web. 18 June 2017.

The Ministry of Education. The Ontario Curriculum, Grades 1-8: Health and Physical Education, Interim Edition . N.p.: n.p., 2015. Http://www.edu.gov.on.ca/eng/curriculum/elementary/health1to8.pdf. The Ministry of Education, Sept. 2015. Web. 18 June 2017.

Tremblay, Mark S., Allana G. Leblanc, and Janssen, Ian et al. “Canadian Sedentary Behaviour Guildelines for Children and Youth,” Applied Physiology, Nutrition, and Metabolism 36.1 (2011): 59-64. Web. 18 June 2017.

#mental wellness #reduce stigma

#healthylifestyle

Phys Ed is more than just a class in school, it promotes a lifestyle

Physical education in schools can lead to students having a healthier active lifestyle for life. Currently, 42 million children worldwide, are suffering from childhood obesity[1]. Obesity rates are highest in Canada between the ages of 12-17[2] and these numbers are still on the rise. As a way to try and combat these issues, the Ontario curriculum involves Physical Education from grades 1-12. The curriculum strives to accomplish several goals. Specifically:

The skills and knowledge that will enable them to enjoy being active and healthy throughout their lives, through opportunities to participate regularly and safely in physical activity and to learn how to develop and improve their own personal fitness[3]

The curriculum is working towards creating life-long habits in students and they are doing this through teaching and introducing them to physical activities that they can participate in throughout their life. Introducing students to different sports that are available in their communities can help them become skilled in those areas. This can motivate them to want to participate in sport outside of the regular school day. By including physical activity in the curriculum it provides students with an opportunity to be active during the day, which is something they may not do at home. By getting them into these habits, it can make kids become more active on a regular basis. Phys-ed is not mandatory after grade 9, and most students stop taking it. A significant linear decrease was observed for enrolment in PE during 1999—2005[4]. This decrease in participation, could be a reason for the increase in childhood obesity between the ages of 12-17. In order to ensure that these habits are carried out through high school, physical education should be made mandatory. For those students who cannot fit Physical education into their time-table, they should still be given the opportunity to participate in other activities, whether these are integrated into their other classes, or through intramurals. Physical education shows that it can provide great health benefits and is more than just running around and playing dodgeball. By breaking these stereotypes, we can help the youth of today, grow into healthy, active adults of tomorrow.

1. World Health Organization. Commission on Ending Childhood Obesity, 2015.

2. Public Health Agency of Canada. Curbing Childhood Obesity; A Federal, Provincial and Territorial Framework for Action to Promote Healthy Weights, 2012

3. The Ontario Curriculum Grades 1-8: Physical Health and Education. Ministry of Education. 2015.

4. CDC. Participation in high school physical education---United States, 1991--2003. MMWR 2004;53:844--7.

#healthylifestyle

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