What Is The Aim Of Physical Education?

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What Is The Aim Of Physical Education
Position Physical Education is “education through the physical”. It aims to develop students’ physical competence and knowledge of movement and safety, and their ability to use these to perform in a wide range of activities associated with the development of an active and healthy lifestyle.

  • It also develops students’ confidence and generic skills, especially those of collaboration, communication, creativity, critical thinking and aesthetic appreciation.
  • These, together with the nurturing of positive values and attitudes in PE, provide a good foundation for students’ lifelong and life-wide learning.

Direction Curriculum development is an on-going improvement process. In the PE KLA, we would

build on strengths to inspire curriculum changes in the light of the new educational trend;

cultivate in students generic skills, positive values and attitudes, in addition to physical competence, for lifelong and life-wide learning; and

encourage schools to make flexible use of time, space, resources and facilities available to enrich their school-based curriculum.

ul> Curriculum Documents What’s New Teacher Education Programmes Collaborative Research & Development (“Seed”) Projects Bulletin Board References & Resources Links Teachers’ Eligibility to Teach PE Contact Us Questions & Answers Healthy Lifestyle – Physical Activities “Active Students, Active People” Campaign

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What does physical education aim to develop?

Physical education provides cognitive content and instruction designed to develop motor skills, knowledge, and behaviors for physical activity and physical fitness. Supporting schools to establish physical education daily can provide students with the ability and confidence to be physically active for a lifetime.
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What is the aim of physical education in Greece?

The Athens school system was based on physical training and mainly involved music and various sporting activities; these were aimed at developing the physical, mental and moral attributes of the citizens of the city-state.
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What is the difference between aims and objectives of physical education?

Answer. Answer: The aim of the entity reflects its long-term outcomes while its objectives indicate the short term targets of the entity.
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What is physical fitness in physical education?

Physical fitness involves the performance of the heart and lungs, and the muscles of the body. And, since what we do with our bodies also affects what we can do with our minds, fitness influences to some degree qualities such as mental alertness and emotional stability. Benefits of Exercise: What is in it for you?
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What is the aim of physical health?

Physical activity

Physical activity has significant health benefits for hearts, bodies and minds Physical activity contributes to preventing and managing noncommunicable diseases such as cardiovascular diseases, cancer and diabetes Physical activity reduces symptoms of depression and anxiety Physical activity enhances thinking, learning, and judgment skills Physical activity ensures healthy growth and development in young people Physical activity improves overall well-being Globally, 1 in 4 adults do not meet the global recommended levels of physical activity People who are insufficiently active have a 20% to 30% increased risk of death compared to people who are sufficiently active More than 80% of the world’s adolescent population is insufficiently physically active

WHO defines physical activity as any bodily movement produced by skeletal muscles that requires energy expenditure. Physical activity refers to all movement including during leisure time, for transport to get to and from places, or as part of a person’s work.

Both moderate- and vigorous-intensity physical activity improve health. Popular ways to be active include walking, cycling, wheeling, sports, active recreation and play, and can be done at any level of skill and for enjoyment by everybody. Regular physical activity is proven to help prevent and manage noncommunicable diseases such as heart disease, stroke, diabetes and several cancers.

It also helps prevent hypertension, maintain healthy body weight and can improve mental health, quality of life and well-being. WHO guidelines and recommendations provide details for different age groups and specific population groups on how much physical activity is needed for good health.

be physically active several times a day in a variety of ways, particularly through interactive floor-based play; more is better. For those not yet mobile, this includes at least 30 minutes in prone position (tummy time) spread throughout the day while awake; not be restrained for more than 1 hour at a time (e.g., prams/strollers, high chairs, or strapped on a caregiver’s back);

Screen time is not recommended.

When sedentary, engaging in reading and storytelling with a caregiver is encouraged; and have 14-17h (0-3 months of age) or 12-16h (4-11 months of age) of good quality sleep, including naps.

In a 24-hour day, children 1-2 years of age should:

spend at least 180 minutes in a variety of types of physical activities at any intensity, including moderate- to vigorous-intensity physical activity, spread throughout the day; more is better; not be restrained for more than 1 hour at a time (e.g., prams/strollers, high chairs, or strapped on a caregiver’s back) or sit for extended periods of time.

For 1 year olds, sedentary screen time (such as watching TV or videos, playing computer games) is not recommended. For those aged 2 years, sedentary screen time should be no more than 1 hour; less is better.

When sedentary, engaging in reading and storytelling with a caregiver is encouraged; and have 11-14h of good quality sleep, including naps, with regular sleep and wake-up times.

In a 24-hour day, children 3-4 years of age should:

spend at least 180 minutes in a variety of types of physical activities at any intensity, of which at least 60 minutes is moderate- to vigorous-intensity physical activity, spread throughout the day; more is better; not be restrained for more than 1 hour at a time (e.g., prams/strollers) or sit for extended periods of time.

Sedentary screen time should be no more than 1 hour; less is better.

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When sedentary, engaging in reading and storytelling with a caregiver is); encourage; and have 10-13h of good quality sleep, which may include a nap, with regular sleep and wake-up times.

Children and adolescents aged 5-17 years

should do at least an average of 60 minutes per day of moderate-to-vigorous intensity, mostly aerobic, physical activity, across the week. should incorporate vigorous-intensity aerobic activities, as well as those that strengthen muscle and bone, at least 3 days a week. should limit the amount of time spent being sedentary, particularly the amount of recreational screen time.

should do at least 150–300 minutes of moderate-intensity aerobic physical activity; or at least 75–150 minutes of vigorous-intensity aerobic physical activity; or an equivalent combination of moderate- and vigorous-intensity activity throughout the week should also do muscle-strengthening activities at moderate or greater intensity that involve all major muscle groups on 2 or more days a week, as these provide additional health benefits. may increase moderate-intensity aerobic physical activity to more than 300 minutes; or do more than 150 minutes of vigorous-intensity aerobic physical activity; or an equivalent combination of moderate- and vigorous-intensity activity throughout the week for additional health benefits. should limit the amount of time spent being sedentary. Replacing sedentary time with physical activity of any intensity (including light intensity) provides health benefits, and to help reduce the detrimental effects of high levels of sedentary behaviour on health, all adults and older adults should aim to do more than the recommended levels of moderate- to vigorous-intensity physical activity

Adults aged 65 years and above

Same as for adults; and as part of their weekly physical activity, older adults should do varied multicomponent physical activity that emphasizes functional balance and strength training at moderate or greater intensity, on 3 or more days a week, to enhance functional capacity and to prevent falls.

Pregnant and postpartum women All pregnant and postpartum women without contraindication should:

do at least 150 minutes of moderate-intensity aerobic physical activity throughout the week incorporate a variety of aerobic and muscle-strengthening activities should limit the amount of time spent being sedentary. Replacing sedentary time with physical activity of any intensity (including light intensity) provides health benefits.

People living with chronic conditions (hypertension, type 2 diabetes, HIV and cancer survivors)

should do at least 150–300 minutes of moderate-intensity aerobic physical activity; or at least 75–150 minutes of vigorous-intensity aerobic physical activity; or an equivalent combination of moderate- and vigorous-intensity activity throughout the week should also do muscle-strengthening activities at moderate or greater intensity that involve all major muscle groups on 2 or more days a week, as these provide additional health benefits. as part of their weekly physical activity, older adults should do varied multicomponent physical activity that emphasizes functional balance and strength training at moderate or greater intensity, on 3 or more days a week, to enhance functional capacity and to prevent falls. may increase moderate-intensity aerobic physical activity to more than 300 minutes; or do more than 150 minutes of vigorous-intensity aerobic physical activity; or an equivalent combination of moderate- and vigorous-intensity activity throughout the week for additional health benefits. should limit the amount of time spent being sedentary. Replacing sedentary time with physical activity of any intensity (including light intensity) provides health benefits, and to help reduce the detrimental effects of high levels of sedentary behaviour on health, all adults and older adults should aim to do more than the recommended levels of moderate- to vigorous-intensity physical activity.

Children and adolescents living with disability:

should do at least an average of 60 minutes per day of moderate-to-vigorous intensity, mostly aerobic, physical activity, across the week. should incorporate vigorous-intensity aerobic activities, as well as those that strengthen muscle and bone, at least 3 days a week. should limit the amount of time spent being sedentary, particularly the amount of recreational screen time.

Adults living with disability:

should do at least 150–300 minutes of moderate-intensity aerobic physical activity; or at least 75–150 minutes of vigorous-intensity aerobic physical activity; or an equivalent combination of moderate- and vigorous-intensity activity throughout the week should also do muscle-strengthening activities at moderate or greater intensity that involve all major muscle groups on 2 or more days a week, as these provide additional health benefits. As part of their weekly physical activity, older adults should do varied multicomponent physical activity that emphasizes functional balance and strength training at moderate or greater intensity, on 3 or more days a week, to enhance functional capacity and to prevent falls. may increase moderate-intensity aerobic physical activity to more than 300 minutes; or do more than 150 minutes of vigorous-intensity aerobic physical activity; or an equivalent combination of moderate- and vigorous-intensity activity throughout the week for additional health benefits. should limit the amount of time spent being sedentary. Replacing sedentary time with physical activity of any intensity (including light intensity) provides health benefits, and to help reduce the detrimental effects of high levels of sedentary behaviour on health, all adults and older adults should aim to do more than the recommended levels of moderate- to vigorous-intensity physical activity. It is possible to avoid sedentary behaviour and be physically active while sitting or lying.E.g. Upper body led activities, inclusive and/or wheelchair-specific sport and activities.

Regular physical activity, such as walking, cycling, wheeling, doing sports or active recreation, provides significant benefits for health. Some physical activity is better than doing none. By becoming more active throughout the day in relatively simple ways, people can easily achieve the recommended activity levels.

improve muscular and cardiorespiratory fitness; improve bone and functional health; reduce the risk of hypertension, coronary heart disease, stroke, diabetes, various types of cancer (including breast cancer and colon cancer), and depression; reduce the risk of falls as well as hip or vertebral fractures; and help maintain a healthy body weight.

In children and adolescents, physical activity improves:

physical fitness (cardiorespiratory and muscular fitness) cardiometabolic health (blood pressure, dyslipidaemia, glucose, and insulin resistance) bone health cognitive outcomes (academic performance, executive function) mental health (reduced symptoms of depression) reduced adiposity

In adults and older adults, higher levels of physical activity improves:

risk of all-cause mortality risk of cardiovascular disease mortality incident hypertension incident site-specific cancers (bladder, breast, colon, endometrial, oesophageal adenocarcinoma, gastric and renal cancers) incident type-2 diabetes prevents of falls mental health (reduced symptoms of anxiety and depression) cognitive health sleep measures of adiposity may also improve

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For pregnant and post-partum women Physical activity confers the following maternal and fetal health benefits: a decreased risk of:

pre-eclampsia, gestational hypertension, gestational diabetes (for example 30% reduction in risk) excessive gestational weight gain, delivery complications postpartum depression newborn complications, and physical activity has no adverse effects on birthweight or increased risk of stillbirth.

Health risks of sedentary behaviour Lives are becoming increasingly sedentary, through the use of motorized transport and the increased use of screens for work, education and recreation. Evidence shows higher amounts of sedentary behaviour are associated with the following poor health outcomes: In children and adolescents:

increased adiposity (weight gain) poorer cardiometabolic health, fitness, behavioural conduct/pro-social behaviour reduced sleep duration

all-cause mortality, cardiovascular disease mortality and cancer mortality incidence of cardiovascular disease, cancer and type-2 diabetes.

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What is the aim of physical education Wikipedia?

Pedagogy – Young Portuguese children participating in a school race. The main goals in teaching modern physical education are:

  • To expose children and teens to a wide variety of exercise and healthy activities. Because P.E. can be accessible to nearly all children, it is one of the only opportunities that can guarantee beneficial and healthy activity in children.
  • To teach skills to maintain a lifetime of fitness as well as health.
  • To encourage self-reporting and monitoring of exercise.
  • To individualize duration, intensity, and type of activity.
  • To focus feedback on the work, rather than the result.
  • To provide active role models.

It is critical for physical educators to foster and strengthen developing motor skills and to provide children and teens with a basic skill set that builds their movement repertoire, which allows students to engage in various forms of games, sports, and other physical activities throughout their lifetime.

These goals can be achieved in a variety of ways. National, state, and local guidelines often dictate which standards must be taught in regards to physical education. These standards determine what content is covered, the qualifications educators must meet, and the textbooks and materials which must be used.

These various standards include teaching sports education, or the use of sports as exercise; fitness education, relating to overall health and fitness; and movement education, which deals with movement in a non-sport context. These approaches and curriculums are based on pioneers in P.E., namely, Francois Delsarte, Liselott Diem, and Rudolf von Laban, who, in the 1800s focused on using a child’s ability to use their body for self-expression.

  1. This, in combination with approaches in the 1960s, (which featured the use of the body, spatial awareness, effort, and relationships) gave birth to the modern teaching of physical education.
  2. When taught correctly and in a positive manner, children and teens can receive a storm of health benefits.
  3. These include reduced metabolic disease risk, cardiological fitness, and better mental health,

Research has also shown that there is a positive correlation between brain development and exercising. Physical education can also help improve academic achievement. Researchers in 2007 found a profound gain in English Arts standardized test scores among students who had 56 hours of physical education in a year, compared to those who had 28 hours of physical education a year.
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What is physical education in Short answer?

Physical Education in simple words is understood as learning with the help of movements of body and realising the benefits at mental level. It simply means education through the use of physique and physical movements and deriving the advantage for social gain.
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Why is physical exercise important?

Regular physical activity is one of the most important things you can do for your health. Being physically active can improve your brain health, help manage weight, reduce the risk of disease, strengthen bones and muscles, and improve your ability to do everyday activities.
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Why is physical fitness important for students?

Physical Activity Facts The Physical Activity Guidelines for Americans, 2nd edition recommend that children and adolescents ages 6 to 17 years do 60 minutes or more of moderate-to-vigorous physical activity daily.2 Regular physical activity can help children and adolescents improve cardiorespiratory fitness, build strong bones and muscles, control weight, reduce symptoms of anxiety and depression, and reduce the risk of developing health conditions such as: 1

  • Heart disease.
  • Cancer.
  • Type 2 diabetes.
  • High blood pressure.
  • Osteoporosis.
  • Obesity.

Physical inactivity can

  • Lead to energy imbalance (e.g., expend less energy through physical activity than consumed through diet) and can increase the risk of becoming overweight or obese.14
  • Increase the risk of factors for cardiovascular disease, including hyperlipidemia (e.g., high cholesterol and triglyceride levels), high blood pressure, obesity, and insulin resistance and glucose intolerance.1,5,6
  • Increase the risk for developing type 2 diabetes.1,7
  • Increase the risk for developing breast, colon, endometrial, and lung cancers.1
  • Lead to low bone density, which in turn, leads to osteoporosis.1
  • Less than one-quarter (24%) of children 6 to 17 years of age participate in 60 minutes of physical activity every day.8
  • In 2017, only 26.1% of high school students participate in at least 60 minutes per day of physical activity on all 7 days of the previous week.9
  • In 2017, 51.1% of high school students participated in muscle strengthening exercises (e.g., push-ups, sit-ups, weight lifting) on 3 or more days during the previous week.9
  • In 2017, 51.7% of high school students attended physical education classes in an average week, and only 29.9% of high school students attended physical education classes daily.9
  • Aerobic: Most of the 60 minutes or more per day should be either moderate- or vigorous-intensity aerobic physical activity and should include vigorous-intensity physical activity on at least 3 days a week.
  • Muscle-strengthening: As part of their 60 minutes or more of daily physical activity, children and adolescents should include muscle-strengthening physical activity on at least 3 days a week.
  • Bone-strengthening: As part of their 60 minutes or more of daily physical activity, children and adolescents should include bone-strengthening physical activity on at least 3 days a week.

These guidelines state that children and adolescents be provided opportunities and encouragement to participate in physical activities that are appropriate for their age, that are enjoyable, and that offer variety.3 The national recommendation for schools is to have a comprehensive approach for addressing physical education and physical activity in schools.10–12 This approach is called Comprehensive School Physical Activity Programs.13

  • Students who are physically active tend to have better grades, school attendance, cognitive performance (e.g., memory), and classroom behaviors (e.g., on-task behavior).14, 15
  • Higher physical activity and physical fitness levels are associated with improved cognitive performance (e.g., concentration, memory) among students.14, 15
  1. Physical Activity Guidelines Advisory Committee.2018 Physical Activity Guidelines Advisory Committee Scientific Report. Washington, DC: US Dept of Health and Human Services; 2018.
  2. US Department of Health and Human Services. Physical Activity Guidelines for Americans, 2nd edition. Washington, DC: US Department of Health and Human Services; 2018.
  3. National Physical Activity Plan Alliance. The 2018 United States Report Card on Physical Activity for Children and Youth. Washington, DC: National Physical Activity Plan Alliance, 2018.
  4. Loprinzi PD, Lee I, Andersen RE, Crespo CJ, Smit E. Association of concurrent healthy eating and regular physical activity with cardiovascular disease risk factors in US youth. American Journal of Health Promotion.2015; 30(1):2–8.
  5. Cuenca-Garcia M; Ortega FB; Ruiz JR; et al. Combined influence of healthy diet and active lifestyle on cardiovascular disease risk factors in adolescents. Scandinavian Journal of Medicine & Science in Sports.2014;24(3):553–562.
  6. Kriska A; Delahanty L; Edelstein S; et al. Sedentary behavior and physical activity in youth with recent onset of type 2 diabetes. Pediatrics.2013;131(3): e850–e856.
  7. The Child & Adolescent Health Measurement Initiative (CAHMI).2016 National Survey of Childrens Health. Data Resource Center for Child and Adolescent Health;2016.
  8. Merlo CL, Jones SE, Michael SL, et al. Dietary and Physical Activity Behaviors Among High School Students — Youth Risk Behavior Survey, United States, 2019. MMWR Suppl 2020;69(Suppl-1):64–76.
  9. Centers for Disease Control and Prevention. School Health Guidelines to Promote Healthy Eating and Physical Activity. MMWR.2011;60(No. RR-5).
  10. US Department of Health and Human Services. Physical Activity Guidelines for Americans Midcourse Report: Strategies to Increase Physical Activity Among Youth. Washington, DC: US Department of Health and Human Services: 2012.
  11. Institute of Medicine. Educating the Student Body: Taking Physical Activity and Physical Education to School. Washington, DC: The National Academies Press; 2013.
  12. Centers for Disease Control and Prevention. A Guide for Developing Comprehensive School Physical Activity Programs. Atlanta, GA: Centers for Disease Control and Prevention, US Department of Health and Human Services; 2013.
  13. Centers for Disease Control and Prevention. The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance. Atlanta, GA; Centers for Disease Control and Prevention, US Department of Health and Human Services; 2010.
  14. Michael SL, Merlo C, Basch C, et al. Critical connections: health and academics. Journal of School Health.2015;85(11):740–758.
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  • : Physical Activity Facts
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    What was the purpose of sports in Greece?

    In ancient Greece, athletics emerged as ‘ a way of communicating that brings a great sense of connection between people.’ It allowed individuals to elevate their position in society, train for combat, represent their city-state, and earn respect among their peers.
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    What is the purpose of physical education in Athens?

    Old education – A view of Athens from the Temple of Olympian Zeus to Mount Lycabettus Old Education in classical Athens consisted of two major parts – physical and intellectual, or what was known to Athenians as ” gymnastike ” and ” mousike,” Gymnastike was a physical education that mirrored the ideals of the military – strength, stamina, and preparation for war.

    1. Having a physically fit body was extremely important to the Athenians.
    2. Boys would begin physical education either during or just after beginning their elementary education.
    3. Initially, they would learn from a private teacher known as a paidotribes,
    4. Eventually, the boys would begin training at the gymnasium,

    Physical training was seen as necessary for improving one’s appearance, preparation for war, and good health at an old age. On the other hand, mousike— literally ‘the art of the Muses’—was a combination of modern-day music, dance, lyrics, and poetry. Learning how to play the lyre, and sing and dance in a chorus were central components of musical education in Classical Greece.

    Mousike provided students with examples of beauty and nobility, as well as an appreciation of harmony and rhythm. Students would write using a stylus, with which they would etch onto a wax tablet, When children were ready to begin reading whole works, they would often be given poetry to memorize and recite.

    Mythologies such as those of Hesiod and Homer were also highly regarded by Athenians, and their works were often incorporated into lesson plans. Old Education lacked heavy structure and only featured schooling up to the elementary level. Once a child reached adolescence his formal education ended.
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    What physical education activities did Greece have?

    Sports in ancient times – One of the oldest recorded forms of sports was bull-leaping in the Greek island of Crete, where slaves jumped over the horns of a bull. The ancient Greeks were lovers of sport and taught it to their children at school. The main activities were wrestling, running, jumping, discus and javelin, ball games, gymnastics, and riding as well as military skills.

    Sporting competitions took place regularly as part of religious festivals. It was also in Greece that the Olympic Games started in 776 BC and were linked to religious festivals. Each athlete had to take part in all the events. Many of the sports were linked to the training given to soldiers, and many such as discus and javelin are still in the modern Olympic Games.

    Roman sports were influenced by the Greeks, but they added their own emphasis. Chariot racing and gladiator fights were held at large sporting events. Individuals or teams of men would fight animals or each other to death. The Roman Games were big occasions, usually paid for by the emperor, making them popular with the people.

    1. The gladiator fights were extremely violent and were normally done by slaves and prisoners.
    2. Roman sporting activities also included animal hunts, wrestling, running, boxing, pentathlon (which consisted of running, jumping, discus, spear throwing, and wrestling) and pancratium, which was a combination of wrestling, boxing, and martial arts.

    The competitors were called athletae and trained full time as professionals. They became celebrities in the Roman society and enjoyed many privileges.
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    What information about physical education in Greece?

    Physical education in Greece began with the development of the gymnasium at least 2500 years ago. The term gymnasium literally means training naked, which is what the ancient Greeks did: they stripped down to practice wrestling, lift weights, or engage in philosophical debates (since a gymnasium
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