What Is The Purpose Of Physical Education?

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What Is The Purpose Of Physical Education
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 role of physical education in society?

Preamble The General Conference of UNESCO, Recalling that in the Charter of the United Nations the peoples proclaimed their faith in fundamental human rights and in the dignity and worth of the human person, and affirmed their determination to promote social progress and better standards of life, Recalling that by the terms of the Universal Declaration of Human Rights, everyone is entitled to all the rights and freedoms set forth therein without discrimination of any kind, such as to race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status, Convinced that a condition for the exercise of human rights is the safety and freedom of every human being to develop and preserve their physical, psychological and social well-being and capabilities, Emphasizing that resources, authority and responsibility for physical education, physical activity and sport must be allocated without discrimination on the basis of gender, age, disability or any other basis, to overcome the exclusion experienced by vulnerable or marginalized groups, Acknowledging that cultural diversity in physical education, physical activity and sport forms part of humanity’s intangible heritage and includes physical play, recreation, dance, organized, casual, competitive, traditional and indigenous sports and games, Recognizing that physical education, physical activity and sport can bring a variety of individual and societal benefits, such as health, social and economic development, youth empowerment, reconciliation and peace, Highlighting that the provision of quality physical education, physical activity and sport is essential, to realize their full potential to promote values such as fair play, equality, honesty, excellence, commitment, courage, teamwork, respect for rules and laws, respect for self and others, community spirit and solidarity, as well as fun and enjoyment, Stressing that, in order to achieve quality physical education, physical activity and sport, all personnel, professional and volunteer alike, must have access to suitable training, supervision and counselling, Underlining that early play experience with parents and carers, and participation in quality physical education are essential entry points for children to learn the skills, attitudes, values, knowledge, understanding and enjoyment necessary for lifelong participation in physical activity, sport and in society at large; Emphasizing that physical education, physical activity and sport should seek to promote stronger bonds between people, solidarity, mutual respect and understanding, and respect for the integrity and dignity of every human being, Insisting that concerted action and co-operation between stakeholders at all levels is the prerequisite for protecting the integrity and potential benefits of physical education, physical activity and sport from discrimination, racism, homophobia, bullying, doping, manipulation, excessive training of children, sexual exploitation, trafficking, as well as violence, Aware that physical education, physical activity and sport can be enriched by undertaking them responsibly in a natural environment, and that this inspires respect for the Planet’s resources and a concern to conserve and use these resources for the greater good of humanity, Proclaims this International Charter that puts physical education, physical activity and sport at the service of human development, and urges everyone, especially governments, intergovernmental organizations, sports organizations, non-governmental entities, the business community, the media, educators, researchers, sport professionals and volunteers, participants and their support personnel, referees, families, as well as spectators to commit to and disseminate this Charter, so that its principles can become a reality for all human beings.

Article 1 The practice of physical education, physical activity and sport is a fundamental right for all 1.1 Every human being has a fundamental right to physical education, physical activity and sport without discrimination on the basis of ethnicity, gender, sexual orientation, language, religion, political or other opinion, national or social origin, property or any other basis.1.2 The freedom to develop physical, psychological and social well-being and capabilities through these activities must be supported by all governmental, sport and educational institutions.1.3 Inclusive, adapted and safe opportunities to participate in physical education, physical activity and sport must be available to all human beings, notably children of preschool age, women and girls, the aged, persons with disabilities and indigenous people.1.4 Equal opportunity to participate and be involved at all supervision and decision-making levels in physical education, physical activity and sport, whether for the purpose of recreation, health promotion or high performance, is the right of every girl and every woman that must be actively enforced.1.5 The diversity of physical education, physical activity and sport is a basic feature of their value and appeal.

Traditional and indigenous games, dances and sports, also in their modern and emerging forms, express the world’s rich cultural heritage and must be protected and promoted.1.6 Every human being must have the opportunity to attain a level of achievement through physical education, physical activity and sport which corresponds to their capabilities and interest.1.7 Each education system must assign the requisite place and importance to physical education, physical activity and sport in order to establish a balance and strengthen links between physical activities and other components of education.

It must also ensure that quality and inclusive physical education classes are included, preferentially on a daily basis, as a mandatory part of primary and secondary education and that sport and physical activity at school and in all other educational institutions play an integral role in the daily routine of children and youth.

Article 2 Physical education, physical activity and sport can yield a wide range of benefits to individuals, communities and society at large 2.1 When appropriately organized, taught, resourced and practiced, physical education, physical activity and sport can make distinct contributions towards a wide range of benefits to individuals, families, communities and society at large.2.2 Physical education, physical activity and sport can play a significant role in the development of participants’ physical literacy, well-being, health and capability by improving endurance, strength, flexibility, coordination, balance and control.

The ability to swim is a vital skill for every person exposed to risks of drowning.2.3 Physical education, physical activity and sport can improve mental health, psychological well-being and capability by enhancing body-confidence, self-esteem, self-efficacy, by decreasing stress, anxiety and depression, by increasing cognitive function, and by developing a wide range of skills and attributes, such as cooperation, communication, leadership, discipline, teamwork, that contribute to achievement while participating, learning and in other aspects of life.2.4 Physical education, physical activity and sport can support social well-being and capability by establishing and strengthening community-ties and relationships with family, friends and peers, creating a sense of belonging and acceptance, developing positive social attitudes and behaviours, and bringing people from different cultural, social and economic backgrounds together in the pursuit of shared goals and interests.2.5 Physical education, physical activity and sport may contribute to prevention and the rehabilitation of those at risk of drug addiction, alcohol and tobacco abuse, delinquency, exploitation and abject poverty.2.6 For society at large, physical education, physical activity and sport can yield significant health, social and economic benefits.

An active lifestyle helps prevent heart disease, diabetes, cancer as well as obesity und ultimately reduces premature death. In addition, it reduces health related costs, increases productivity, and strengthens civic engagement and social cohesion. Article 3 All stakeholders must participate in creating a strategic vision, identifying policy options and priorities 3.1 Strategic visions for physical education, physical activity and sport are prerequisite for balancing and optimizing the impact of policy options and priorities at different levels.3.2 All stakeholders, especially national and local authorities responsible for sport, education, youth, health, active recreation, development, urban planning, environment, transport, gender and disability matters, and intergovernmental organizations, the Olympic and Paralympic movements, sports organizations, non-governmental entities, the business community, the media, educators, researchers, sport professionals and volunteers, participants and their support personnel, referees, families, as well as spectators share the responsibility for developing and supporting physical education, physical activity and sport policy; and all mentioned stakeholders should be given opportunities to exercise this responsibility.3.3 Public authorities at all levels and those bodies acting on their behalf must take action to develop and implement legislation and regulations, define national sport development plans with clear objectives, and adopt other measures to encourage physical education, physical activity and sport, including the provision of material, financial and technical assistance.3.4 Strategies and policies for physical education, physical activity and sport must provide particular support to the voluntary sector, in order to assure its continued development and engagement, strengthen respect for freedom of association and acknowledge the sector’s contribution to democratic culture.3.5 Sustained investment in physical education is a fundamental component of all countries’ educational and sport commitment, and allocation of budgets for public provision of quality physical education programmes should be protected and strengthened.3.6 States and cities considering hosting major sport events should integrate this option in their long-term strategy for physical education, physical activity and sport, in order to sustain and strengthen participation in physical activity, and help improve social cohesion.

Article 4 Physical education, physical activity and sport programmes must inspire lifelong participation 4.1 Physical education, physical activity and sport programmes must be designed to meet the needs and personal characteristics of those practicing them over their whole lifespan.4.2 Early positive experiences of play, games and physical activities should be prioritized for all so as to lay a foundation of the knowledge, skills, attitudes and motivation necessary for the maintenance of lifelong participation in physical activity and sport.4.3 As the only area of school curricula concerned with developing students’ competence and confidence in sport and physical activity, physical education provides a learning gateway for the skills, attitudes and knowledge necessary for lifelong physical activity and sport; quality and inclusive physical education classes, taught by qualified physical education teachers, should be mandatory in all grades and levels of education.4.4 Physical education, physical activity and sport policy and programmes must be systematically monitored and evaluated by appropriate national agencies, to assess whether they satisfy the needs of their intended beneficiaries.

Article 5 All stakeholders must ensure that their activities are economically, socially and environmentally sustainable 5.1 When planning, implementing and evaluating their activities, providers of physical education, physical activity and sport, as well as the organizers of sport events must pay due consideration to the overarching principle of sustainability, be it economic, social, environmental or sporting.5.2 Whereas the growing consumption of sporting goods can generate a positive impact on the global economy, the industry must take responsibility for developing and integrating social and environmentally-friendly practices.5.3 Any negative impact of indoor and outdoor activities to the environment should be prevented.

Owners of sport infrastructure have a particular responsibility to avoid negligent behavior risking danger to bystanders, noise, waste, use of chemicals and other potential damage to nature.5.4 All parties involved in the realization of major sports events – in particular event owners, public authorities, sports organizations, commercial stakeholders, the media – must ensure a sustainable legacy for the hosting communities with regard to the financial cost, environmental and social impact, the post-event use of the infrastructure and the effect on participation in sport and physical activity.

Article 6 Research, evidence and evaluation are indispensable components for the development of physical education, physical activity and sport 6.1 Policy decisions must be based on sound factual evidence. Good quality policy-making depends on high quality information gathered from a range of sources, including scientific research, expert knowledge, the media, stakeholder consultation, as well as evaluation and monitoring of previous policies and programmes.6.2 Governments and other key stakeholders should initiate and support research in the area of physical education, physical activity and sport.6.3 Research, evidence and evaluation should adhere to established ethical standards and reject inappropriate applications in physical education, physical activity and sport, such as doping, cheating or other misconduct.6.4 It is vital to collect and disseminate research findings, evaluation studies and other documentation on physical education, physical activity and sport.

The results of scientific research and evaluation should be communicated in a way that makes them accessible, comprehensible and relevant for all concerned stakeholders and the public at large.6.5 The media can play a crucial role in providing information on and raising awareness of the societal importance, ethical values and benefits of physical education, physical activity and sport.

It is both a mutual responsibility and opportunity to increase co-operation between the media, the scientific community and other stakeholders with a view to informing public debate and decision making. Article 7 Teaching, coaching and administration of physical education, physical activity and sport must be performed by qualified personnel 7.1 All personnel who assume professional responsibility for physical education, physical activity and sport must have appropriate qualifications, training and access to continuous professional development.7.2 All physical education, physical activity and sport personnel must be recruited and trained in sufficient numbers to ensure they attain and sustain the competence necessary to nurture the rounded development and safety of all persons in their charge.

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Personnel who have received such training should be given a professional recognition in keeping with the duties they perform.7.3 Volunteer coaches, officials and support personnel should be offered suitable training and supervision, given their status as an invaluable resource for the sector, to carry out essential functions, facilitate increased participation, ensure participant development and safety, and foster broad-based engagement in democratic processes and the life of the community.7.4 Opportunities specific to inclusive and adaptive training across all levels of participation should be widely available.

Article 8 Adequate and safe spaces, facilities and equipment are essential to quality physical education, physical activity and sport 8.1 Adequate and safe spaces, facilities, equipment, and dress-options must be provided and maintained to meet the needs of participants in physical education, physical activity and sport mindful of different needs associated with climate, culture, gender, age, and disability.8.2 Public authorities, sports organizations, schools and other institutions that administer facilities at all levels should work together to design, provide and optimize the use of installations, facilities and equipment for physical education, physical activity and sport, taking into account the opportunities and conditions of the natural surroundings.8.3 Private and public workplaces should offer opportunities for physical activity and sport by putting appropriate facilities, staff and incentives at the disposal of employees at all levels, contributing to their well-being and to enhanced productivity.8.4 To support, develop and maintain an active and healthy lifestyle for citizens, public authorities should integrate opportunities for physical activity and sport into all urban, rural and transportation planning.8.5 When building, maintaining and operating facilities and public spaces for physical education, physical activity and sport, the responsible authorities and owners of sport infrastructure must strive to maximize energy- and resource-efficiency and minimize adverse impact on the natural surroundings.

Article 9 Safety and the management of risk are necessary conditions of quality provision 9.1 Physical education, physical activity and sport must take place in a safe environment that protects the dignity, rights and health of all participants. Practices and events that undermine safety, or involve inappropriate risk, are incompatible with the integrity and potential benefits of physical education, physical activity and sport; such practices and events require a determined and immediate response.9.2 Safety and the management of risk require that all stakeholders seek to rid physical education, physical activity and sport of practices that limit or harm participants, spectators and educators, especially the more vulnerable groups in society such as children, youth, the elderly, women, persons with disabilities, migrants and indigenous people.

Harmful practices include discrimination, racism, homophobia, bullying, doping and manipulation, deprivation of education, excessive training of children, sexual exploitation, trafficking and violence.9.3 Physical Education, physical activity and sport can serve as a powerful tool to prevent the universal phenomenon of gender-based violence by addressing its root causes, especially gender inequality, harmful social norms and gender stereotypes.9.4 It is important that all stakeholders in physical education, physical activity and sport, including participants, administrators, teachers, coaches, and parents are conscious of the potential risks, especially for children, of dangerous or inappropriate training methods and competition, and psychological pressures of any kind.

Article 10 Protection and promotion of the integrity and ethical values of physical education, physical activity and sport must be a constant concern for all 10.1 All forms of physical education, physical activity and sport must be protected from abuse. Phenomena such as violence, doping, political exploitation, corruption and manipulation of sports competitions endanger the credibility and integrity of physical education, physical activity and sport and undermine their educational, developmental, and health promoting functions.

Participants including referees, public authorities, law enforcement, sports organizations, betting operators, owners of sports-related rights, the media, non-governmental organizations, administrators, educators, families, the medical profession and other stakeholders must collaborate to ensure a coordinated response to integrity threats.10.2 Every effort must be made to counter the harmful effects of doping, and to protect the physical, psychological and social capabilities and well-being of participants, the virtues of fair play and competition, the integrity of the sporting community and the rights of people involved at every level.

  • The universally adopted anti-doping rules must be implemented at all levels of performance by the competent international and national authorities.10.3 The manipulation of sport competitions undermines the core values of sport.
  • Combined with betting, the manipulation of sport competitions offers large scale business opportunities for transnational organized crime.

Effective measures must be taken to foster national and international co-operation against the manipulation of sport competitions, as well as a coordinated global response in line with the relevant international instruments.10.4 All organizations and institutions dealing with physical education, physical activity and sport must implement principles of good governance.

These include transparent and democratic procedures for elections and decision-making, regular consultations with stakeholder groups, as well as clear provisions for the redistribution of funds, and the rigorous enforcement of the principles of accountability and transparency.10.5 Any employer in the field of physical education, physical activity and sport or related areas must pay due consideration to the psychological and physical health of their employees, including professional athletes.

International labour conventions and basic human rights must be respected, in particular to avoid child labour and human trafficking.10.6 To reduce the risk of corruption and overspending related to major sport events, event owners, public authorities and other stakeholders must take measures to maximize transparency, objectivity and fairness in the bidding, planning and hosting of these events.10.7 Public authorities which contribute financial, material or other support to providers of physical education, physical activity and sport, have a right and duty to audit and control the proper use of the resources they have granted on behalf of society.10.8 Public authorities and sports organizations are invited to enhance their co-operation in a spirit of mutual respect, and to minimize the risk of conflict by clearly defining their respective functions, legal rights and mutual responsibilities in physical education, physical activity and sport.10.9 Prevention programmes which include values-based education and information components are crucial.

These programmes should foster positive attitudes towards anti-doping in sport and negative attitudes towards manipulations, corruption, misconduct and exploitation and should be provided to participants, including referees, public authorities, law enforcement, sports organizations, betting operators, owners of sports-related rights, the media, non-governmental organizations, administrators, educators, families, the medical profession and other stakeholders.10.10 Public authorities and sports organizations should encourage the media to promote e and protect the integrity of physical education, physical activity and sport.

The media are invited to fulfill their role as critical and independent observers of events, organizations and stakeholders, informing the public of the benefits, risks and educational values of physical education, physical activity and sport. Article 11 Physical education, physical activity and sport can play an important role in the realization of development, peace and post-conflict and post-disaster objectives 11.1 Sport for development and peace initiatives should aim at eradicating poverty, as well as strengthening democracy, human rights, security, a culture of peace and non-violence, dialogue and conflict resolution, tolerance and non-discrimination, social inclusion, gender equality, the rule of law, sustainability, environmental awareness, health, education and the role of civil society.11.2 Sport for development and peace initiatives should be promoted and utilized to support conflict prevention, post-conflict and post-disaster interventions, community building, national unity, and other efforts that contribute to the effective functioning of civil society and international development goals.11.3 Sport for development and peace initiatives should be inclusive, and culture-, gender-, age- and disability-sensitive, and include strong monitoring and evaluation mechanisms.

They should encourage local ownership of projects and embody the same principles of sustainability and integrity as other physical education, physical activity and sport initiatives. Article 12 International co-operation is a prerequisite for enhancing the scope and impact of physical education, physical activity and sport 12.1 Through international co-operation and partnerships, all stakeholders should place physical education, physical activity and sport at the service of development, peace, solidarity and friendship among individuals, communities and nations.12.2 International cooperation and partnerships should be used for effective advocacy, at the international, regional and national levels, about the important contributions of physical education, physical activity and sport to social and economic development, while supporting and sharing related research and evidence.12.3 International co-operation and partnerships amongst public authorities, sports organizations and other non-governmental organizations are crucial to reduce existing disparities between and within States in the provision of physical education, physical activity and sport.

This can be achieved through the exchange of good practice, education programmes, capacity development, advocacy, as well as indicators and other monitoring and evaluation tools based on the universal principles set forth in the present Charter.
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What is the role of physical education and health?

GENERAL PATHWAY – PHYSICAL EDUCATION: Physical activity and sport are used to develop skills and performance, along with an understanding of physiological, anatomical, psychological, biomechanical and skill learning applications. Students engage as performers, leaders, coaches, analysts and planners of physical activity.

Prerequisite – Nil OUTDOOR EDUCATION: Outdoor Education facilitates the development of knowledge and skills for participating safely in a range of outdoor activities along with a greater understanding and appreciation of the local natural environment. Practical activities include: snorkelling, backpacking, rock climbing, abseiling, canoeing, mountain biking, sailing and camping.

Prerequisite – Nil CERTIFICATE COURSE CERTIFICATE III in SPORT AND RECREATION (2 year course) This course focuses on giving students workplace skills for the Sport and Recreation Industry. Throughout this course, students will learn how to work effectively in sport, fitness and recreation environments, plan and conduct programs, organise schedules and use social media tools for collaboration and engagement for a sport or recreational facility.

To enable students to work hands-on in the sport and recreation industry, they will also learn how to maintain sport, fitness and recreation facilities and conduct non-instructional sport, fitness or recreational sessions. Prerequisite – Nil The school has excellent facilities including a 25m swimming pool, a large gymnasium with sprung floor, a Health and Wellness Centre (yoga, pilates, boxercise, etc.), a Weight and Fitness Centre, walk-top tennis courts and two outdoor turf surfaces.

Considerable care is given to students in regards to sun exposure by rotating classes through the gymnasium and fitness centres where possible. If you would like to know more about what the Health and Physical Education Learning Area at Rossmoyne Senior High School can offer your child, please do not hesitate to call the Head of Learning Area on (08) 9235 1600.
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What is physical education in simple words?

DEFINITION. -Physical education is a course taught in school that focuses on developing physical fitness and the ability to. perform and enjoy day-to-day physical activities with ease.
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What are two importance of physical education?

The holistic approach to sports-integration –

The key principles of the NEP are multidisciplinary and holistic education. This is inclusive. Along with other subjects, the curriculum makes physical activities like games, sports, and fitness mandatory for all age groups. At the school level, the NEP proposes sports integration into pedagogical practices, to increase the students’ cognitive abilities, while simultaneously promoting their physical and psychological well-being. Physical education, with its integrated curriculum, will make the young kids fit for the future, and this can help them invariably adopt fitness as a lifelong attitude. This fitness initiative can help them develop skills like collaboration, self-initiative, teamwork, and responsibility. Higher education institutions are also given provisions to provide a multidisciplinary and stimulating environment. Credits will be given for such subjects in undergraduate programs. The NEP has designed the curriculum based on increased flexibility and choice of subjects, helping students to choose physical education as part of the curriculum. The NEP further encourages the formation of clubs, including for sports, yoga, and health and well-being, at the levels of schools, school complexes, districts, and beyond

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What are the three principles of physical education?

The best fitness training programs are built on three principles: overload, progression, and specificity. By using these principles, you can design an exercise program that improves performance, skill, ability, and physical fitness.
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What is the importance of physical education in daily life?

Improve academic performance – Studies have demonstrated that physical activity, including team sports, biking, swimming at the beach, and playground games, has positive effects on the brain and academic achievement. Children learn how to be motivated and productive, fit and healthy for life, as well as how to think creatively through physical education.

It has been demonstrated that participation in sports, physical education, and physical activity increases students’ sense of connection to their school and its objectives. The degree to which kids act socially responsible at school. A busy mind makes it easier to focus for longer periods of time and may also be beneficial for learning.

Physical education teaches children the concept of teamwork, and being a team member provides them a feeling of identity. Children learn skills that open the door for positive interactions and relationships throughout life when physical education teachers exhibit prosocial behavior.
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What fitness is most important?

Learn about the four types of exercises and how they can benefit you. For workout videos and examples of how to do some of the exercises listed below, visit NIA’s YouTube channel, Most people tend to focus on one type of exercise or activity and think they’re doing enough.
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What is the most important physical fitness?

PHYSICAL DEVELOPMENT An Overview Developed by: Yvette Sparks and Mike Todd First Developed: December, 1997 Citation: Sparks, Y., & Todd, M. (1997). Physical development: An overview. Educational Psychology Interactive, Valdosta, GA: Valdosta State University.

  • Retrieved, from http://www.edpsycinteractive.org/topics/physical-biology/physical.html Return to:| Brilliant Star | EdPsyc Interactive: Courses | more in-depth paper | Physical Development & Academics | The word physical means different things to different people.
  • Some people look at the term “physical” as simply everything related to anatomy and physiology.

Others believe that the word “physical” has to do with health and fitness components related to the body. And still others believe that “physical” corresponds with wellness. Although all of these definitions fit the word physical, the most popular view is that of wellness (Insel, Roth, Rollins & Petersen, 1996).

  • In Health and Wellness (1996), Edlin, Golanty & Bum defined wellness as emphasis placed on individual responsibility for well-being through the practice of health-promoting lifestyle behaviors.
  • Having good wellness involves being free of illness and disease (as often as possible), having viability (being able to live actively, energetically, and fully), and being in good spirits most of the time.

Human beings were designed for physical or bodily activity. Regular physical activity is a positive health habit and is vital to the overall wellness for the individual. The sedentary lifestyle produced by most occupations does not provide adequate physical labor.

  1. The homemaker, secretary, teacher, salesperson, and attorney have hectic, stressful lives but they often fail to engage in the vigorous activity needed to be physically fit.
  2. We must all learn to make intelligent decisions about lifetime health and physical fitness that includes planning daily vigorous exercise.

Americans desperately lack adequate physical fitness and suffer from lifestyle diseases called hypokinetic diseases. These conditions, caused by underactivity, include coronary heart disease, cancer, osteoporosis, diabetes, and obesity. In the United States, approximately 250,000 premature deaths every year can be attributed to lack of exercise (Pate, Russell, et.

  1. Al.1995). According to Dr.
  2. Steven Blair, epidemiologist for the Cooper Institute for Aerobics Research, a sedentary lifestyle is as much a risk factor for disease as is high blood pressure, obesity, and smoking (Powell, Blair 1994).
  3. The college student shows early symptoms of hypokinetic disease through low levels of energy and creeping obesity.

Can you relate to any of these warning signs? It is known that you reach the peak of your natural fitness during the late teens to early twenties and, unless you maintain physical activity, the body deteriorates and ages even more quickly. Alarming headlines such as “Americans are fatter than ever,” “The number of expanding Americans is expanding,” and “Are Americans the fattest people in the world?” are cause for concern.

  1. Apparently, American waistlines are growing.
  2. In the last ten years, American adults have shown an average weight gain of nearly eight pounds per person (Kuczmarski et.
  3. Al., 1994).
  4. Some studies show that a third of Americans are overweight (Kuczmarski).
  5. What is the cause of this national problem? Experts place the blame on too many calories consumed and, more significantly, on not enough calories expended in exercise.

The situation is compounded by the number of energy-saving devices Americans use-and the list grows yearly (electric garage door openers, TV remotes, computers, riding lawn mowers, electric car windows, snowblowers, leaf blowers). The amount of energy the average American expended even a decade ago is enormous compared to what we expend in the 1990s.

Even more appalling, ongoing research shows there is a youth fitness crisis. Our nation’s children have increased risk of heart disease-too much body fat, elevated blood pressure, high cholesterol, and poor fitness-caused by lack of exercise. Several studies have shown that a full third of our nation’s youth are not physically active enough for aerobic benefit (Bar-Or, 1987; Ignico, 1990).

They also weigh more and have more body fat than twenty years ago (JOPHERD, 1987; Bar-Or). If things do not change, our nation’s most precious asset, the adults of tomorrow, will likely contribute to future heart disease and cancer statistics. The National Coalition for Promoting Physical Fitness is an excellent resource for current information related to physical fitness.

Attaining Wellness An often asked question is “How does a person attain wellness?” Unfortunately, at least for most of those who ask this question, one cannot just attain wellness. Wellness is ongoing and needs to be a lifestyle a person chooses. It is not and end result, but rather a process by which an individual takes control of the way they live through developing every aspect of the body, mind, and emotions in order to produce and keep equilibrium in one’s life.

Physical Wellness can be defined as choosing and maintaining healthy habits pertaining to the body. Healthy habits include such things as: 1) eating well, 2) exercising regularly, 3) responsible decisions about sex, 4) routine medical examinations, and 5) staying free of injury and disease.

For a person to maintain a high level of Physical Wellness he/she should understand the principles related to these five areas of health. Physical fitness is multifaceted and involves both skill-related and health-related components. The skill-related components of fitness (speed, power, agility, balance, reaction time, and coordination) are primarily important in achieving success in athletics and are not as crucial for the development of better health.

The five health-related components of physical fitness are cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, body composition and nutrition, CARDIORESPIRATORY ENDURANCE Probably the most important fitness component is cardiorespiratory endurance (CRE).

It is the ability to deliver essential nutrients, especially oxygen, to the working muscles of the body and to remove waste products during prolonged physical exertion. It involves the efficient functioning of the heart, blood vessels, and lungs. Vigorous exercise improves the functioning of the cardiorespiratory system and is directly related to reduced coronary risk.

The American Medical Association states that exercise is the most significant factor contributing to the health of the individual (Blair, Kohl, Paffenbarger, Clark, Cooper & Gibbons, 1989). When levels of cardiorespiratory fitness are low, the heart has to work very hard during normal daily activities and may not be able to work hard enough to sustain high-intensity physical activity in an emergency.

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As cardiorespiratory fitness improves, the heart begins to function more efficiently. It doesn’t have to work as hard at rest or during low levels of exercise. The heart pumps more blood per heartbeat, resting heart rate slows down, blood volume increases, blood supply to the tissues improves, the body is better able to cool itself, and resting blood pressure decreases.

A healthy heart can better withstand the strains of everyday life, the stress of occasional emergencies, and the wear and tear of time. Cardiorespiratory endurance training also improves the functioning of the muscles and liver which enhances the body’s ability to use energy supplied by food.

  1. Cardiorespiratory endurance is considered the most important component of health-related fitness because the functioning of the heart and lungs is so essential to overall wellness.
  2. A person simply cannot live very long or very well without a healthy heart.
  3. Low levels of cardiorespiratory fitness are linked with heart disease, the leading cause of death in the United States.

Cardiorespiratory endurance is developed by activities that involve continuous rhythmic movements of large muscle groups like those in the legs – for example, walking, jogging, cycling, and aerobic dance. MUSCULAR STRENGTH Muscular strength is the amount of force a muscle can produce with a single maximum effort.

  1. It is characterized by activities of short duration at high intensity.
  2. Lifting a heavy object such as a suitcase or 100-pound weight one time are examples.
  3. Strong muscles are important for the smooth and easy performance of everyday activities, such as carrying groceries, lifting boxes, and climbing stairs, as well as for emergency situations.

They help keep the skeleton in proper alignment, preventing back and leg pain and providing the support necessary for good posture. Muscular strength has obvious importance in recreational activities. Strong people can hit a tennis ball harder, kick a soccer a ball farther, and ride a bicycle uphill more easily.

Muscle tissue is an important element of overall body composition. Greater muscle mass (or lean body mass) makes possible a higher rate of metabolism and faster energy use. Maintaining strength and muscle mass is vital for healthy aging because muscular strength and endurance tend to decline with age.

This loss can be delayed and strength can be maintained by participating in a strength program. Muscular strength can be developed by training with weights or by using the weight of the body for resistance during calisthenic exercises such as push-ups or sit-ups.

  • Many people have joined health clubs and are enjoying the benefits of using weight equipment such as Universal, Nautilus, and Cybex.
  • The result is a better physical appearance and greater efficiency in both everyday activities and sudden emergencies.
  • MUSCULAR ENDURANCE Muscular endurance is the ability to sustain a given level of muscle tension – that is, to hold a muscle contraction for a long period of time, or to contract a muscle over and over again.

It is characterized by activities of long duration but low intensity. Muscular endurance is important for good posture and for injury prevention. For example, if abdominal and back muscles are not strong enough to hold the spine correctly, the chances of lower-back pain and back injury are increased.

  • Muscular endurance helps people cope with the physical demands of everyday life and enhances performance in sports and work.
  • It is also important for most leisure and fitness activities.
  • Like muscular strength, muscular endurance is developed by stressing the muscles with a greater load (weight) than they are used to.

The degree to which strength or endurance develops depends on the type and amount of stress that is applied. Examples of muscular endurance are performing repetitions of push-ups, sit-ups, or chin ups. Strength and endurance are essential in everyday activities such as housework, yard work, and recreational sports.

  • FLEXIBILITY Flexibility is the ability to move body joints through a full range of motion (ROM).
  • By experimenting with your own body, you can immediately tell that joints can be moved to different degrees of motion and that they do not all move in the same way.
  • There are four major joints in the body and each joint because of their limitations move body parts differently.

These four joints are fixed, pivot, hinge, and ball and socket. Limitations of ROM in a joint is due to the bony structure holding the joint together and the soft tissue surrounding the particular joint. Three examples of soft tissue that effects flexibility are muscles (meaty tissue surrounding bone), tendons (connect muscle to bone), and ligaments (connect bone to bone).

  1. Benefits of having good flexibility are numerous and increase the quality of life for many people, especially the elderly.
  2. There is a saying that goes something like, “Use it or lose it!” Many of us have seen senior citizens that walk “hunched” over and some with canes to aid in walking.
  3. Most of the time, members of the older population have to walk this way because they have gradually lost flexibility over the years.

If an individual wants to reduce injury, inhibit lower back pain, prevent post-exercise pain, and relieve emotional tension that person will work on attaining adequate flexibility. There are some basic stretching techniques and flexibility exercises a person can employ to obtain good flexibility.

  1. These techniques are static (slowly move muscle to mild tension and hold for 8-15 seconds), dynamic (same positions as static but movement is continuous) and partner assisted (partner helps hold position during stretch).
  2. For a person to attain adequate flexibility through the use of these techniques, Williams, Harageones, Johnson & Smith (1988) recommend to participate in a stretching program with a frequency of at least three days a week, at a intensity level of mild tension on the muscle, and holding stretches (static) between 8-15 seconds.

BODY COMPOSITION Body composition refers to the amount of fat in proportion to lean body tissue (muscle, bone, and water). The ratio between body fat and fat-free weight is a better gauge of fatness than is body weight. There are various ways to measure body composition: body mass index, skinfold calipers, bioelectrical impedance, and hydrostatic underwater weighing technique.

  1. The ratio between body fat and lean body tissue is a better gauge of fatness than is body weight measured by use of a scale or height/weight chart method.
  2. For instance, a height /weight chart may label a 6-foot, 210-pound football player as overweight, when in reality he has only 10 percent body fat, as measured with skinfold calipers.

On the other hand, someone who looks good in her size eight jeans may have 32 percent body fat. The best advice is to have your body composition analyzed by a professional. Obesity is not only unhealthy and uncomfortable, it is associated with increased risk for heart disease, diabetes, high blood pressure, cancer, gallbladder disease, and joint and lower back problems.

  1. Healthy body composition involves a high proportion of lean body tissue and an acceptably low level of body fat, adjusted for age and gender.
  2. A person with excessive body fat is more likely to experience a variety of health problems,
  3. The best way to lose fat is through a lifestyle that includes a sensible diet and exercise.

The best way to add lean body tissue is through weight training, also know as strength or resistance training. NUTRITION Scientifically, nutrition is the study of food and how the body uses food in health and disease. But in terms that may be better understood, nutrition can be described in three words: 1) Variety, 2) Balance, and 3) Moderation,

Choosing to eat a balanced diet by consuming a variety of foods, while keeping serving sizes and intake of fats, salts, and sugars moderate will help a person obtain a higher level of wellness and fight against disease. Fortunately for us there is a food table and dietary guidelines we can use that will enable us to eat correctly no matter how big, small, young, or old we might be.

The table is called The Food Guide Pyramid and was developed by the U.S. Department of Agriculture, Now, here is the unfortunate part. A better understanding is needed by consumers in four areas of nutrition, These areas are essential nutrients, recommended daily allowances (RDA), nutrient supplement intake, and the dietary guidelines.

Donatelle, R., & Davis, L, (1994). Health: The b asics, Englewood Cliffs, NJ: Prentice-Hall Inc. Insel, P,, & Roth, W. (1988). Core c oncepts i n h ealth ( 8 th ed.), Mountain View, CA: Mayfield Publishing Company. Insel, P., Roth, W., Rollins, L.M., & Peterson, R. (1996).1996 u pdate: Core c oncepts i n h ealth, Mountain View, CA: Mayfield Publishing Company. Pate, Russel et al. (1995).U.S. Centers for Disease Control and Prevention, Robbins, G., Powers, D., & Burgess, S. (1997). A w ellness w ay, USA: Times Mirror Higher Education, Inc.

Additional resources:

Graff, C., Foreyt, J., & Holderman, J. (2001). Lean for life: Phase two-Lifetime solutions (2nd ed.). Irving, CA. Griffin Pub lishing Group. Retrieved July 2002, from http://www.amazon.com/exec/obidos/ASIN/1580000894/qid=1027190882/sr=1-1/ref=sr_1_1/102-3213515-1352936 Johnson, T. (2002). Dr. Timothy Johnson’s o n c all g uide to m en’s h ealth: Authoritative a nswers to y our m ost i mportant q uestions, New York: Hyperion. Retrieved July 2002, from http://www.amazon.com/exec/obidos/ASIN/0786886692/qid=1027190010/sr=2-1/ref=sr_2_1/102-3213515-1352936 Sears, W., & Sears, M. (1999). The family nutrition book: Everything you need to know about feeding your children-From birth through adolescence, New York: Little, Brown. Retrieved December 2003, from http://www.amazon.com/gp/product/0316777153/qid=1138633124/sr=2-1/ref=pd_bbs_b_2_1/102-3275234-6604957?s=books&v=glance&n=283155 Sears, W., Sears, P., & Foy, S. (2003). Dr. Sears’ L.E.A.N. kids: A total health program for children ages 6-12, New York: New American Library. Retrieved December 2003, from http://www.amazon.com/gp/product/0451209761/ref=ed_oe_p/102-3275234-6604957?%5Fencoding=UTF8 Willett, W., Skerrett, P., & Giovannuci, E. (2001). Eat, drink, and be healthy: The Harvard medical guide to healthy eating, New York: Simon & Schuster. Retrieved July, 2002, from http://www.amazon.com/exec/obidos/ASIN/0684863375/qid=1027189523/sr=8-1/ref=sr_8_1/102-3213515-1352936

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