Exercise Is Important
Physical Education In Scotland from the 1930s-1960s was surprisingly poor. Girls were inexperienced with physical education and its opportunities due to lack of education, and Scotland's beliefs during this time. These beliefs consisted of the views in the twentieth century that women were viewed as mothers and wives. In the article “Exercise and education: facilities for the young female body in Scotland, 1930-1960’s”, introduced a lady Mandy Treagus who believed that the game Netball could help these woman prepare for their roles as a mother and a wife. Macrae stated that Treagus, “through this game, girls were coached in the act of bodily restraint and personal sacrifice for the sake of the team.” (Macrae) Mandy wasn’t the only one who had higher views on exercise, health, and physical education, in the article the author Macrae Eilidh also recorded that the 1903 Carnegie Dunfermline Trust had contributed to Scotland’s physical education and health to children. This trust helped Scotland build a PE College of Dunfermline, which now benefits physical education to children. This is beneficial because, it allows more
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opportunities for people to go to school to learn about exercise and the importance of physical education. After graduating PE College, some may get job opportunities which can benefit girls and children on future knowledge of physical education and its importance. On the Centers for Disease Control and Prevention there’s an article “Historical Background and Evolution of Physical Activity Recommendations”, Katherine Lyon stated different cultures use of exercise.
In China there’s Tai chi chuan, which is believed to boost your mood, lower levels of depression, and build muscle strength and was the key to a long life. In India physical activity and proper diet are a necessity for daily living. India uses yoga, which is a practice using the mind, body, and spirit through breathing and stretching. Africa; Samburu and Masai of Kenya view running as link to religion, manhood, reputation, and daily life. Indian americans also used running to interact, fight, and hunt. These cultures show that there are not only different types of exercises, there are also different beliefs and benefits from
it. Mayo Clinic in the article, “Exercise: 7 benefits of regular physical activity”, persuades it’s audience the benefits of exercise. These benefits include prevention from health conditions and diseases, such as cancer, heart disease, and dementia. Exercise helps release chemicals in your brain which can boost your mood and make you feel better. These chemicals released also can make you happier and more relaxed. There are different types of exercise around the world yoga, running, swimming, walking, even lifting weights. Those are all good ways to exercise, but if you are looking for weight loss, or for gaining muscle you may need to do more intense workouts. Some of these intense workouts include, interval training, weight training, boot camp, boxing, running, and crossfit. On the 2018 Harvard Health Blog Heidi Goodman had edited a article about exercise and beliefs that exercise changes the brain to improve memory and thinking skills. Goodman found a study from University of Columbia that regular exercise increases the size of the hippocampus, which is involved with memory and learning. Goodman also introduced other benefits, “The benefits of exercise come directly from its ability to reduce insulin resistance, reduce inflammation, and stimulate the release of growth factors.” (Goodman) Due to working out, it can improve many things sleep, sex life, memory, stress, and anxiety. Harvard was able to provide similar advice on what to do for exercise, how much exercise we should get, and the benefits due to exercising. Exercising became a part of me, it made me feel better about myself not only on the inside, but also on the outside. My body has felt healthier due to exercising in many ways. It has helped with my anxiety, my depression, my nutrition choices, self confidence, and build stronger relationships with those people who believe I can achieve my goals. When I exercise I enjoy going to the gym, at the gym I enjoy strength training with resistance bands, and cardio through kickboxing. The gym I’ve been a part of since January 2017, is Farrell’s Extreme Bodyshaping at South Ankeny. Farrell's starts off as a program that is ten weeks long, and after these ten weeks you are able to decide if you want to further participate in Farrells. Some may leave and join other gyms, exercise at home, or some who commonly quit. After my ten week program I had made a lot of progress, physically and mentally. Due to the progression that I’ve made with my Farrell’s family I am still involved and I am now a part of the FIT program.
Hult explains that in the era between 1890-1920, women physical educators were a tightly knit, dedicated group committed to a tradition of restricted competition, self-governance, and a feminine approach to individual and team sports. They believed that all girls and women should have the opportunity to participate and enjoy sport, not only the talented elite as in the competition-driven male philosophical structure (87). Play-days and sport-days with emphasis on team building games were a means of perpetuating an image of an ideal American female athlete: feminine, beautiful, strong, yet always 'aware of her delicate reproductive system' (89).
To satisfy the competitive urge of their students, physical educators held “Play Days” and “Sport Days” for their female students. In a play day, teams from institutions did not play each other, but were comb...
Female educators in the early 1900’s strived to control the participation of women in sport, establishing certain constraints in order to maintain a male-dominated sports sphere. Athletic activity was healthy; yet too much athletic activity was rigorous and harmful to the female body. At the same time, though, these educators made a point to stress the presence of femininity in sport—which directly contributed to the introduction of sexuality into sport. If the educators of the early 1900’s did not have such an overbearing presence in female sport, maybe there would be no discussion about the swimming suit modeling of Amanda Beard, or the sexy, controversial, eccentric outfits Serena Williams shows off while playing at Wimbledon.
Fagrell, B., Larsson, H., & Redelius, K. (2012). The game within the game: girls' underperforming position in Physical Education.Gender & Education, 24(1), 101-118. doi:10.1080/09540253.2011.582032
Lee, G. (1996). The seven steps to Netball success: a practical home training program for teenage and open players. Australia
In the mid-19th century women did not play sport due to the idea that it was seen as too masculine and they needed to remain delicate and feminine, so it was exclusively for men (Else, 2012). However, in the late 19th and early 20th century, it became attractive for women to be out exercising and gaining a ‘healthy glow’, and many were gaining interest in the idea (Else, 2012). The majority of people did not approve of this though, and there was strong opposition when women tried sports such as rugby and cricket. Women engaging in sport such as these that were already strongly associated with men were seen as making themselves overly masculine and disrupting the stability between the male and female genders (Else,
Park, R. J., & Hult, J. S. (1993). Women as leaders in physical education and school-based sports, 1865 to the 1930s. Journal of Physical Education, Recreation & Dance, 64(3), 33-39.
Throughout an educational discourse, inclusion is a highly debated subject throughout the curriculum. During the past decade, there have been exceptional levels of funding and resources solely aimed at physical education and school sport within the United Kingdom (UK). The DFE suggests that 57% of children with SEND attend a mainstream school (DfES 2007). Physical Education (PE) has been a rising topic of discussion due to decrease in activity and an increasing level of child obesity within the UK(Coates and Vickerman 2009). There are various implemented strategies such as Physical Education School Sport and Club Links (PESSCL) and Physical Education and Sports Strategy for Young People (PESSYP), which are instruments to ‘direct and guide practice and policies’ (Fitzgerald and Stride, 2012). Using these governmental strategies, schools try and challenge and attempt to increase participation and engagement with the aim of providing ‘high quality PE lessons’ (Griffin 2012), which targets the government initiative particular the London 2012 Olympic and Paralympic games to encourage an promote inclusive PE and school sport (Green 2009). Additionally, Fitzgerald and Stride (2012) distinguish on the concluding issue of inclusion should be recongised as part of a broader international concern to promote inclusive education (Forlin et al. 2008). There are various aspects, which are of high debate within inclusion regarding the national curriculum, initial teacher training and experiences of student and teachers.
An Investigation into Primary School Physical Education This report will provide a concise investigation into the developmental stages of physical education. Whilst this assignment will provide an overview of the subject in primary schools at present, it will also go on to investigate into the issue of teaching on a practical basis and also look at how physical education can develop a child. Using the information gathered from primary and secondary research, which was conducted whilst attending a primary school as a six week work placement, the latter stages will provide some critique and offer some recommendations to how physical education can be improved or developed in the future. After experiencing physical education at all academic levels, I was very interested in researching into the primary stages of the subject as I understand it to be the most valuable period of learning for any child. This belief is reinforced by the quote that ‘it is widely accepted that the younger the child, the more they learn through physical activity’ (P.Wetton, 1988).
Physical exercise is a kind of physical activities that is done with the attribute of structure and repetitive and purpose which means someone wants to change the physical characteristics through it (Caspersen, Powell and Christenson, 1985). Everyone has different purpose and different exercise brings different effect on specific individual (Dishman, Sallis and Orenstein, 1985).
The goal of this paper is to inform others of my reasoning why physical educators are important and why it is my dream to become one. There are three main points I would like to discuss: the value of physical education ,being a role model ,and why it is my dream to become one.
Opposition of mandatory Physical Education in high schools believe that if a student has not developed a desire for voluntary physical exercise by the time he or she reaches high school , he or she may not ever (Eberhardt). It is true that individuals should not be forced into something they don’t want to participate in, but if these students don’t get any exercise outside of school, where will they receive an appropriate amount of fitness? Paul Eberhardt, athletic director, intramural director and head coach of the McNair Marlins basketball team in Richmond, B.C., believes “that students don’t care about participating in P.E. anymore and we have to educate students on the benefits of Physical Education”. In the 1994-1995 school year there were 1,133 students enrolled at McNair High School but there were only four P.E. classes available, which meant approximately 120 students attended in these classes. The remaining 1013 grade eleven and twelve students had no Physical Education at all. This is an astonishing figure. “Many students participate in sports and recreation activities outside of school, but most of them get hardly any exercise at all.
Physical education in school systems is beneficial because it improves students’ health. Without physical education the child’s overall health will decrease. Despite these benefits, some people believe that physical education has no value to children in schools. Physical education is significant in schools because it improves children’s health.
Although women have been accepted within the participation in sports and physical activity, there is still constant controversy surrounding the topic of whether or not female sports can be “considered a ‘real’ sport” (Hall, M. Ann, 2007, pg. 56) or if the female participants can be “viewed as ‘real’ women” (Hall, M. Ann, 2007, pg. 56). This is due to the fact that sports and physical activity has invariably been viewed as strictly for males, to aid in validating their masculinity. It is constantly vocalized that sports considered to be ‘feminine’ ones such as
In this essay, the role and benefits of Physical Education and School Sport will be identified from in and outside the school curriculum. The benefits that pupils have gained from the national school curriculum, what has changed from the past to present day in schools and how it has affected Physical Education in School Sport will be discussed. Also, mental and physical health benefits that occur from Physical Education will be mentioned in this essay along with what the teaching standards were like and how Physical education has changed such as different teaching ways.