Physical activity is consistently related to improvements in self-esteem, self-concept, depressive symptoms and anxiety/stress. |
Calfas & Taylor, 1994 |
Exercise plays a role in reducing anxiety, depression and tension, and it has beneficial effects on the emotional status of both young and old persons. In children, physical training results in increased self-esteem and perceived physical competence which are necessary, interceding variables that enable children to cope with mental stress. |
DeMarco & Sidney, 1989 |
Moderate physical activity, on a regular basis, reduces the symptoms of mild or moderate depression and anxiety neuroses by improving self-image, social skills, mental health, perhaps cognitive function and total well-being. |
Katz, Adler, Mazzarella & Ince, 1985 |
An individual enjoys improved concentration, enhanced memory and learning, enhanced creativity, better problem-solving ability and improved mood state for up to two hours following exercise. |
Taylor & Taylor, 1989 |
Children's movement experiences are intimately connected with their intellectual, emotional, aesthetic, social, physical and motor development. In other words, physical education is necessary to ensure overall human development. |
Fishburne & Haslam, 1992 |
Improvements in discipline, academic performance and self-concept are benefits associated with regular physical activity. |
Fishburne & Boras, 1989 |
Moderate to vigorous physical activity favourably enhances skill performance in classroom functions such as arithmetic, reading, memorization and categorization. |
Keays, 1993 |
Even when more time is devoted to physical education, academic performance has been found not to suffer. |
Maynard, Coonan, Worsley, Dwyer & Baghurst, 1987 |
Children's habitual physical activity levels are low and more important, these levels decline dramatically from childhood through adolescence. |
Weiss, 1993; Rowland, 1990; Sallis, Buono, Roby, Micale & Nelson, 1991 |
When physical education is no longer required, many children diminish their habitual activity. The number of students opting to take physical education classes also declines with particular interest focused on the increasing trend of girls' non-participation in physical activity. |
DeMarco & Sidney, 1989 |
During adolescence, time spent by both girls and boys in physical activity declines, and the decline continues into adulthood. Because of this downward trend, even those adolescents currently meeting the physical activity guidelines are at risk for becoming sedentary adults. |
Sallis & Patrick, 1994 |
Several studies from Europe suggest that habitual activity levels decline dramatically from age six to 18. |
Freedson & Rowland, 1992 |
One of the rationales for promoting physical activity in youth is to enhance their future health by increasing the probability that they will remain active as adults. It is believed that adolescents who develop a habit of participating in activities that can be carried over into adulthood will be more likely to remain active. |
Sallis & Patrick, 1994 |
Regular physical activity must be encouraged for the younger population so that they will develop the habit of regular physical activity and carry it into their adult years. |
Freedson, 1992 |
Activity and fitness levels in childhood tend to continue into adulthood, when sedentary habits have their impact. |
Blair, 1992; Freedson & Roland, 1992 |
It is generally accepted, but not presently proven, that participation patterns, quality of physical activity and perception of physical activity formed during childhood will determine whether a habit of daily activity will persist into adulthood. |
Weiss & Petlichkoff, 1989 |
Physical activity participation throughout the school years has a strong positive association with good outcomes and a negative association with delinquent and criminal behaviour. |
Marsh, 1990 |
Children and youth who are physically active report lower levels of smoking and alcohol consumption than their less active counterparts. |
Campbell, 1988 |
Among young people, high levels of fitness are associated with a decline in smoking and drinking behaviour, healthier eating habits and with increased self-esteem. |
Guzman, 1992 |
Programs involving physical activity for youth can deter costly, negative social behaviour. In a pilot project in remote northern Manitoba communities, there was a 17% reduction in crime in communities participating in the program as opposed to a more than 10% increase in communities without the program. |
Winther & Currie, 1987 |
Recreation (including physical activity) can be a way out of the monotonous and often destructive life of non-work and non-school that is the situation facing so many Aboriginal youth. It can be an effective context in which to develop physical, social and emotional skills and confidence. Both Aboriginal leaders and members of the professional community of educators and criminologists have expressed the belief that the lack of recreational activity in most Aboriginal communities is linked to complaints of boredom, episodes of drug and alcohol experimentation and other forms of self-destructive behaviour. |
Government of Canada, 1994 |
Only 847 out of more than 15,000 Canadian schools have physical education programs formally recognized by CAHPERD as QDPE programs. |
CAHPERD a, 1995 |
Evidence clearly indicates the link between body and mind in learning and development, yet educators are slow to respond to this research evidence and continue to shy away from a curriculum that emphasizes a balance in subject areas. |
Fishburne & Harper-Tarr, 1992; Fishburne & Haslam, 1992 |
Physical and health education can be considered a powerful immunizing agent against heart disease and other lifestyle related diseases. The lack of daily physical education in the school curriculum is similar to public health authorities withholding or sporadically applying an immunizing agent that could act against a variety of degenerative diseases. In the latter case, public outrage would be widespread and justifiable. So should it be for the former case. |
Pipe, 1992 |
The large number of children who can be reached through the schools and the importance of the development of early patterns for diet and exercise make a compelling case for schools as a major focal point for reaching the national objectives for health promotion and disease prevention. |
Simons-McKenzie, 1991; McGinnis, Kanner & DeGraw, 1991 |
School physical education programs provide the only major setting in which virtually all children can be taught the health-related physical activities necessary for lifetime physical fitness, as well as the skills necessary to enjoy sport-related physical activities into adulthood. |
Sallis & McKenzie, 1991; McGinnis, Kanner & DeGraw, 1991 |
Because school physical education is the logical setting for promoting sport-related and health-related physical activities, it remains imperative that curriculum developers, department heads and physical education teachers address the issues of children and youth fitness as they plan, develop and implement curricula. |
Quinn & Stand, 1993 |
All adolescents should be physically active daily, or nearly every day, as part of play, games, sports, work, transportation, recreation, physical education, or planned exercise, in the context of family, school and community activities. |
Sallis & Patrick, 1994 |
Between 1982 and 1994, physical education consultant positions in British Columbia were reduced from 33 to 12. |
CAHPERD d, 1994 |
Consultant positions are often renewed for only a one to two year term rather than being permanent positions. This results in a lack of continuity.
|
CAHPERD d, 1994 |
Less than half of all physical education teachers have a degree in physical education or the equivalent. |
Cross-Canada Survey on Mainstreaming Students with Physical Disabilities, 1986 |
Nineteen percent of physical education teachers have taken no physical education courses whatsoever. |
Cross-Canada Survey on Mainstreaming Students with Physical Disabilities, 1986 |
Girls prefer fitness and aerobic activities and skill training, but these activities usually are not available to them on a year-round basis; schools often lack adequate athletic facilities for both genders, with girls receiving less than equal treatment in allocation of facilities; more sport programs are available in schools for boys than girls; boys' activities generally receive more funding than girls' activities; and a lack of coaches exist for intramural sports, as well as an insufficient number of female coaches and role models. |
DeMarco & Sidney, 1989 |
The time recommended for physical education by provincial ministries of education varies greatly throughout the country:
- No fixed time requirement in Nova Scotia;
- 150 minutes per week in Saskatchewan and Manitoba;
- 10% of curriculum time in British Columbia;
- Various school boards only offer a single physical education class each week!
|
CAHPERD b, 1994 |
The evaluation process for physical education discourages many students from including this subject in their timetables; it is easier to achieve a 90% average in high school math than a 70% in physical education. |
CAHPERD b, 1994 |
More than 20% of mainstreamed students with physical disabilities are attending academic classes or other activities in place of physical education. |
Cross-Canada Survey on Mainstreaming Students with Physical Disabilities, 1986 |
The QDPE concept stresses daily physical education for ALL Canadian youth. |
CAHPERD a, 1994 |
QDPE promotes a minimum time allotment of 150 minutes per week throughout all provinces. |
CAHPERD b, 1994 |
QDPE programs promote equal opportunities for learning and participation. |
CAHPERD a, 1994 |
Young women who increase their level of physical activity and calcium intake by a modest amount can reduce the risk of osteoporosis at age 70 by almost one third. The resulting reduction in hip fractures due to osteoporosis through increased physical activity and calcium supplementation could result in substantial savings. |
Osteoporosis Society of Canada, 1992 |
Physical activity can reduce the risk of developing colon cancer by 50%. |
Lee, Paffenbarger & Hsieh, 1991 |
Primarily because of the prevalence of inactive lifestyles, it appears more lives could be saved by changing physical activity habits of the population than by changing any other major cardiovascular disease risk factor. |
Sallis & McKenzie, 1991 |
Physical activity performed regularly can reduce the relative risk of non-insulin dependent diabetes by 50%.
|
Manson, J.E., Natham & Krolewski, 1992 |
Regular physical activity, when properly undertaken, can be effective in preventing and limiting the disabling effects of heart disease and stroke. |
Kuntzleman, Reiff, 1992; Heart and Stroke Foundation of Canada, 1993
References |