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Chapter 1: Introduction
As the digital age progresses, sedentary life increases and the lack of proper physical
education in California schools is becoming highly prevalent. According to the California
Department of Education 2013-2014 school year testing, 62.9% of 9th graders at High Tech
High North County (HTHNC) met or passed the standard of the required amounts of aerobic
health in the state of California. In comparison, the average percentage of schools in San Diego
County stands at 74.1%, leaving HTHNC 11.2% below schools with a traditional Physical
Education curriculum incorporated into their schooling. Schools hold a high responsibility for
adolescent participation in physical activity (Diamant, Babey, & Wolstein, 2011), as it provides
unique opportunities and goals that encourage child and teen fitness development (Masurier &
Corbin, 2006), which then can transfer to later years (Centers for Disease Control and
Prevention, 2010). Researchers have found that low cardiovascular fitness is related to higher
risk of chronic disease (Masurier & Corbin, 2006). Hence, foreshadowing that, children
provide strong evidence that low fit, inactive, and overweight children become low fit, inactive
and overweight adults (Masurier & Corbin, 2006).
Physical activity also promotes learning and academic performance due to its ability to
increase cognitive functioning (Masurier & Corbin, 2006), motivation (Prusak, Treasure, Darst,
& Pangrazi, 2004), self-management, and overall wellness (Masurier & Corbin, 2006.) It is
recommended that students receive 60 minutes or more of aerobic, muscle-strengthening, and
bone-strengthening activities at least three days per week (Centers for Disease Control and
Prevention, 2013). HTHNC does not provide nearly this much activity, so if students are not
getting this activity outside of school for whatever reason, it is hurting them now and in the
future concerning chronic disease, obesity, and their mental health. Researchers conclude that

regular physical activity is associated with increased mental alertness and higher academic
achievement, as well as lower of stress and depression (Diamant, Babey, & Wolstein, 2011).
Many schools, including HTHNC have taken advantage of the lack of standards allowing
schools to opt out of requiring physical education as part of their curriculum. Some may make
the counterpoint that physical education is a burden on the budget of the school and/or district
and that it can take away from academic hours, which many would agreed positively aid test
scores. However, keeping students in a classroom for many hours without much opportunity for
structured physical activity may result in more negative effects than positive. In truth, giving
students the opportunity for physical and mental outlets through this type of activity each day
pays for itself as physical activity increases executive functions, the ability to concentrate,
memory, and intellectual performance (Public Health Institute, 2010, p.11). This cut in physical
education has added to the continuing obesity crisis in the nation, and the problem will only
continue to grow until children have a structured daily exercise routine. The High Tech High
organization can and should do more to support the physical health of its students. This report
examines how High Tech High currently structures physical activity and how the organization
can better support the physical health of its elementary and secondary students.

Chapter 2: Physical Education Benefits and Trends in Schools

Physical Education and physical activity have many benefits and may prove imperative to
schools as a tool for the betterment of student life. It has been proven to help control weight and
to reduce risks for cardiovascular disease, type 2 diabetes, metabolic syndrome, and the
likelihood of colon cancer and breast cancer (Centers for Disease Control and Prevention, 2011).
It may aid with the prevention of cognitive delays as well. Studies show that physical exercise
can improve memory and learning, even for those who suffer from cognitive impairment. In
addition, aerobic exercise had been shown to reduce generalized anxiety and anxiety sensitivity
(National Center for Biotechnology Information, 2012).
Physical Education and Improved Physical Health and Fitness
Physical activity does not only have long-term benefits. Many health benefits can be
obtained from just one session. For a short time before, entirely during and for a small period
after exercise, a persons heart rate may increase. The brain sends out adrenaline to prepare the
body for the upcoming exertion - this is known as the anticipatory effect, as this may begin
before exercise starts (Fitness-Health-Wellness, 2010). A particularly engaging session uses
glycogen. When glycogen depletes, endorphins are released to compensate. In addition, even one
session may increase muscle health by providing the bone system with additional blood and
oxygen (Healthy Living, 2014). It has been shown to help with the immune system, which may
have an effect of students attendance by decreasing chances of sickness (Public Health Institute,
2012).
Moreover, a lack of exercise can have negative short term effects. Fatigue is a common
symptom, and the lack of energy to exercise may cause an even deeper, self-fulfilling lack of
energy. It may also cause an increase of appetite, stress, and poor sleep. (Livestrong, 2014.)

Inactivity can be related to fidgeting, feelings of restlessness, and decreases in the ability to
concentrate (Public Health Institute, 2012).
Physical fitness and health may have another significant effect as well - cardiovascular
health. Physical fitness and cardiovascular health go hand in hand. Below, you will read more
about the effects of cardiovascular health in depth.
Physical Activity and Disease Prevention: Cardiovascular Health
The cardiovascular health of an individual is determined by the persons physical fitness
habits, eating/nutrition habits, mental wellness, and overall lifestyle. Essentially, a healthy heart
is a healthy body. Linda V. Van Horn (2012) mentioned that currently, there are more than 26.5
million noninstitutionalized (16 years of age and older) adults in the United States who have
been diagnosed with cardiovascular disease. Linda V. Van Horn (2012) also noted that out of
this number, about 600,000 die from the illness every yearthat is 1 out of 4 people who die from
cardiovascular disease. There are many leading factors that affect heart disease, all of which
should be taken into consideration on a daily basis.
Physical Education and physical activity are two of the most important aspects of ones
lifestyle. Regular exercise has a beneficial effect on a good amount of the established risk factors
for cardiovascular disease. For example, daily physical activity (even if for a small amount of
time) can increase exercise tolerance. This allows adolescents to start early physical fitness
habits that will most likely influence lifetime routines. Exercise also promotes reduction in bad
cholesterol and an increase in good cholesterol. An unhealthy cholesterol level in the blood is
caused by low-density lipoprotein (LDL) levels. The healthy, high-density lipoprotein (HDL)
levels in cholesterol are obtained by continual physical activity. Myers (2003) explained that the
benefits of regular exercise in terms of cardiovascular health are reduction in blood pressure

levels/blood lipid levels and body weight in addition to an increase in insulin sensitivity.
Although these effects will be generally small, continued, moderate exercise on a regular or
consistent basis, when incorporated with other lifestyle modifications (such as proper eating
habits, smoking cessation, and medication use), can be dramatic.
Healthy nutrition customs are essential to stay healthy in terms of the cardiovascular
systems. Diet is one of the key things one can change that will impact all other cardiovascular
risk factors. Foods with vitamins, minerals, supplements, proteins, and nutrients are all very
important to keep a heart happy and healthy. A healthy diet is one that includes vegetables and
fruits, high-fiber, irony meats, seafood, and fat-free fat dairy products. In contrast, a diet should
be low in saturated fat, trans fat and cholesterol. Junk foods or too much salt/sugar (if overconsumed) are known to deteriorate the heart. Fat should not exceed 37% of a persons calorie
intake, for this will increase the risk. Sodium is another factor that, if consumed too much, can
lead to high blood pressure (hypertension) which is another risk factor. The healthy choices of
diet would include fruit, nuts, whole grain, fish, and soy. The role of ones diet, as well as the
amount of physical education one receives, are vital parts in the development and prevention of
cardiovascular disease.
The heart-heart connection should be on everyone's radar. Patients participating in an
exercise program or fitness group reported an increase in self-confidence, lower stress levels, and
less anxiety (Myers, 2003). It also decreased their death rate by 20% to 25%. Most of these
studies conducted by the American Heart Association Patient Programs used programs
consisting of thirty to sixty minutes of continuous exercise three days a week. Just a little bit of
modest activity can make a huge difference in ones mindset. Research from the American Heart
Association does not directly relate mental health to heart disease; however, it is certainly

possible for mental health to act as an additional risk factor. Mental health aspects such as stress
or anxiety can affect blood pressure and heart rate by increasing the amount hormones like
adrenaline and cortisol. Depression can lead to a decrease in interest in general. This includes a
decline in eating healthy, being physically active, and an increase in wanting to smoke and living
a sedentary lifestyle. Instead of reducing sedentary activity, one should be more productive; one
should eat healthier, exercise more, and think positively.
There are many aspects that contribute to ones cardiovascular health. Physical education,
physical fitness, exercise, nutrition and diet, mental health, and environmental effects all have
major roles in the hearts health. When all of these are practiced the human body will reach
maximum healthiness. While the immune system will combat disease more efficiently, the
skeletal system protects the body in all different ways.
Physical Activity and Disease Prevention: Bone Health
Bones are living components of the human body. Skeletons are living tissues that are
continually breaking down and rebuilding themselves. In order to continue this process in an
efficient way, people must practice healthy habits in their daily lives. Bones and bodies require
regular exercise and a healthy diet in order to grow and avoid disease. The major disease that
affects the bones is osteoporosis. This is normally relevant in later lives, but the disease is
dependent on the choices humans make in the early stages of bone growth.
Exercise treats and prevents osteoporosis and helps strengthen the bones (National
Institutes of Health, 2012). The disease expediates bone loss and puts us at risk for fragile bones.
Physical education classes can provide a designated time for exercise for students in order to
avoid weak bones. Considering most of the bodys bone mass is formed before the age of twenty
two, exercise is even more important for adolescents to achieve peak bone mass. Not all

exercises aid in bone growth in health; only weight bearing exercises are necessary for bones.
These activities must have high impact, high rate of impact, and a high frequency of impact.
Some examples are running, walking, and lifting weights (Quinn, 2009). It is recommended to
have thirty minutes of this type of activity three to five times a week (National Institutes of
Health, 2012). The process the body uses to strengthen bones can be explained clearly. Very
similar to the way one grows muscle, strenuous activity makes hairline cracks in ones bones.
During the healing process, the bones are repaired stronger and an individual is able to take more
stress on them. Non weight bearing activities do not support bone strength, but they do aid
muscle health. These activities include swimming and bicycling. Physical activity for bones is
critical at any age, but more so in younger life. This is in order to avoid disease and broken bones
in the future. Physical education during school can act as a place for these activities for students.
Another important aspect for healthy bones is diet. Bones require a high amount of
vitamin D and calcium. The two work together in the body in order to form strong bones.
Calcium is unable to be absorbed by our bodies without the assistance of vitamin D. Without
either of these vitamins, the body would face insufficient amounts of calcium. Without enough
calcium, the skeletons begin to weaken, and the risk for osteoporosis increases (National
Institutes of Health, 2012). Excess calcium that is not absorbed can build up which can cause
heart or kidney failure. Teaching students what is needed to be consumed by bodies is another
large aspect of the curriculum in physical education. Exercise and a healthy diet rely on each
other to form bones. Only including one aspect (exercise or diet) in daily lives could not suffice
well enough to create the bones humans need. The combination of understanding nutrition and
implementing physical activity is extremely important for all of the population. This combination
can not only help avoid osteoporosis, but also obesity and diabetes.

Physical Activity and Disease Prevention: Childhood Obesity and Diabetes

In the United States, 19% of children are overweight and 66% of adults are overweight
(Center for Disease Control, 2014). Children tend to be more active than adults, as American
culture encourages physical activity much greater in youth and adolescent years than in
adulthood. Even with this, physical activity has become a much less valued part of life. In the
last 30 years, childhood obesity has doubled and adolescent obesity has quadrupled. It has
developed in this manner so negatively that more than half of children were obese in 2012 - and
it is not a number that has been decreasing (Center for Disease Control, 2014).
As people age, their metabolism slows down, which can lead to a greater chance of
becoming overweight or obese. With obesity comes a much greater risk for life changing
diseases such as heart disease, stroke, kidney failure, and blocked arteries. Though these diseases
often occur in obesity later in life, it is highly important to prevent obesity from a young age, as
it can stop many harmful diseases in their tracks. Lifestyle habits such as healthy eating and
regular physical activity can decrease the likelihood of obesity later in life.
Children receive a significant amount of their physical activity from the physical
education that they are taught in school. Even the classes that fall short of the recommended
amount of physical activity have a significant effect on the health of the students compared to
that of classes that participate in no physical activity (Datar & Sturm, 2004).
The practice of participating in physical education during school is a preventative
measure in combating obesity and diabetes at a young age. Physical education helps to maintain
a childs physical health at a stable level. The regularity of physical education in school teaches
students to maintain a healthy lifestyle early in life. Therefore, students are more likely to retain
the taught healthy lifestyle as they grow older (Masurier & Corbin, 2006). In addition, school is a

very important environment to encourage such habits, as nearly all of the nations populations of
children and adolescents attend school. Enforcing physical education allows for an important
prevention tool as lifestyle habits will reach large amount of students, even students who may
have lower socioeconomic status or busy lifestyles at home.
Physical Activity and Mental Health
Physical education and activity in schools today are severely underrated and viewed as
unimportant. Therefore, its importance is often neglected, and few are truly invested in bringing
about a strong structure for physical education. Through much researching of studies and
articles, it has been made evident that physical education and activity is not only something that
needs to be more heavily integrated in schools curriculum, but it is vital to the mental and
physical well being of all youth.
Though it may be overlooked, physical activity and mental health are deeply connected
and intertwined with one another as each supports and strengthens the other. Research has shown
that there are many positive benefits and outcomes of physical activity relating to mental health
(Masurier & Corbin, 2006). A major way that physical activity improves mental health is by
relieving stress. Stress is constantly circulating in teenagers lives and many do not take the
needed time to manage their stress. Many reports show that physical activity helps relieve stress
in the lives of youth, and that those involved in physical activities are less stressed (American
Psychological Association, 2014). Physical activity can help get students minds off other
aspects of their lives and helps them connect to peers, friends and their school (Public Health
Institute, 2010).
Another key benefit of physical activity is that much like it relieves stress, it helps reduce
the risk of depression and suicide in teens. It has been shown that students who participated in 3

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to 5 days per week of PE were less likely to feel sad than those participating in PE 0 to 2 days
per week (Brosnahan, Steffen, Lytle, Patterson & Boostrom, 2004). Physical activities also helps
provide a strong social networking of students and are therefore less likely to suffer from
depression (Brosnahan et al., 2004).
Students participating in physical activities also produces many valuable skills for life
and increases their academic skills. Some skills that are fostered through physical education are
the ability to concentrate better, focus and learn better, improved memory, and greater
commitment to school and peer networks (Public Health Institute, 2010). A few more major
mental benefits include goal setting, planning and management, persistence, taking initiative and
working as a team (Public Health Institute, 2010). An additional key outcome is improved self
confidence (Public Health Institute, 2010). These benefits and incredibly positive outcomes
cannot go unnoticed. The scale is weighed very heavily with all these positives. Not only does
physical activity and education improve the body and physical health, but it fosters a much better
mental health, including better academics and many life skills.
Physical Activity and Learning: Physical Activity and Academic Performance
Physical activity holds more benefits than just a healthy lifestyle; in fact recent studies
show that for adolescents, physical activity has the potential to improve academic performance
(Public Health Institute, 2010). Of course, improving the health of our nations youth takes top
priority. The overall health of our younger generation has been in an unfortunate fluxuation for
roughly the past twenty years. There has been an increase in childhood diabetes, obesity and
other diseases that are caused by unhealthy influences in their life or lifestyle choices. Many
children are growing into adults who are not aware of how to take care for themselves and
contracting diseases otherwise avoidable at an early age. As our society becomes more and more

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obsessed with technology, our children only become more sedentary. Adolescents and children
are fitting less and less physical activity into their daily routine, while integrating more junk food
into their diet (Diamant, A.L., Babey, S.H., & Wolstein, J., 2011). This is where schools come
into place. Schools are a great resource for education, social interaction, and many other
endeavours. Physical activity is implemented in schools because of its collaborative
environment, making it easy for students of all ages, athletic ability, and income (Public Health
Institute, 2010) to exercise and play.
However there have been major setbacks with physical activity in schools. The most
significant of these setbacks would be the public education systems tight budget. For years now,
budget constraints have made schools cut down on many of their less academic programs.
Unfortunately, physical education and time for physical activity are often the first to go. Most
schools make this decision because their funding comes from the standardized test scores their
students get (Diamant, A.L., Babey, S.H., & Wolstein, J., 2011). Many administrators think that
physical activity might even hinder a childs learning ability and experience. Therefore, schools
believe that the time that might be used for P.E and recess is better spent learning and preparing
for said tests to get better scores (Public Health Institute, 2010). Contrary to this decision is the
idea that physical education and daily activity can be beneficial to students academically. In fact,
there is evidence that students who exercise regularly do better on tests and have better
classroom participation than students who do not partake in regular physical exertion. Schools
might be sabotaging themselves and their students by removing physical education and activity
from their standard curriculum. Even better than the possibility of better grades is the knowledge
that our students will be healthier individuals on their way to being able-bodied adults.

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As stated previously, schools cut time for physical activities in order to focus on
academics, as they believe the activities make it difficult for students to focus. The break in the
day or week due to physical education is a common excuse among students who want to get out
of work. Schools also find that it is distracting for students to get up and run about for an hour
and then sit back down and be expected to work. Heads of administration believe that physical
education is not just a waste of time and resources, but a hindrance to students who would rather
be sitting and working (Public Health Institute, 2010). Schools seem to have a very negative
opinion on physical activity in schools, which has only been supported by the reluctance of
students over recent years. Too many students find excuses not to participate in physical activity,
leading schools to believe that it is not worth the effort to try and get students involved with
physical exertion. Yet, there is a good deal of evidence that shows us just how valuable physical
activity is for students.
A pivotal point in the argument against physical education and activity is the impact they
might have on students academically. When it comes to physical activity in terms of academics,
there seem to be two very different opinions: physical activity is either beneficial for students
academic performance or it is detrimental to their grades. Yet, despite the many studies that have
already been done by several education and psychology based organizations, there is still not
enough substantial research to confirm that either side is correct. In fact most studies show that
there really isnt any affect on a students academics (Coe, Pivarnik, Womack, Reeves, &
Malina, 2006). Some studies conducted thus far have shown that there are some positive effects a
physical education class can have on a student. It shows in their grades, test scores and fitness
level (Coe, Pivarnik, Womack, Reeves, & Malina, 2006). One study took place in Michigan,
where 214 sixth graders were placed into two different groups: one which exercised along with a

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required physical education class and another who simply went along with their regular physical
education curriculum. Those who had an hour of physical activity in addition to their daily
required physical education class, displayed better academic performance than those who only
had their regular physical education class ( Active Living Research, 2009). Those that argue that
the relation between physical exertion and academics is positive rather than negative base their
claims off of studies like this. However, this was only one study, and when compared to many
similar studies, the results do not quite add up. In most case studies such as this, physical activity
showed virtually little to no effect on a students grades or scores (Coe, Pivarnik, Womack,
Reeves, & Malina, 2006). Yet, if ever there is any correlation between academics and physical
activity, it is usually a positive relation. A common thread among physically active students
seems to be heightened focus and a more attentive attitude; however this is in closer correlation
with classroom behavior and mental health (Public Health Institute, 2010). Michigan State
University and Tarleton State University have conducted hundreds of studies in this subject, and
they released a statement revealing that only about twenty of the one hundred studies that they
conducted wielded any negative relation between the two (Active Living Research, 2009). The
majority of studies in this field show no correlation of physical activity and academic
performance, but if and when they do, it is usually a positive result in favor of physical activity.
Students are not negatively affected by physical activity in school. Exercise may not be
the fastest way to improve test scores, or maintain a students focus, but it certainly has its
benefits. One of the outcomes of physical activity includes more alert students with clearer heads
pumped with adrenaline. Confidence appears to be greater among students who exercise on a
regular basis, and social skills grow as teamwork is built among classmates in physical education
(Public Health Institute, 2010). However, we must remember that the greatest advantage goes

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farther than academics; it goes into our childrens health. Since students are rarely negatively
affected by physical activity in schools, if at all, there is a greater benefit to our future
generations. We are providing a way to lead a healthier lifestyle and the possibility of improved
academics. Aside from possible mental awareness and academic improvement, a physical
education class is an investment in the improved health of our childrens future.

Physical Activity and Learning: Gross Motor Development, Problem-Solving Skills, and
Self-Management Skills
Physical activity and education can contribute to developing and enhancing the students
motor, problem-solving, and self-management skills (Diamant, Babey, & Wolstein, 2011).
Physical education programs are a great way to reveal real world skills to the student, including
self-management and assessment. A student can learn to manage their day to day lives and
amounts of physical activity being implemented into their schedules (Masurier & Corbin, 2006)
As students develop into adults, they will also use this form of self-management to exhibit
assessment skills. This will help with planning personal goals, setting up programs, making
decisions, and solving problems (Masurier & Corbin, 2006). By developing these skills early on,
children have head start on enhancing real world skills that they will continue to use.
In addition, motor skills are greatly influenced by the amount of physical activity one
participates in. According to Saunders et al. (2014), those who reported having high motor skills
reported being more physically active throughout their childhood. Children are most likely to
participate in a variety of forms of physical education if they had high motor skills. In order for
students to develop quality motor skills, there needs to be an adequate educator facilitating their

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instruction and increasing their opportunities to learn (Masurier & Corbin, 2006). Motor skills
have been known to transit from childhood into adulthood. If children can develop and establish
their baseline of these skills early on, then they could actively participate in activities throughout
their adolescent years to develop them. (Saunders, Bremer, & Tremblay, 2014).
Lastly, physical education is a great contributor to shaping ones problem-solving skills.
Exercise, enables the brain to think clearly, perform at higher standards, and keep a healthier
mindset (Lawrence, 2007). Kids who run around for 15 to 45 minutes before class cut their
hyperactivity in half, helping them focus in the classroom environment (Lawrence, 2007).
Exercising contributes to new stem cell growth in the brain. Pleasure chemicals, such as
serotonin and dopamine, are dispersed throughout the body to reduce anger, fatigue, and tension
(Lawrence, 2007). Decreasing the amount of these emotions helps the individual focus on the
task at hand. This is the result of the bodys nervous system being simulated and in turn
functioning at a higher level (Lawrence, 2007).
Overall, physical activity can benefit the student in a variety of ways and help prepare
them for the future. Having a structured physical education can help develop these motor, selfmanagement, and problem-solving skills and increase them effectively. Setting aside time to be
physically active is just the first step to leading a fitting life.
Physical Activity and Habits for Lifetime Wellness
Physical activity habits that are practiced on a daily basis help influence a healthy
lifestyle throughout ones life. Healthy physical patterns, especially when developed during
childhood, can help ones wellness not only for later in life, but through all stages of growth in a
lifetime. Studies show a healthy lifestyle can determine weight, high blood pressure and can
lower levels of anxiety, depression and disease (Masurier & Corbin, 2006).

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Schools have many opportunities to educate kids on the topic of health throughout life
and influence them to stay physically active. Researchers with the Prevention Institute and
Convergence Partnership (2010) have outlined a number of practices and policies that will help
improve youth opportunities for physical activity. These recommendations include starting
physical activity at a young age and providing opportunities during the school day (e.g., physical
education) as well as during structured after school programs. If students can learn how to be
active and how to maintain healthy nutrition, this will positively impact their decisions in
adulthood.
Childhood is the most significant stage for physical and mental growth and maintaining
healthy habits to better health in longevity. A way to keep kids healthy is by keeping up regular
cardiovascular and weight bearing exercises. Time management on a childs part can be hard
given the amount of contemporary distractions and disruptions in a childs life. Physical
education implemented in schools can improve a childs mental health and even behavioral
habits that they can then carry into adult life. For example, the Public Health Institute (2010)
concludes that physical activity can aid executive functioning, concentration, memory, and
academic performance, which are all skills that will benefit students throughout their lifetimes.
Unfortunately, schools funding for physical education teachers and equipment can be
costly. Schools are still encouraged to enforce physical education, nutritional awareness and the
importance of activity in any way they can. Without proper funding and vision for quality
physical education, it makes it difficult to develop these lifetime habits.
Current Physical Education Trends: Physical Activity in Elementary Schools
An adults health, physical activity, and overall well-being are developed when they are
young, specifically when they are children. If a child is used to sitting around and never

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exercising, it is likely that those habits will be taken with them into adulthood. Physical activity
in elementary school has an important role in todays society, being that it supplies the
foundation of forming healthy habits for the oncoming years for them. The future health of
todays elementary school generation depends on how well they are taught about being
physically fit, how to prevent diseases and problems, how to eat properly, and how to keep the
body healthy. Yet in todays elementary schools, students are quickly increasing in weight and
decreasing the time that they spend outside during recess and lunch. A nationwide study
determined that only 42% of children ages 6 through 11 get the recommended 60 minutes of
physical activity every day (Public Health Institute. (2010). Only six states adhere to having
children participate in 150 minutes of physical activity weekly, and just three states have 20
minutes of mandatory elementary school recess each day (Demissie et al., 2013). These numbers
possibly explain why research has also discovered that more than a third of America's children in
elementary school are considered obese (Centers for Disease Control and Prevention, 2005).
Children today are gaining the habits of not going outside to play and exercise on a daily basis
because of the abolition of recess and decreased lunch time in many elementary schools in the
nation. These habits of not being physically active everyday, or even a few times a week, are
being developed inside of elementary schools. These habits are also being taken back with
children going home, outside of school.
What has to change in order to decrease this shocking number of obesity in our
elementary schools? The idea of putting the physical activity of 60 minutes a day standard back
into elementary schools helps the health of children drastically. Studies have shown that an
increase in physical activities not only improves health, but also correlates with improved
academic performance in other classes (Public Health Institute, 2010). Recess and play time gets

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the students to release excess amounts of energy and stress, so in their other classes they can be
more focused. Physical activity can also be a useful tool for getting young children to relieve
their stress and to develop their social skills with other children. Recess could be the only time
when children will be able to practice these social skills with other kids. Not only is free play
time being taken from them, but also is the opportunity to connect and socialize with other
children. This could cause children to miss out on learning opportunities when it comes to
properly socializing and interacting with other children.
Being that elementary school students are at a very impressionable age, being exposed to
daily physical activity and education through games and fun workouts give them a better chance
of developing healthy habits. Using physical activity and education in a fun way while still using
exercise methods can inform students on how to properly take care of their bodies while still
having fun. Some fun physical activities can be taught through team sports, games, outdoor
activities, team building games, and even exercises that can potentially be adapted to suit the
childrens likes. Once the children see that exercising and being healthy can be fun while still
learning its importance, theyll be more likely to be more active outside of school and
throughout their future years, thus hoping to decrease the shocking number of childhood obesity
in America today, and to increase amount of physical activity habits developed in elementary
school students that they can hopefully take with them to secondary school and high school.
Current Physical Education Trends: Physical Activity in Secondary Schools
Every day more and more adolescents are doing less physical activity. The lack of
physical activity is introducing kids to issues like obesity and diabetes. The U.S. Department of
Health and Human Services recommends a level of physical activity that increases heart rate and
causes heavy breathing some of the time for a total of 60 minutes a day, at least five days a week.

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Unfortunately only 27% of adolescent students meet the the 60 minute recommendation of
physical activity. Most of the focus of physical education is prioritized towards children ages 6 to
12, rather than teenagers aged 13 to 19. The absence of physical activity is increasing with age.
Student in secondary school who complete the 60 minutes of physical activity range from 30.2%
to 60.3% across states (median: 42.1%), from 20.0% to 74.8% across large urban school districts
(median: 53.7%), and from 46.2% to 65.0% across territories (median: 54.6%) (Demissie et al.,
2013). This means about 30-60% of students meet the quota. This is an overall summary, but
there are certain differences.
Gender Differences. The decline in physical activity levels is greatest during the
secondary school years (aged 12 to 18 years), and previously published research consistently
reports lower physical activity among adolescent girls than among adolescent boys (Centers for
Disease Control and Prevention (CDC). 1991-2013 High School Youth Risk Behavior Survey
Data. ).
Grade Differences. In 2013, ninth and tenth graders were more likely than eleventh or
twelfth graders to get the recommended amount of physical activity (51 and 49 percent, versus
45 and 44 percent, respectively). (Child Trends DataBank,2014). Inactivity among youth
increases by grade level from 24.3% in 9th grade to 38.9% in 12th grade. The older students are
less likely to be active. Therefore less likely to continue exercising into adulthood.
Ethnicity Differences. In addition, inactivity is highest among Black youth (36.4%) and
lowest among White youth (29.3%). White students are significantly more likely than black or
Hispanic youth to meet recommended levels of physical activity. In 2013, 50 percent of white
students met recommended levels, compared with 41 and 45 percent of black and Hispanic
youth, respectively. There was no similar difference among high school males.

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Effective Physical Education Programs

An effective physical education program is the foundation needed to develop a healthy
lifestyle and prevent medical complications later in students lives. It is very evident that not all
physical education programs deliver the same health, wellness, economic, and preventative,
effects that quality programs do. A quality physical education program should meet the needs of
all students, be an enjoyable experience for all students, keep students active for most of physical
education class time, teach self-management, and emphasizes knowledge and skills for a lifetime
of physical activity (Centers for Disease Control and Prevention, 2013). A quality physical
education program must be comprised of four core components: the opportunity to learn,
appropriate instruction, meaningful content, and student and program assessment (SPARK,
2013).
The first component, being opportunity to learn, is emphasizing the requirement of
physical education and providing adequate time and equipment is essential to maximizing the
effectiveness of physical education. Appropriate instruction means providing students with
teachers given the instruction and professional development in the field of physical education.
This also means that physical activity cannot be carried out in a disciplinary format and all
students must be included. Meaningful content is providing a physical education program for
students that is effective for their level and physical needs. Student and program assessment is to
ensure that goals are being met and the program is continually effective. While there is debate
about the necessity of testing in physical education, it is apparent that the only way to ensure that
the program is effective is analyzing the results that the students have made.
The main ways students are able to participate in physical activity during school are
during breaks, lunch, physical activity integrated into classroom lessons, and intramural clubs

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and programs. Some ways schools can encourage and promote increased physical activity during
school hours are by providing them with space, facilities, equipment and supplies. They can also
create structured activities and organized times for students who are interested. Including
physical activity during classrooms and planned lessons can increase students physical activity
and improve time-on-task and attentiveness (SPARK, 2013).

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