Regular physical activity may also lead to higher levels of self esteem among children. Children are often aware of their own academic abilities at a very early age; for some at the lower end of the academic scale this may be disheartening. PE gives children who
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achieve below average academically the opportunity to succeed in a more physical way. PE offers children an opportunity to work towards targets and goals that are set by the teacher. It is essential for the teacher to be aware of each child’s ability and to praise achievements however small. By doing this, children will feel proud of their efforts, thus raising their self esteem. Hall (2004:6) states,
Physical Education activities are natural for young, growing pupils who participate enthusiastically. They can quickly experience success and a sense of achievement. Pupils’ attitude to their physical selves is important to the development of their self-image.
PE also offers opportunities for cross-curricular links. Topics taught in the classroom can be brought to life through movement during PE lessons. Subjects such as Space, The Seasons, Toys and Mini-beasts can have a strong visual impact when linked to a dance or gymnastics lesson. This allows the children to express their learning through movement, a style of learning that will suit many young children.
By promoting PE as an imaginative and fun subject, children will be keen to participate fully and to the best of their ability. Children may have to apply mental and logical skills to tackle challenges during a PE lesson, but because of the physical nature of the lesson this academic application may go unnoticed. This will particularly benefit kinesthetic learners, some of whom will find it difficult to work effectively seated in the classroom.
The health benefits surrounding regular physical activity are numerous. The level of Childhood obesity has doubled since 1982 and by 2020 half of all children in Britain could be obese (www.BBC.co.uk). With childhood obesity at all time high, the role of PE in schools is extremely important in promoting the awareness of a healthy lifestyle. The PE that children receive in schools is often the foundation on which the rest of the sport in their lives is built. If children develop an interest in sport and healthy lifestyles during the primary years, they may be more likely to carry this interest forward into their teens and adulthood. By providing a varied PE curriculum, that includes games, dance, gymnastics
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and swimming; children are more likely to find an area that interests them. Also, by providing a physical education programme that is enjoyable to children of all ages, schools may be able to assist in lowering the number of overweight or obese children in the country.
Through PE children can learn the skills and abilities needed to become contributing members of society. Through working as part of a team children learn how to work effectively with others, and develop friendships; key skills in their social and emotional development. Hall (2004:8) agrees that,
Friendly, co-operative, close relationships are an ever-present feature of physical education lessons.
Behavioural issues may also be helped by regular physical activity. Children who are able to ‘let off steam’ within PE lessons, may behave differently on returning to the classroom. Physical activity offers an outlet for children to apply any frustration or aggression in a positive way. By focusing this energy into structured activities, children have an opportunity to release any negativity, possibly keeping them out of trouble at other times.
By introducing PE during the Early Years, children will start acquiring essential life skills that can be applied in many areas of their lives. Burton and Kent (1993:6) state,
‘A successful physical education programme should provide an essential all-round grounding for the child, physically, mentally, emotionally and socially’.
Physical Education also encourages creativity within children, and the ability to use new skills to perform a range of activities. Children learn how to think in different ways to suit a variety of challenges. For example, children are encouraged to make their own choices
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when planning sequences and routines during gym and dance. This freedom to explore allows the children to develop new ideas whilst working independently, in pairs or as part of a team. Children who are allowed to work on their own initiative often produce imaginative results. Knight (2006) states,
Schools are finding that there are many knock on benefits (to regular PE lessons). Children develop new skills, gain confidence and are more motivated to learn.
PE offers the stimulus for this creativity in a way that very few other subjects can. Through team work, children are given the opportunity to share ideas with their peers. This experience encourages children to speak and listen to other class members, often promoting positive social interaction between different cultural, gender and ability groups. Such interaction leads to a greater understanding of others and is invaluable to a child’s all round learning. Sanderson (1994:12) states,
‘‘PE experiences make valuable contributions to the development of the whole child by offering integrated physical, motor skill, cognitive, personal and social, creative and aesthetic education.’
Physical Education is central to a balanced education and the development of all young people. Whatever their gender, age or ability all children should have access to good PE provision during the primary years. PE develops skills that are essential to a child’s development both within their school life and in the outside world.
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References
Burton C and Kent G, (1993), Inspirations for Physical Education, Scholastics, Warwickshire.
Hall.J., 2004, The Primary Physical Education Handbook, 2nd Ed., A&C Black, London
Knight.J., (Sports Minister), 2006, from a speech at the School and Sports Partnership Conference, Telford.
National Summit for Physical Education, January 2005, London.
Sanderson.C., 1994, Educating the whole child - The place of Physical Education, (PE Handout)
BBC online, Science and Nature, Hot Topics - Childhood Obesity (online) - updated 20th April 2004, accessed on 12/04/07 from http://www.bbc.co.uk/science/hottopics/obesity/children.shtml
