Matejek (2014)
suggests that physical education represents a vast amount of children’s sports
activities resulting in positive effects on a child’s holistic expansion.
Matejek, (2014) portrays sport activity as being appropriate for sustaining
suitable health and fitness. Alternatively, Statham and Chase (2010) suggest an
individual’s well-being should be reflected in their physical and mental health
condition to prevent diseases and ill-health and feel physically well and
‘healthy.’ Moving forward, for a large proportion of children, school is
identified as the only setting in which they involve themselves with organised
and purposeful exercise and activity (Talema et al, 1997). Therefore,
Donaldson (2015) has acknowledged a requirement for a shift in the curriculum
in Wales with a main purpose to drive the school curriculum for children to
become ‘healthy, confident individuals’ (Donaldson, 2015, p.30). Hence,
physical education can be incorporated in primary education to promote
children’s mental and emotional well-being through the development of a
learner’s confidence, resilience and empathy (Donaldson, 2015).
Furthermore, Figley (1985) insinuates primary school teachers have excessive responsibility and should provide all pupils in their care with phenomenal learning experiences. However, in order to promote physical education to promote children’s well-being, Magor (1968) proposes, that learners must leave school daily, anxious to practice what practitioners have taught them and feeling enthusiastic to expand their learning. Nonetheless, Figley (1985) identifies that a world-wide teaching goal and common objective across primary education is for children to form favourable attitudes towards their learning. Similarly, Donaldson (2015) indicates that when incorporating physical education to promote the importance of well-being in primary education these learning experiences must be made fun for children to engage with. In Cardiff Metropolitan University, our course participated in a session which demonstrated how teachers could involve pupils in physical activity. This session was devoted to dance and in primary education it could embrace children working collaboratively, sharing ideas to produce original dance routines, whilst, developing the confidence to perform and teach these to one another (Donaldson, 2015). As a result, when children work together and problem solve in any active sessions it heartens them to dynamically engage and mature their social and cognitive skills (Pickup, Haydn-Davies & Jess, 2007).
Although, Trudeau and Shephard (2005) announce the rise in health concerns, which acknowledges children in the United Kingdom being inactivate, obese and the escalation in diabetes. However, there remains substantial pressure to effectively implement physical activity in today’s over-loaded curriculum (Carney & Winkler, 2008). There are numerous restrictions for teachers including the lack of time in a school week to encounter a variety of lessons ranging from literacy and numeracy right through to physical education (Carney & Winkler, 2008). Therefore, it is challenging for teachers to prioritise subject areas and dedicate adequate time to form beneficial learning experiences across all areas of learning in the curriculum (Morgan, Bourke & Thompson, 2004).
Yet, Matejek (2014) state that half of European
countries devote only 10% of their entire school curriculum time to physical
education. These findings indicate that among EU countries, time dedicated to
physical education alternates and most national curriculum’s in Europe, rank
physical education as less worthy than other subjects (Matejek, 2014). However,
Donaldson’s (2015) curriculum changes in Wales transforms the subject of
physical education to an area of learning and experience known as health and
well-being. Health and well-being has been prioritised in the new curriculum
with a central focus, to advance children’s knowledge and understanding on
their emotional and physical well-being (Donaldson, 2015). Despite, the lack of
resources and facilities in primary education, teachers are still expected to
provide a varied and enjoyable physically activity experience (Trudeau and
Shephard, 2005). This would provide equal opportunities for participants to
increase their fitness, self-esteem and continually improve their motor skills
for additional learning (Trudeau and Shephard, 2005).
Another exercise undertaken in university
involved predicting the amount of sugar, included in a variety of drinks. This
was a hands-on activity where participants had to rank the drinks from
healthiest to least healthy and then compare results with the real number of
calories included. This was an eye-opening activity filling up beakers with the
drinks differing sugar levels. Conformingly, Lombardi (2007) suggests, that
children have a preference for doing rather than listening, therefore this
activity would enable learners to get involved and share their own thoughts
with one another. This could be developed with children reflecting on their
findings and forming discussions on the effects these drinks could entail on an
individual’s health and well-being (Lombardi, 2007).
However, the aim
for schools is to progress and preserve pupil’s positive attitudes towards
physical education and activity. So, educators should ensure they are positive
role models, setting a good example for their pupils (Aicinena, 1991). Morgan,
Bourke and Thompson (2002) believe that practitioners who demonstrate enthusiasm
and optimistic attitudes regarding their pedagogical approaches to physical
education, will be successful in motivating and accumulating pupil’s
satisfaction, through enhanced quality lessons. Although, Trudeau and Shephard
(2005) suggests teachers have the potential of portraying a negative effect on
a child’s opinion of physical education. Consequently, many teachers enter the
teaching occupation unprepared and with a lack of comprehension to deliver
sessions on physical education, activity or even health and well-being
assertively and effectively (Caldecott, Warburton & Waring, 2006).
Regardless, inclusive physical education lessons are crucial to a child’s early
physical and emotional development and teachers have the duty of ensuring all
children receive this in their primary school journey (Jess, Pickup &
Haydn-Davies, 2007).
In conclusion, physical education can be integrated to promote well-being in primary education. The satisfaction experienced by children in physical activity is expected to grow an individual’s self-esteem and motivate them to participate further in physical activity (Sonstroem, 1997; Fox, 1988). Therefore, Pickup, Haydn-Davies & Jess (2007) highlight that when physical activity is commendably structured providing cherished experiences at its core, it can have a remarkable impact on children’s lives. Likewise, time spent in active sessions can promote the younger generation to engage, have fun and achieve throughout their school years and make knowledgeable choices about their health and active lifestyles (Sonstroem, 1997). Conversely, Trudeau and Shephard (2005) emphasise that a substantial number of teachers have a lack of understanding on how to deliver engaging activities related to physical activity, health and emotional well-being (Caldecott, Warburton & Waring, 2006). Nevertheless, practitioners who devote a positive attitude towards their teaching methods in physical education, will enhance a greater chance of children mirroring positive engagement and motivation when partaking in quality physical education lessons. After all children are at the heart of education and their emotional connections with their learning matters most (Donaldson, 2015).
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