How can physical education be used to promote well-being in primary education?

How can physical education be used to promote well-being in primary education?

“Evidence clearly indicates that schools have a valuable role to play in identifying and meeting the needs of pupils with respect to emotional health and well-being. School-based activities have the potential to make significant and lasting positive impacts on young people’s well-being” (Robin Banjeree, 2016). 

In Donaldson’s review of the curriculum (2015) it is highlighted that there is “a continuing theme” that hungers attention on “well-being and in particular mental-health” (pg.28). Due to the new structure of Donaldson’s reform, subjects are no longer taught in single silos and physical education will no longer be a stand alone subject but instead an Area of learning and Experience (AOLE) - Health and Well-being. This change has many benefits as it provides children with the opportunity to learn about mental health in a way that would not be possible through the old curriculum. It will help raise awareness of rising mental health statistics especially in young children and provide young people with knowledge and understanding surrounding nutrition and emotional well-being. In turn, these curriculum changes have the potential to decrease cases of childhood obesity within Wales. From a teaching perspective the change will allow freedom to teach what is appropriate and needed depending on the needs of children being educated.

The Health and Well-being AOLE links closely with the proposed purposes of the curriculum and enables children to be “ambitious capable learners” (Donaldson, 2015) if they learn to fully understand that emotional and social health is equally important as physical health. 

Children and young people need to experience social, emotional and physical well-being to thrive and engage successfully with their education (Donaldson, 2015). In order for a child to reach their full potential, it is crucial that all needs are being met. According to Young Minds (2017) 1 in 10 children have a diagnosable mental health disorder; worryingly, that is roughly 3 children in every UK classroom. Srinivasan, (2014) emphasises the need for mindfulness within education and if initiatives such as mindfulness are promoted and embedded within the curriculum, the emotional well-being for children can be targeted and in time can reduce the worrying statistics of mental health in young people.

 During placement, I took part and facilitated ‘Dough Disco’ sessions that allowed the children to manipulate play-dough to the sound of music in order to get their hands and joints warmed up and working. The exercise promoted the strengthening of their hand muscles and was initially used to support skills such as pencil grip. It was evident that these short sessions of physical activity promoted positive emotional well-being for the children as they enjoyed dancing and singing and taking just ten minutes out of their daily routine to have fun. It is essential that practitioners understand the impact physical activity can have on emotional well-being and promote this within their classrooms. It is also important that children develop their knowledge on health and nutrition and how to live a healthy lifestyle. Donaldson (2015) states that as children and young people gain a deeper understanding and knowledge about obtaining a healthy mind and body, they will develop healthy habits that will promote their own and others’ well-being. If practitioners utilise the new AOLE Healthy Minds and Bodies to target the four purposes of the curriculum; it will enable children to take control of their own health decisions and lifestyle choices. “Improving the health and well-being of the nation has been an important feature of Welsh Government policy and support to schools for many years” (Donaldson, 2015). NHS data has shown that a third of children leaving primary school are either overweight or obese. This can have an immediate impact on both a child’s physical and emotional health. Over 3,000 schools are now signed up and taking part in The Daily Mile promoting the emotional benefits that coincide with physical activity. Promoting physical activity and knowledge on nutrition through the new AOLE will encourage the development of “healthy confident individuals” (Donaldson, 2015).

Regular physical activity within education can promote emotional well-being and in turn can have a positive affect on the academic progress of children. According to the National Association of Head Teachers (2017) positive well-being in children and young people can contribute to good academic progress. It was reported that the schools that implemented social and emotional learning programmes and initiatives performed 11%-17% better than non-intervention schools. This highlights the importance of providing opportunities for children to take care of their emotional-wellbeing and highlights ways in which children can make daily choices to lower the chances of obtaining emotional burdens during their time in education.

In a society where children are constantly comparing themselves to unrealistic images on social media; it is important that physical activity is promoted in order to get children active and to relieve stress and unnecessary emotional burdens (Evans et al, 2008). Physical education within a school is responsible for the transmission of health messages so it is vitally important that the selection of such messages is applied with caution in order to ensure that children are not influenced by a negative perspective. Educators should show enthusiasm about keeping fit and healthy and encourage the children and influence them to take part in regular physical activity. The benefits of physical activity should be emphasised to children so they can take control of their own well-being.

Emotional-well being is increasingly becoming a topical issue that needs to be addressed within education. After full implementation of the new curriculum; the Healthy Minds and Bodies AOLE will allow teachers the freedom to target these issues and use the curriculum to ensure children are promoting their own positive emotional well-being; this can be achieved through physical activity. If all practitioners utilise the opportunity to promote healthier lifestyle choices and holistic development, Donaldson’s curriculum has the potential to tackle national health problems such as childhood obesity and anxiety and depression (Young Minds, 2017). In order for children to gain understanding around lifestyle choices and and the importance of diet, exercise and mental health; school’s need to provide support or initiatives that can care for a child’s physical and mental health.

References

Banjeree et al, PPIW Report Publication: Promoting Emotional Health, Well-being and Resilience in Primary Schools, PPIW, 2016 http://ppiw.org.uk/files/2016/02/PPIW-Report-Promoting-Emotional-Health-Well-being-and-Resilience-in-Primary-Schools-Final.pdf

Donaldson, G. (2015) Successful Futures: Independent review of curriculum and assessment arrangements in Wales, retrieved:http://gov.wales/docs/dcells/publications/150225-successful-Futures-en.pdf

Evans, J.,Davies, B., & Wright, J. (2004). Body knowledge and control: Studies in the sociology of Physical Education and health. London: Routledge.

NAHT / RCPsych,, 2017The role of schools in a country that cares for the mental health of all children.

NHS Digital. (2017). National Child Measurement Programme shows increased obesity prevalence in primary schools - NHS Digital. [online] Available at: http://content.digital.nhs.uk/article/7486/National-Child-Measurement-Programme-shows-increased-obesity-prevalence-in-primary-schools [Accessed 1 Apr. 2018].

School and Physical Activity Task and Finish Group (2013) Physical Literacy – an all-Wales approach to increasing levels of physical activity for children and young people Welsh Government.

Srinivasan, M. (2014). Teach, breathe, learn. Parallax Press.

Thedailymile.co.uk. (2018). The Daily Mile: Is this the solution to the child obesity crisis? | The Daily Mile. [online] Available at: https://thedailymile.co.uk/media-centre/news/the-daily-mile-is-this-the-solution-to-the-child-obesity-crisis/ [Accessed 1 Apr. 2018].

Young Minds. (2017). Child & Adolescent Mental Health – Young Minds. [online] Available at: https://youngminds.org.uk [Accessed 4 Apr. 2018].