The Physical Education Teacher’s Role and Evidence Base for Developing Active Lifestyles and Lifelong Participation (Llp) for Young People (5-16 Years Old)
2ST110 Physical Education, Sports Coaching and Pedagogy
The Physical Education teacher’s role and evidence base for developing active lifestyles and lifelong participation (LLP) for young people (5-16 years old)
Introduction
Obesity levels in Britain are higher than they have ever been before (Page et al, 2005) and it has been projected that by the end of next year child obesity levels in Britain will have surpassed those of the USA, which would make British children the most overweight in the world. Child obesity has been strongly linked with poor eating habits and low physical activity levels (Horne et al, 2009) so it is vital that these issues are addressed quickly and effectively. Physical education is the easiest way to ensure that physical activity levels are met, because almost all young people participate in physical education.
“School is the only opportunity to access all children, and it is therefore crucial to their physical development and health that they receive a high quality experience that encourages them to continue to participate in physical activity, teaches them the benefits of a healthy lifestyle and the life skills to enable them to become active and involved citizens. Physical literacy is as important to a child’s education and development as numeracy and literacy” (CCPR, 2005). It is therefore vital that children enjoy their physical education lessons, as this will encourage them to take part in extra-curricular sport. Children who enjoy physical education at school are also more likely to participate in sport after leaving school and for the rest of their life. Promoting lifelong participation (LLP) is one of the main aims of physical education (Headley, 2004). Achieving this goal would help to cut obesity levels in children, and as a result would cut obesity levels later in life. It has been shown that physical education should be fun and allow children to learn new skills (Ennis,
2010). The challenge for the
The Physical Education teacher’s role and evidence base for developing active lifestyles and lifelong participation (LLP) for young people (5-16 years old)
Introduction
Obesity levels in Britain are higher than they have ever been before (Page et al, 2005) and it has been projected that by the end of next year child obesity levels in Britain will have surpassed those of the USA, which would make British children the most overweight in the world. Child obesity has been strongly linked with poor eating habits and low physical activity levels (Horne et al, 2009) so it is vital that these issues are addressed quickly and effectively. Physical education is the easiest way to ensure that physical activity levels are met, because almost all young people participate in physical education.
“School is the only opportunity to access all children, and it is therefore crucial to their physical development and health that they receive a high quality experience that encourages them to continue to participate in physical activity, teaches them the benefits of a healthy lifestyle and the life skills to enable them to become active and involved citizens. Physical literacy is as important to a child’s education and development as numeracy and literacy” (CCPR, 2005). It is therefore vital that children enjoy their physical education lessons, as this will encourage them to take part in extra-curricular sport. Children who enjoy physical education at school are also more likely to participate in sport after leaving school and for the rest of their life. Promoting lifelong participation (LLP) is one of the main aims of physical education (Headley, 2004). Achieving this goal would help to cut obesity levels in children, and as a result would cut obesity levels later in life. It has been shown that physical education should be fun and allow children to learn new skills (Ennis,
2010). The challenge for the
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