When was physical education invented

In addition to the health benefits, cognitive performance can also be enhanced through physical education. There is a growing body of research that supports the important relationship between physical activity and brain development and cognitive performance. Edwin Bencraft found that "sensory and motor experiences play a prominent role in reinforcing … synaptic connections and neural pathways" p.

Eric Jensen's research revealed that the cerebellum is not solely dedicated to motor activity, but includes both cognitive and sensory operations. Further, Jensen points out the strong relationship of the cerebellum to memory, perception, language, and decision-making, citing physical activity as a way to enhance cognition. In a summary of research findings, Bencraft suggests providing the following applications that could increase cognitive performance: 1 challenging motor tasks before the age of ten can increase cognitive ability due to a heavier, more dendrite-rich brain; 2 aerobic exercise improves cognitive functioning by increasing the number of capillaries serving the brain through the delivery of more oxygen and glucose and removal of carbon dioxide; 3 cross-lateral movements increase the communication ability between the brain's hemispheres; and 4 physical activity reduces the production of stress chemicals that inhibit cognitive processing.

From the mounting evidence favoring physical activity, it appears that physical education in schools plays a dual role in serving both mind and body. The challenge to physical educators will be to implement programs that address the health crisis while building the child's mind through physical activity.

According to the American Alliance for Health, Physical Education, Recreation and Dance AAHPERD , a quality physical education program for grades K—12 includes instructional periods totaling at least minutes per week at the elementary level and minutes at the secondary level, qualified physical education specialists, and adequate equipment and facilities.

In general, the curriculum should consist of: a instruction in a variety of developmentally appropriate motor skills that challenge students to develop physically, cognitively, socially, and emotionally; b fitness activities that educate and help students understand and improve or maintain optimal fitness levels; c instruction in concepts that lead to a better understanding of motor skills and fitness development; d opportunities to engage in experiences that enhance cooperation and develop multicultural awareness; and e experiences that foster the desire for lifelong participation in physical activity.

More specifically, the elementary curriculum should include many enjoyable activities that lead to the acquisition and refinement of fundamental motor patterns e.

This curriculum pattern teaches children to move while challenging them to explore, modify, and refine motor patterns, and it can be used as a vehicle for teaching physical education. The activity based approach is the most common curriculum pattern used in both middle schools and high schools.

This curricular pattern uses activity units in sport, fitness, and dance e. Middle school curriculums should include a wide variety of team and individual sports utilizing motor skills introduced and refined at the elementary level.

High school curriculums should focus on lifetime sports skills e. However, regardless of the level of schooling, fitness forms the base of the curriculum and it is an integral part of the program. School accountability, a major trend of the s, has driven the need for national assessment testing and standards.

This trend has become an issue and has created debate throughout education, including physical education. Proponents on both sides have valid points to make.

Those who oppose national testing point out the need for people to enjoy physical activity. They believe that testing does not foster the desire for lifelong participation. The National Association for Sport and Physical Education has provided guidelines in the form of grade-level benchmarks, as well as an operational definition of the physically educated person.

Such a person is skillful in a variety of physical activities, physically fit, participates regularly in physical activity, knows the benefits of physical activity, values physical activity and its contributions to a healthy lifestyle, respects diversity, and acts in a socially responsible manner.

The question remains, however, of how much direction and specificity in the form of standards and assessment are needed. In many school programs and business settings, the term wellness has replaced fitness and health. In general, this term refers to optimal health and well-being, but it has been broadened to include the dimensions of emotional, mental, spiritual, social, and environmental well-being.

There are many issues that are of interest to all educators, issues that pose a challenge to all of those who seek to teach children. These include discipline problems, student drug abuse, violence, insufficient resources, lack of parental support for education, large classes, teacher burnout, and perhaps most importantly, a concern for the health and well-being of all children. By far the greatest issue facing physical education in K—12 institutions is the reduction of time in the curriculum allotted to this important subject.

The need for daily physical education is obviously important for the well-being of students, but it presents a dilemma for those who must balance academics, accountability, and what is best for the child's overall education. Given the support for the physical and psychological contributions of exercise, along with the health risks associated with inactivity, it is clear that daily physical education plays a crucial and unique role in each child's cognitive, psychological, and physical development.

E DWIN. Youth Risk Behavior Survey. Washington, DC: U. Department of Health and Human Services. Fit and Well. Mountain View, CA: Mayfield. Teaching with the Brain in Mind. Louis: Mosby. The Physically Educated Person. St Louis, MO: Mosby. NEA Proceedings Government Printing Office. In the United States, teacher preparation in physical education originally had close links to medicine. A program of study would commonly include anatomy, physiology, health, first aid, history and philosophy, educational psychology, and various physical skills—from gymnastics through dance, games, and sport.

Major shifts across time have largely involved the length of programs of study on each of these topics. The early roots of physical education teacher preparation in the United States can be traced to the northeastern part of the country during the latter part of the s. In Charles Bucher described a ten-week course at the Normal Institute of Physical Education in Boston founded by Dio Lewis as graduating the nation's first class of physical education teachers in Later, degrees at the bachelor's, master's and doctoral levels for study in physical education were awarded by this institution.

In general, the preparation of physical education teachers in the late s and early s ranged from as little as two months to as much as five years. Prior to World War I, preparation to teach physical education was primarily completed in normal schools. The poor condition of many of the men in the country who were called to serve in the war heightened interest in physical education.

As a result of such concerns, there was some form of compulsory public school physical education in thirty-eight states by At the beginning of the twenty-first century, the requirements for physical education teachers vary somewhat by state, since education is governed at that level rather than by national standards. These guidelines are not binding on either institutions preparing teachers or on state governments, where the responsibility of licensing teachers rests.

In a collaborative effort with one of the major accrediting agencies for teacher preparation programs, the National Council for Accreditation of Teacher Education NCATE , NASPE has created guidelines for programs seeking accreditation in the preparation of physical educators for initial certification. Physical education teacher education PETE programs in the United States are designed around at least three models and five conceptual orientations.

One model is delivered at the undergraduate level and two at the graduate level. At the undergraduate level, programs are usually delivered in a four-year program with course work in three major areas: general education e. The actual number of credits and sequence of these courses varies and is often dependent upon the philosophical orientation of the program and resources available to the faculty.

In this approach, students study for a four-year degree in the content area supporting the type of licensure they seek. Outdoor Classroom. Explore All Activity Panels. Water Play. Playground Climbers. Explore All Aztec Climbers. Chain and Rope Climbers. Challenger Climbers. Classic Climbers. Craggy Walls. Geodome Climbers.

Hercules Climbers. Overhead Climbers. Panel Climbers. Playground Boulders. Playground Sculptures. Pod Climbers. Rubber Climbers. Tortoise Climbers. Tunnel Climbers. Playground Slides. Spring Riders. Explore All Accessible and Specialty. Arch Post. Bipod Post. Single Post. T Post.

Tire Swings. Tripod Post. Swing Set Accessories. Explore All Accessible. Frame Fittings. Swingset Mats. Swing Seats. Swing Seat Packages. Tire Swivels. Explore All Social Distancing. Sanitation Stations. Picnic Tables. Outdoor Benches. Bicycle Racks. Bike Repair and Maintenance. Trash Receptacles.

Campfire Grills. Dog Park. Recycled Plastic Furniture. Plato was a skilled wrestler, and he believed that education and physical activity combined helped one attain perfection. Physical training helped prepare students for careers as warriors or athletes.

Common sports included wrestling, boxing, and chariot races. Physical education classes helped progress Greek society, and eventually, word of them spread throughout the world. Similar to Athens education, P. After the American Civil War, schools enacted laws necessitating physical education programs in public schools to prepare future generations for war.

Nonetheless, schools eventually used these classes to take health seriously and offered more attention to physical health and development.

The government then passed legislation to improve the quality of these courses. By World War II, physical education became common for men and women to cultivate their physiques for combat and manual labor. Since the military draft rejected some men from childhood malnutrition, President Franklin D. Soon after, a national fear arose concerning the rapid weight gain of American children.

President John F. Kennedy became an advocate for physical education and fitness in America, campaigning for it even before his election. Incorporating the federal and state governments ensured the American people would recognize the national need for reform. Many colleges also began offering courses to help students understand the human body, improve their physical capabilities, and increase their self-worth. Initially, girls leaned towards gymnastics as boys engaged in rougher sports.

In , the U. House of Representatives created an amendment to the Federal Education Act to prevent gender discrimination in physical education.