type

  • Feature Article
  • Podcast
  • Research

theme

  • Instant Activity
  • Food Literacy
  • Outdoor Learning
  • Physically Active Learning
  • Social Emotional Learning
  • Cross-Curricular Learning
  • Models-Based Approach
  • Healthy School Communities
  • Fundamental Movement Skills
  • Dance Education
  • Digital Literacy
  • Health Education
  • Financial Literacy
  • Physical Education
  • Sex Education
  • Equity, Diversity and Inclusion
  • Mental Health
  • Substance Use
  • Truth & Reconciliation

Search Results

SORT BY:

Physical Education: A Right or a Privilege?

September 29, 2017
a teacher leaned over talking to 4 of her students during gym class. She is holding a orange basketball and they are all standing in a gymnasium.

Previously published in Volume 83, Issue 3

Recently, I was a supply teacher at an elementary school and I overheard a comment that really bothered me. During an afternoon nutrition break I was responsible for supervising three different classrooms while they finished their lunches. The grade 5 classroom was particularly loud and I could tell by surveying the room that students had a lot of energy that needed to be released. Most of them were out of their seats either socializing with friends or running between the desks counting down the minutes until the recess bell rang.

While I was in this classroom trying to keep the peace a teacher walked in and said, “This afternoon we have science and physical education. If you aren’t quiet and cooperative during science than we are not having physical education.”

I immediately heard a few students moaning and one boy mumbled, “That’s not fair!”

Shortly after the teacher left, the recess bell rang and there was a swarm of students making their way out of the classroom and down the hall to enjoy a beautiful sunny day.

As I walked to the staff room to get my lunch I pondered to myself, "Is physical education a right or a privilege?". This prompted a whole slew of questions: Why are teachers threatening to take away one of the most important subjects? What kind of message does this send to students about the importance of PE? Why are math, literacy and science viewed as “untouchable subjects” that are never shortchanged? Should I have intervened after the teacher spoke and said, “What your teacher meant to say was that if you finish the science task for today there is a possibility everyone can go outside for physical education a bit early?"

As a health and physical educator and advocate my personal opinions are biased. I have always loved being physically active. It is my hope to instill this passion and love for PE to the teacher candidates I teach. I enjoy being a positive and healthy role model to my one-year-old daughter and three-year-old son. My personal opinions aside, it's becoming impossible to ignore the growing bodies of research stating the plethora of health benefits associated with being physically active. In fact, there is incontrovertible evidence that regular physical activity contributes to the primary and secondary prevention of several chronic diseases and is associated with a reduced risk of premature death. (Warburton, Nicol, & Bredin, 2006, p. 807).

a black man who is a physical education teacher is stretching with 3 of his students. Two are standing with one arm over their head and another is in a wheelchair.

I love showing teacher candidates how to facilitate physical education because there is so much more to PE than sports. On the first day after I meet each student and introduce myself I ask my class to stand up and repeat after me.

“I will never take away PE because my class is misbehaving."

After the class repeats my PE pledge we discuss why physical education is so important and what kind of experiences students had in elementary and high school. I am always shocked how many teacher candidates raise their hands when I ask, “How many of you had a negative PE experience when you were younger?”. It breaks my heart to hear the reasons behind the anxiety, hesitation and hatred towards PE based on their prior experiences. The common responses I hear include: it was boring, all we did was run laps, it was too competitive, my teacher didn’t participate, I didn’t feel good enough, we only played dodge ball, I always got a low mark, I was never taught the skills, it was an unsupportive environment and there was a lack of passion.

Although it is difficult to change minds, attitudes and negative feelings I do my best by providing an open and supportive learning environment where teacher candidates can grow, learn and try new activities in a fun and non-judgmental space.

When teachers understand the positive impact physical education can have on growing bodies and minds, taking it away seems both counterintuitive and counterproductive. I have found that classrooms full of students who are loud, misbehaving, or having a hard time focusing need PE even more! Incorporating physical activity into the day positively impacts learning and behavior in the classroom (Morgan. P. J., & Hansen, V. 2008). I understand that teachers have an incredible amount of subjects and content to cover, however taking physical activity breaks during the day can really help improve on task behavior during academic instruction (Mahar, M. T. et al. 2006). So I end with the question, "Do you believe PE is a right or a privilege? And how can we shift school culture to value and appreciate health and physical education?"

References

Mahar, M. T., Murphy, S. K., Rowe, D. A., Golden, J., Shields, A. T., & Raedeke, T. D.

(2006). Effects of a classroom-based program on physical activity and on-task behavior. Medicine & Science in Sports & Exercise, 38(12), 2086-2094.

Morgan, P. J., & Hansen, V. (2008). Physical education in primary schools: Classroom teachers’ perceptions of benefits and outcomes. Health Education Journal, 67(3), 196-207.

Warburton, D. E., Nicol, C. W., & Bredin, S. S. (2006). Health benefits of physical activity: The evidence. CMAJ. 174(6), 801-809.

Recent Posts

Indigenous girls playing outside
Sport and Reconciliation in Physical & Health Education
[ Feature Article ] Integrating Indigenous Education into Physical & Health Education (PHE) classes enriches students' learning experiences, fosters inclusivity, and supports Truth and Reconciliation by honouring Indigenous histories, cultures, and perspectives. Written by Jolene Parks, Canadian Sport Hall of Fame, this article introduces resources and lesson plans and highlights the importance and key benefits of incorporating Indigenous Education into your PHE classes such as diverse physical activities, holistic health perspectives, adherence to teaching standards, and enhanced representation.
Authored by: Jolene Parks
A classroom full of students smiling looking at their teacher.
Empowering Educators: Creating a Safe and Inclusive Classroom to teach GBV Prevention in Sexual Health Education.
[ Feature Article ] The Sex Information and Education Council of Canada (SIECCAN) created this article to support PHE educators in addressing gender-based violence (GBV) prevention through comprehensive sexual health education. Based on their newly released "Educator Guide: Gender-Based Violence Prevention within School-Based Comprehensive Sexual Health Education", this article will provide PHE educators with information and practical guidance on how to support students and teach about GBV prevention sexual health education topics.
Authored by: Ada Madubueze, Sex Information & Education Council of Canada (SIECCAN)
The PHE Canada Podcast, Episode 5: What We Know (and Don't Know) About Vaping
The PHE Canada Podcast, Episode 5: What We Know (and Don't Know) About Vaping
[ Podcast ] Did you know that about 15% of high school students have been vaping in the last month and around 35% of youth between the ages of 15 to 19 in Canada have vaped? Welcome to The PHE Canada Podcast! In...
Authored by: Ryan Fahey, Dr. Tea Rosic
A young person carrying a rainbow flag and flashing an contagious, confident smile.
5 Ways to Create Safer Spaces for Queer and Trans Youth in Physical and Health Education Classrooms
[ Feature Article ] May 17th, 2024 is the International Day Against Homophobia, Biphobia, and Transphobia (IDAHOBIT). This article highlights 5 simple and meaningful ways that educators and schools can create safer PHE/PA spaces for queer and trans youth. These tangible takeaways are a part of Wisdom2Action’s (W2A) SAFER (Safer Access for Everyone in the Rainbow) Project, which developed tip sheets for teachers to address misinformation and promote safer learning environments for 2SLGBTQIA+ youth.
Authored by: Sreya Roy, Dr. Dennis Stuebing, Wisdom2Action (W2A)
The image shows a silloutte of two runnners on an uphill course.
Mental Health Toolkit for Education Workers: A Resource
[ Feature Article ] Did you know that the majority of education workers (59%) have experienced mental health issues, with women and secondary school education workers being more severely impacted? With Mental Health Week in Canada and Education Week in Ontario occurring from May 6th to 12th , we interviewed Dr. Melissa Corrente from the Healthy Professional Worker (HPW) Partnership research project to learn more about the “Mental Health Toolkit for Education Workers”. Check out this article to learn how this bilingual virtual hub of high-quality resources aims to improve education worker mental health.
Authored by: Dr. Melissa Corrente
The PHE Canada Podcast, Episode 4: Reframing the Sex Talk - Let's Talk about Teaching Sexual Health Education
The PHE Canada Podcast, Episode 4: Reframing the Sex Talk - Let's Talk about Teaching Sexual Health Education
[ Podcast ] Welcome to The PHE Canada Podcast! In the fourth episode of our podcast, we speak with Certified Sexual Health Educator and founder of SHIFT Education, Jessica (Jessy) Wollen, on the many ways to...
Authored by: Jessica Wollen