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The Role and Nature of Physical Education
How has Physical Education evolved over the years? For more than half a century, the
purpose of PE has been keenly contested (Green, 2008)
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After more than a decade from the introduction of the National Curriculum for
Physical Education (NCPE), it is clear to there are still uncertainties about the role
and nature of PE when, in 2005, the Qualifications and Curriculum Authority asked
the question, “What is the purpose of physical education in the school curriculum?”
(Green, 2008)
More recently, the NCPE has suggested that the nature of PE has become centred on
providing students with a broad and diverse range of activities at key stage 3
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These transferable skills
within society fundamentally show the nature of PE for students, at this stage of their
lives
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(Whitehead, 2010)
ROLE “What is the aim/goal of PE?”
Benefits of Physical Activity
So why do we want children to be physically active? In 2004, The Department of
Health reported that the increase in health-related diseases, increase of obesity among
young people and the increase in sedentary behaviours, affect young people’s
participation in physical activity and shows that physical activity on a regular basis is
very important
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(2004) also revealed that participation in physical activity
is associated with physical and mental health benefits
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(Source: http://www
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umn
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htm)

However, with so many benefits of being physically active why are there still millions
of people who remain physically inactive throughout their life? In a recent study
carried out by Shirinde et al
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Physical Literacy
If it is the role of physical education to change these perceived barriers, and allow
people to begin to lead more active, and in turn, healthier lifestyles, we must look at
physical literacy
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”
There are many benefits for children to attain a high level of physical literacy from a
young age
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They have high levels of motivation when faced with such tasks again in
the future
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This makes their ability to
achieve whole body actions like travelling, balancing and jumping in a controlled
manner much easier
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(Source: http://www
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net/participation/Active+Children/LISPA+Framework)
Mandigo et al
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Through this, students will be better prepared to
lead healthily active lives, in a way that is respectful of the environment and also
allows them to be motivated and creative in their ideas
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As maturity and old age are reached,
physically literate people, who have achieved this through physical education, tend to
be involved in a range of different physical activities
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This is supported by Mandigo et al
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This lifelong physical activity can also improve the health of older people
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(2011) carried out a study on elderly people and found the ones who participated
in lifelong physical activity, found this to be a “strategic means of improving and
maintaining their health and functional abilities, so that they could continue to live
independently and pursue favourite pastimes
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(2007) found that lifelong
participation in physical activity is also a key contributor in tackling major health
issues in both children and older people, issues such as obesity and heart disease
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We can conclude from this evidence, that it is the role of physical education in
schools to promote physical literacy, which will in turn allow students to achieve high
levels of physical activity, not only now but throughout their lifetime
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The question that must now be asked is how do schools, and more specifically how
does physical education do this? What is the nature of physical education?

NATURE “How do we reach our aim/goal?”
National Curriculum for Physical Education

(Source: http://webarchive
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gov
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Physical education in schools has changed a lot, from military style drills in
the nineteenth century, to a new PE syllabus in 1933 recognising the relationship
between exercise and health, to the 1990s, where the new National Curriculum and
Education Reform Act changed the British education system dramatically
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This was a national government
strategy for Physical Education, School Sport and Club Links, and in 2008 this was
extended further, to increase opportunities for children to take part in more sports
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(Coakley and Pike, 2009)

At this time the government also decided to expand the Specialist Schools programme
to include Specialist Sport Colleges, this was meant to improve the infrastructure for
School Sport along with the development of the School Sports Co-ordinator
Programme
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The policy aimed for
children to be healthy, stay safe, enjoy and achieve, make a positive contribution and
have economic well-being (Every Child Matters, 2003)
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Academic Achievement
We now know how and why physical education came to be in the National
Curriculum, however, is its place justified? PE obviously has health benefits but does
it contribute to any academic achievement for students?
According to Hill and Gracia (2006) the relationship between physical activity and

academic achievement has significant practical importance
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The Central Council for Physical Recreation (2001) has recommended that those who
are involved in planning the PE curriculum should realise the unique role PE has in
raising academic standards, but is there any evidence to back up this statement?
Chomitz et al
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The research showed that there
was no decrease in the student’s academic attainment through increased PE, and in
some cases learning increased
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(2009) went on to say that, “advocating for increased time on physical
activity is probably warranted
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”
Another study, carried out by Telford et al
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The research found that, “an appropriately designed and administered
PE programme can produce benefits for elementary school children, not only by
attenuating increases in percentage of body fat typical of children in this age group,
but also by enhancing numeracy development
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This may help them to
fulfill the role of PE, to achieve lifelong participation in physical activity
...
, 2004) What are the attitudes towards PE, for the students who have
to participate in it, and the teachers preparing and executing the lessons?
Green (2008) suggests that students view PE as a break from more academic subjects,
with a focus on enjoyment
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This contradicts what Green (2008) found PE to be, when citing
Mason (1995), who suggests PE teachers see PE as the education of the child as a

whole, where sport is an activity used to provide that education
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They also established a widely
held consensus among pupils that PE plays a crucial role in health promotion
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However, many students have bad experiences of PE
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This sort of behaviour can lead to longlasting effects on their personal perceptions of PE and lead to a less active life, for the
individual student in the future
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Teachers could combat
this by using a range of teaching styles to cater for all pupils, in range of activities not
necessarily involved with sport
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Conclusion
Teachers need to do a better job of getting across to the pupils that PE is not just
about sport and competitiveness
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One way in which this could be done is
through Health Related Exercise (HRE), which is part of the NCPE, and is associated
with health enhancement and disease prevention (Harris, 2005)
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(Harris, 2005)
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Biblography
Brundon, A
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& Miller, W
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Casbon, C
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(2004), The English approach to collecting information on
the quality of Physical Education and School Sport (PESS) in English Schools and its
impact on young people and whole school improvement, Australian Association for
Research in Education
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(2001), Charter for Physical Edcuation and
school sport, London: CCPR
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R
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M
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J
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E
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F
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A
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Dagkas, S
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(2007), Exploring social and environmental factors
affecting adolescents’ participation in physical activity, European Physical Education
Review: SAGE Publications
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, Antonin, P
...
& Lorant, J
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Department for Education and Skills
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Green, K
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Green, K
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(2005), Physical Education: Essential Issues, London:
SAGE Publications
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(2005) ‘Health-related Exercise and Physical Education’, in K
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Hardman (eds), Physical Education: Essential Issues
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Hayes, S
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(2003), Equity and inclusion in physical education and
sport: contemporary issues for teachers, trainees and practitioners, London:
Routledge
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& Gracia, L
...

Hills, A
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, King, N
...
& Armstrong, T
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(2007), ‘The contribution of physical
activity and sedentary behaviours to the growth and development of children and
adolescents: implications for overweight and obesity’, Sports Medicine, 37(6): 533-45
...
(2006), ‘The ‘obesity crisis’ and school physical education’, Sport,
Education and Society, 37(6): 533-45
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(2001), ‘Young peoples conceptions of sport, physical education and
exercise: implications for physical education and the promotion of health related
exercise’, European Physical Education Review, 7 (1): 80-91
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and Bailey, R
...

Mandigo, J
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, Lodewky, K
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(2009), ‘Physical Literacy for
Educators’, Physical and Health Education Journal, 75 (3): 27
Qualifications and Curriculum Authority
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Available at:
http://curriculum
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gov
...
aspx (Accessed 20 October 2012)
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S
...
A
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E
...
L
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Smith, A
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(2007), ‘Young people's views on the nature and purposes of
physical education: a sociological analysis’, Sport, Education and Society, 12 (1): 3758
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D
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B
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, Olive, L
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, Prooser, L
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& Telford R
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(2012), ‘Physical Education, Obesity, and Academic Achievement:
A 2-Year Longitudinal Investigation of Australian Elementary School Children’,
American Journal of Public Health, 102(2): 368-374
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(2010) Physical Literacy: throughout the lifecourse
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