Physical Education (PE) is described by the Association for Physical Education (AfPE, 2015) as being a subject within the school curriculum which provides all pupils with planned, progressive learning. The purpose of PE as a subject has adapted and changed over the years. Although, there has always been one underlining outcome which is to provide the learners with the knowledge and understanding of the importance of physical activity and maintaining a healthy lifestyle (Green, 2008). The subject has statutory status across all four key stages, which emphasises the apparent value and importance of the subject across both primary and secondary schools (Department for Education, 2014). PE is often associated with the improvement of an individual’s social, mental and physical wellbeing (Balfron, 2015, Capel and Whitehead, 2013). As a subject PE aims to educate all learners through active learning, helping them to understand and recognise the importance of maintaining a healthy lifestyle while growing up, as well as the benefits that come with it (Graham, 2008). Moreover, PE plays a significant role in addressing and tackling multiple issues which regularly affect the younger generation during their time in education such as smoking, obesity and mental health (Marsh, 2015). Cawley et al (2013) carried out a study looking into the impact that physical education has on the levels of obesity throughout young children. The results identified that an increase in participation within PE often resulted in learners having lower body max index scores, in turn reducing the obesity levels throughout the younger generation. This highlights one of the many impacts that PE can have on children in a learning environment, as well as the vital role it plays within the curriculum on a whole. On the other hand, a study by Ofsted (2013) suggested that not all learners experience a good physical education during secondary school. It found that one quarter of secondary schools did not teach PE in enough depth, also that there was limited access for learners to participate in a high standard of competitive sport. From observations whilst on placement it is clear that PE as a subject is valued highly throughout the school. All learners have access to a physical education whether it be for sheer enjoyment or to compete against their peers. The school follows OCR’s Cambridge National exam board for their KS4 learners which is a vocational qualification, equivalent to GSCE’s for 14-16 year olds (OCR, 2020). This is because this qualification is more beneficial to their learners as the majority of it is either practical or coursework based, meaning even the less academic learners can succeed. However, PE isn’t always valued as highly as other subjects. This was very apparent when observing in the placement school as the pe department would often find they had their facilities taken away from them for exams, external use, meetings etc.
Physical Education has always played a significant role in supporting the curriculum’s vision for young people in the educational system, through guiding the pupils to become actively involved, confident and lifelong learners (Smith, 2011). A key function of PE as a subject is to provide learners with the knowledge and ability to become physically educated children. It requires the learner to demonstrate competency in movement patters and motor skills which are necessary to perform a range of physical activities (The National Association for Sport and Physical Education, 2004). MacAllister (2013) wrote an article aiming to obtain the definition of a physically educated person through examining the philosophies of other writers. He concluded by stating: “A physically educated person is those who have learned to arrange their lives in such a way that physical activities they freely engage in make a distinctive contribution to their long-term flourishing”.
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Physical education as a subject goes further than just measuring physical strength, endurance etc., it also has a crucial role in the holistic development of individuals (Simms et al, 1989). Hupfield (2018) suggests that the holistic development is a practical approach to a comprehensive learning system. The main focus is on developing the child on a whole, such as physically, emotionally and socially. Taking a holistic approach supports in motivating and engaging learners to increase their knowledge in the subject, through allowing them to learn creatively and naturally (ScholarBase, 2014). PE has the ability to help contribute to the holistic development of children by encouraging a healthy active lifestyle. Educating learners to maintain an active lifestyle will help contribute to developing physical, intellectual and emotional skills such as socialization, mental discipline and general self-esteem (Kaulback, 2014). Additionally, the environment in which PE is taught in is likely to result in further development of essential characteristics including communication, discipline and determination (Lynch, 2019).
Intelligence is often referred to as an individual’s intellectual potential, something they are born with and a capacity which is difficult to change (Stoddard, 2013). However, other views of intelligence have been explored over the years. A concept which emerged in 1983 was the theory of multiple intelligence introduced by Howard Gardner. This theory is based on the idea that the traditional views on intelligence were outdated and too limited. Gardner suggested that there are a range of different intelligences (Cherry, 2019). It was originally suggested that there were eight different intelligences, though later on it was suggested that there was a possible addition of a ninth. In order to ensure that the full range of talents and abilities which individuals possess are captured, Gardner theorizes that individuals have more than just one intellectual capacity (Gardner, 2011). The theory can be applied across all subjects and used for factors such as curriculum development, planning, assessment strategies, and selection of activities (Armstrong, 2000). PE can help develop learners through applying a number of the different intelligences within Gardner’s theory such as the Bodily kinesthetic intelligence. This refers to an individual’s ability to process information physically through hand and body movement. These types of learners generally prefer bodily information compared to other forms as physical movement serves as an aid to their memory (Logsdon, 2020). As a subject PE target’s bodily kinesthetic intelligence more effectively than others due to it providing learners the opportunity to use their tactile senses and gross motor movement as a form of learning process. Additionally, PE supports the development of learners awareness of the body and coordination through performing arts, physical activity and control (Charlesworth, 2010, Wong, 2008).
Partaking in physical activity on regularly basis has been proven to result in several physical benefits. The NHS (2018) states that physical exercise has been linked with reducing the risk of major illnesses. It can lower the chances by up to 50% for illnesses such as strokes, heart disease and even cancer. As well as this it has also been found to lower the chance of early death by nearly 30%. Harsha and Berenson (1995) decided to analyse research that suggested undergoing regular exercise provided substantial benefits in reducing several chronic diseases in adults. They concluded by stating that the increase in physical activity in young children has been associated with reducing the cases of cardiovascular related diseases throughout adults. This indicates that the risk factors for illnesses such as obesity tend to develop through childhood and track into adulthood. In order to prevent this, it is important that the positive long-term lifestyle changes are established early on. Healthy eating standards were introduced by the government in 2010 throughout schools in the UK. This declared that all academies and maintained schools are required to provide their learners with healthy, balanced diet school meals (Department for Education, 2019). This led to most schools within the UK enforcing a healthy eating policy in their provisions in order to try tackle and prevent the risk of major illnesses. Additionally, research has indicated that introducing healthy school meals can significantly improve the educational outcomes for learners, as well as reduce sickness absences by up to 15% (SchoolFoodMatters, 2015). This implies that PE in school has a critical role to play in the success of healthy eating policies through educating pupils on the benefits of having a healthy balanced lifestyle. During the time on placement school it is clear that the physical benefits associated with physical education are a main focus throughout the school. The school host regular further learning session and offer a range of extra-curricular activities after school ranging from football to wall climbing.
Additionally, PE assists in the development of learners’ fundamental skills, which will not only help within the subject, but other areas of day to day life also. Fundamental movement skills (FMS) are highly important in relation to the physical development of child as they accommodate learners with the competence and confidence to develop more sport specific and complex movement skills (Lund and Tannehill, 2010, Winnick, 2011). Acquiring these skills allows for young children to have a positive view on exercise, in turn encouraging them to enjoy partaking in sport and physical activity (Hetherington, 2018). A key role of PE is delivering effective sessions which provide learners with the opportunity to develop and improve their FMS in and out of the classroom. Lender et al, (2017), carried out a study aiming to identify the role a teacher has on school based physical activity and FMS intervention outcomes. The findings suggested that teachers have the capability of significantly improving the outcomes in FMS and physical activity. Although, it states that teachers need to be trained in effectively delivering sessions in order to see these benefits. This indicates that one of the key roles of physical education as a subject is to provide learners with the knowledge and understanding of the physical benefits that are associated with a healthy balanced lifestyle. While also teaching learners the correct skills and movements required to develop physically.
Mental health is an issue which is regularly associated with young people (Cross, 2011). It is a problem that affects around 1 in 10 young people across the UK, and more often than not has a significant impact on their educational studies. A study carried out by the Mental Health Foundation (2016) discovered that around 70% of children who are affected by mental health have not come across the appropriate interventions early on in life. PE is a subject which usually provides the opportunity’s for young people to express themselves through experiencing different environments and activities while working with others physically and mentally (AfPE, 2018). Physical activity is often used as an intervention to increase mental awareness. A study by Tyson et al (2010) focused on the benefits physical activity had on mental health by asking learners to answer a questionnaire looking at anxiety and depression levels. The data recovered indicated that higher levels of engagement in physical activity can usually result in significantly improving an individual’s mental health. Moreover, PE can have a notable impact on a learner’s self-esteem and confidence, which are frequently associated to mental illness. Self-esteem is regally regarded as key indicators of emotional stability and is fundamental to psychological wellbeing (Graydon, 1997). Robb (2017) states that one of the main components of improving self-esteem is competency, the belief that we can be successful. There are lots of ways in which PE can increase a learner’s self-esteem such as praise, positive reinforcement, understanding and empathy. Edmunds (2015) analysed a review of studies that had used exercise as an intervention to improve self-esteem. She discovered that around 50% had reported a significant rise in self-esteem due to exercise. This suggests that PE as a subject can do more than just improve learners physically, it is also beneficial to improving their mental wellbeing through increasing their self-esteem and confidence. While observing in the placement school it is very apparent that one of the main focuses is their learner’s mental health. This is seen through all the extracurricular activities offered to the pupils and the regular in-house sport competitions hosted by the PE department. However, there was a lack of information regarding clubs outside of the school. This meant a lot of the learners only got to participate in sport whilst at school which could affect their involvement in regular sport while growing up.
The physical benefits associated with physical activity is one of the main reasons for individuals participating in exercise or sport. However, a further contributing factor to engaging in regular exercise are the social benefits that it provides (Laker, 2002). Not all young people enjoy the idea of physical exercise at school, suggesting they might participate in PE for the social aspects such as making new friends, teamwork or to help deal with negative emotions (HealthyLife, 2018). The National Alliance for Youth Sport released an article by Partridge (2015) which studied the role of friendships within young people. It identified that one of the most common motives for young people participating in sport was the chance to play with friends and meet new people. Moreover, the relationships which young people develop through sport have different outcomes to usual. For example, if they feel accepted by their peers, then their self-esteem levels are likely to rise, increasing the chances of remaining in sport. Morgan and Hansen (2008) carried out a study with the aim to find out the perceptions of teachers regarding benefits of PE. A key finding was that PE supports learners in improving their social skills, as well as providing them the opportunity to experience success in a unique learning environment. This suggests that PE as a subject has a critical role in not only improving an individual’s physical ability, but socially as well. It provides learners the opportunity to experience teamwork in a more active environment, while also improving their self-esteem and confidence through meeting new peers.
Finally, physical education has a critical role to play in relation to the success of sport policies and practices all across the UK. In 1996 the government introduced Sport England with the aim of getting individuals from all backgrounds to feel they are able to participate in sport, while also benefitting from it (Sport England, ND). In 2016 they introduced a strategy ‘Towards An Active Nation’ which had five outcomes: physical wellbeing, individual development, mental wellbeing, economic development and community development (Sport England, 2015). Sport England discovered that teachers were one of the biggest influences on children. This meant they aimed to provide specialist training to at least two teachers in secondary schools to try and increase the school-based sporting opportunities on offer for pupils. As well as this Sport England released a policy called ‘The School Sport and Activity Action Plan’. It set out a range of measures to try strengthening the role of physical activity throughout young people. It saw a 2 million pound investment to create more extra-curricular activities throughout educational provisions in disadvantaged areas. Additionally, the department for education provided a further £2.5 million to deliver extra training to PE teachers and help open school facilities on weekends and holidays (Sport England, 2019). PE as a subject has the ability to ensure these policies and strategies are successful at increasing participating in sport at a young age through using the funding provided effectively. Moreover, it is the teachers within the subject’s responsibilities to enforce the policy’s in place, as well as ensuring they are working and targeting all young people and in the educational system (Cooper et al, 2016).
To conclude, there is substantial evidence to suggest that role of physical education as a subject is more than just teaching individuals activities and sport. It is clear that the subject can have a significant impact on young people and children’s physical wellbeing through teaching and improving their fundamental skills. It teaches learners of the essential benefits which can come from regular participation in sport or exercise, such as reducing the risk of major illnesses. In addition to this PE helps pupils understand that the emotional wellbeing of individuals is just as important as maintaining physical health. It allows pupils to improve their mental health, in turn allowing them to develop their resilience to overcome obstacles they may face (Mental Health Foundation, 2016). Moreover, PE as a subject has the ability to bring learners together in a way which other subjects cannot. It teaches them different ways to learn and solve issues through teamwork.
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