How can physical education be used to promote wellbeing in primary education?

This blog post will aim to answer the question “how can physical education be used to promote wellbeing in primary education?”. In order to achieve this, definitions of physical education and wellbeing will be explored, as well as the increasing importance of physical education in Welsh primary schools due to the positive impacts and benefits on peoples’ physical, mental and emotional health and wellbeing. 

To begin, physical activity has been defined as "all movements in everyday life, including work, recreation, exercise and sporting activities” whilst physical education specifically focuses on “developing physical competence so that all children can move efficiently, effectively and safely and understand what they are doing” (School and Physical Activity Task and Finish Group, 2013, p.18). Physical education “is unique in that it is taught through physical activity in weekly practical lessons both indoors and outdoors, in a wide range of physical, creative and aesthetic settings” (Ofsted, 2013, p.4). Due to some children not having many opportunities to exercise outside of school, it is essential that children are given the opportunity to stay physically active whilst they are in school. Therefore, teachers and coaches in schools are best placed to stimulate pupils’ early interest and enthusiasm for play, physical activity, PE and school sport. They are also responsible for providing children with the recommended level of physical activity - at least 60 minutes daily (U.S Department of Health and Human Services, 2017). 

We all know that being physically active is good for our bodies. But our physical health and mental health are closely linked – so physical activity can be very beneficial for our mental health and wellbeing too (Mind, 2015, p.4). Wellbeing has been defined as “a positive physical, social and mental state; it is not just the absence of pain, discomfort and incapacity. It requires that basic needs are met, that individuals have a sense of purpose, that they feel able to achieve important personal goals and participate in society. It is enhanced by conditions that include supportive personal relationships, strong and inclusive communities, good health, financial and personal security, rewarding employment, and a healthy and attractive environment” (Department of Education, 2010, p.13). Professor Donaldson (2015, p.45) has suggested that “children and young people need to experience social, emotional and physical well-being to thrive and engage successfully with their education”. 

Health and well-being is becoming a major part of the new Welsh curriculum, being fully implemented by 2020. According to Donaldson (2015, p.30), the new Health and Wellbeing Area of Learning and Experience should teach children to become “healthy, confident individuals who are building their mental and emotional well-being by developing confidence, resilience and empathy", as well as being able to “apply knowledge about the impact of diet and exercise on physical and mental health in their daily lives”. This new area of learning and experience will also aim to help to address concerns about physical activity and diet, for example, as children and young people engage in different kinds of physical activity and gain knowledge and practical skills for healthy eating. As children and young people develop habits that will promote their own and others’ well-being this will make a contribution to reducing health inequalities and improving well-being more widely.

The International Council of Sport Science and Physical Education claims that physical education helps children to develop respect for  the  body  –  their  own  and  others’,  contributes  towards  the  integrated  development  of mind and body, develops an understanding of the role of physical activity in health, positively enhances self-confidence and self-esteem, and enhances social and cognitive development and academic achievement (Bailey et al, 2009). Other benefits include reduced anxiety and happier moods, reduced feelings of stress, clearer thinking, increased self-esteem and reduced risk of depression, as well as making friends and connecting with people (Mind, 2015, p.8). Good health and wellbeing brings many benefits for all of us. Healthier people tend to be happier, tend to play an active role and contribute to society and the economy through their families, local communities and workplaces. Conversely, poor health and wellbeing puts a huge strain on individuals, the NHS, the economy and society (Department of Education, 2010, p.6). It is also claimed that purposeful engagement in physical education and social sport has the potential to engender positive social  behaviours  (such as cooperation, personal responsibility and empathy) in young people and to address a number of contemporary social issues relating to problematic youth behaviour, such as depression, crime, truancy and alcohol or drug abuse (Bailey et al, 2009).

Physical education could be made more engaging in primary education by making learning more authentic, teaching activities that pupils could use outside of school. In addition, educational visits to stadiums or athletic tracks could be used to encourage pupils to be more active. Furthermore, sports days and competitions could be used as a way of engaging pupils. 

In conclusion, this essay has defined physical education as developing physical competence so that all children can move efficiently, effectively and safely and understand what they are doing. It has also identified how physical education in primary schools is crucial, and explored ways in which it is beneficial to pupils’ physical and emotional health and and wellbeing. It has also looked at ways in which to keep physical education engaging for pupils.

References

Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & Education, B. P. (2009). The educational benefits claimed for physical education and school sport: an academic review. Research papers in education, 24(1), 1-27. 

Department of Health (2010) Our Health and Wellbeing Today. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/215911/dh_122238.pdf. Accessed: 04/04/18.

Donaldson, G. (2015) Successful Futures: Independent review of curriculum and assessment arrangements in Wales.

Mind (2015) How to improve your wellbeing through physical activity and sport. Available at: https://www.mind.org.uk/media/2976123/how-to-improve-your-wellbeing-through-physical-activity-and-sport.pdf. Accessed: 14/04/18. 

Ofsted (2013) Beyond 2012 – outstanding physical education for all. Physical education in schools 2008–12. Available at: https://www.gov.uk/government/publications/beyond-2012-outstanding-physical-education-for-all. Accessed: 14/04/18. 

School and Physical Activity Task and Finish Group (2013) Physical Literacy – an all-Wales approach to increasing levels of physical activity for children and young people. Welsh Government. 

U.S Department of Health & Human Services (2017) Physical Activity Initiative. Available at: https://www.hhs.gov/fitness/be-active/physical-activity-initiative/index.html. Accessed: 14/04/18.