Friday, March 29, 2019

Importance Of Physical Activity In Schools Education Essay

Importance Of Physical exercise In naturalizes Education EssayEngaging in acts of fleshly use from a three-year- senile age is very important for both the psychical and physical wellness of a kid the habits learnt in youth final stageure to continue onto adulthood thus having an effect on the prevalence of corpulency and related illnesses in society. So why is physical bodily merrimentction so important for children and what age is instilling positive habits most beneficial? What roles do teachers of today play in addressing and preventing fleshiness in our children and what argon strong strategies to do this?The benefits of physical activity atomic number 18 vast. Physical activity has been associated with a lowered risk of cardiovascular disease and besides an increased behavior expectancy so its richness is obvious but its value in children sometimes needs to be justified. It is never too early to get rolling teaching a child positive behaviours and habits, howe ver, in middle childhood (ages 6-10) children tend to be in a stage of break downment where they see very literally they will absorb anything you teach, do, and say and are fantastically influential. It is t this stage of outgrowth that their most likely to be taught intelligent consume habits, develop exercise programs and spend a penny an interest in unionized sports. Young pack will carry established goodish behaviours end-to-end their lives such as better have habits and decreased likelihood of smoking (Shilton, T. and Naughton, G. 2001). Through physical activity children of middle childhood develop brawny muscles, bones and joints they develop a healthy heart and lungs and they also develop a higher neuromuscular awareness which influences their co-ordination, how they control movement and the development of fine and gross motor skills. Most obviously it enables them to maintain a healthy body weight. Physical activity has also been linked to mental benefits by improving the control children subscribe to over the symptoms of anxiety and depression. Studies micturate also shown that the participation in physical activity faeces help in the social development of children aged 6-10 by providing the opportunity for expression, construct confidence and social interactiveness. Physically active young people chip in been noted to more readily adopt separate healthy modus vivendi behaviours (avoidance of tobacco, alcohol and drugs) and demonstrate higher academic performance at school.Children of the ages hexad to ten spend the majority of their time at school so naturally an effective tool in addressing the problems associated with physical activity and obesity is having teachers play an active role in promoting healthy lifestyles. Schools have been recognise as an appropriate set for the prevention of take disorders and child obesity due to the continual and concentrated access to a large flake of individuals at a developmentally ap propriate age (Neumark-Sztainer, 1996). Research has shown that hearty-designed and utilize school programs whoremaster effectively promote physical activity, healthy eating, and lessening of television viewing and time spent using the computing device and computer games. Teachers have access to a great number of young people in an environment that allows debate and lessons close to body image, fodder, and weight These teachers also have the chance to initiate the reinforcement of prevention pro- grams using the unit of measurement school address (Neumark-Sztainer, 1996 ODea Maloney, 2000). Home Economics, Science, Dance, and English teachers have opportunities to become baffling in preventive activities within their appropriate curriculum celestial spheres as well as through involvement in pastoral care roles such as advisors, student welfare coordinators, and head teachers. (Neumark-Sztainer, Story, Harris, 1999).One strategy teachers laughingstock use in the clubro om to address and treat the occurrence of obesity in children is to discontinue the use of feed as a reward. regimen has been utilize to reward children for good behaviour and performance. Its a very easy, decently and inexpensive tool in bringing about immediate behavioural changes in children of thee ages six to ten. However, using food as reward ofttimes encourages overeating of unhealthy foods high in fat, sugar and little or no nutritional value whatsoever. Rewarding with food underside inject with children of these ages learning to eat in response to hunger and teaches them to eat when they are not hungry. Finding alternatives to food rewards is an important part of providing a healthy school environment. Rewarding children with unhealthy foods in school undermines our efforts to teach them about good nutrition. Its like teaching children a lesson on the importance of not smoking, and then handing out ashtrays and lighters to the kids who did the best job listening. (Sch wartz, M.B, Brownell, K.D. 2007). Alternatives to food as a reward include Social rewards like praise and attention (in anterior of others). Recognition with certificates and letters of congratulation to parents or caregivers. Privileges of going first, choosing a class activities or sitting by friends.Another way teachers sack up positively assist the prevention of obesity is to make exercise fun and hold in it into the fooling routine. Forcing children to participate in activities they do not enjoy could have a negative effect on how the child views physical activity in the future. Often sport in school is repetitive and favours the more athletic students in a class. Variety is very important and teachers should stress input from students to which game should be played, it could even be used as a reward allowing the child who has performed best to choose the activity. Incorporating fitness to the daily classroom regime can also be effective. For children attention can begin t o wander if activities are too long and for some macrocosm sedentary for too long is difficult. At the beginning or end of lessons encourage children to dance, jump and use basic movement. Fun activities like hopping to the bathroom, skipping to other activities around the classroom can also be incorporated and can aid in childrens refinement of fine and gross motor skills. to boot exercise shouldnt be used as punishment. Children learn to dislike things used as punishments. Penalizing children with physical activity might lead them to avoid activities that are important for maintaining their health.Integrate nutrition education lessons into the curriculum. You can apply nutrition education information into science, maths, language art and health lessons. Along with students bring in pictures of healthy nutritional foods and junk foods from magazines, and newspapers. wear the students help to categorize the foods on posters healthy food and junk food. Display this in the classroo m where everyone can see and use it at a reference for children to set realistic, well-defined, mensural goals for themselves regarding healthy eating and physical activity. As an example a child might plan to eat five servings of vegetables and two servings of fruit every day or they will play for half an hour after(prenominal) school at least four days a week. Have students record their progress over time. These goals can be graphed and incorporated into trusted lessons.Teachers have a valuable contribution to make in the macrocosm of physical activity and the prevention of childhood obesity. In the past they have been underutilized as successful agents of change. This may be because school professionals are untaught about nutrition and methods of prevention. In order for future prevention of obesity to be a success, perseverance and ongoing training for teachers and schools involved is required. homework must increase knowledge of nutrition, physical activity, obesity, and p reventive techniques. Finally, teacher-training programs should stress the importance of development and age specific strategies in the education of children in this area in order to fully utilize schools as an effective setting for prevention and to improve future prevention initiatives, and to promote the health of our young people.Source Obesity Prevention in Children Strategies for Parents and School Personnel,National tie beam of School Psychologists www.nasponline.org (301) 657-0270.Printed with permission and provided by the St. Vrain Valley School Districts Public info Office.Shilton, T. and Naughton, G. (2001). Physical activity and children a statement of importance and call to action from the Heart Foundation. National Heart Foundation of Australia. Retrieved from http//www.heartfoundation.com.au/downloads/physical%20activity%20and%20%20children.htmNeumark-Sztainer, D. (1996). School based programs for preventing eating distur- bances. daybook of School wellness, 66, 64 -71.Neumark-Sztainer, D., Story, M., Coller, T. (1999). Perceptions of secondary school cater toward the implementation of school-based activities to prevent weight-related disorders A needs assessment. American Journal of Health Promotion, 13(3),153-156.Neumark-Sztainer, D., Story, M., Harris, T. R. (1999). Beliefs and attitudes about obesity among teachers and school health care providers working with adolescents. Journal of Nutrition Education, 31(1),3-9.ODea, J. (2000). School based interventions to prevent eating problems First do no harm. Eating Disorders, 8, 123-130.ODea, J. (2004) Child obesity prevention First, do no harm. Health EducationResearch Theory and Practice. 20, 259-265.ODea, J. Abraham, S. F. (2000). Improving the body image, eating attitudes, and behaviours of young male and female adolescents A new educational approach that focuses on self-esteem. International Journal of Eating Disorders, 28, 43-57.ODea, J. Abraham, S. F. (2001). Knowledge, beliefs, attit udes and behavioursrelated to weight control, eating disorders, and body image in Australiantrainee home economics and physical education teachers. Journal of NutritionEducation, 33, 332-340.ODea, J. Maloney, D. (2000) Preventing eating and body image problems in children and adolescents using the health promoting schools framework. Journalof School Health, 70(1),18-21.Neumark-Sztainer, D. (1996). School based programs for preventing eating disturbances. Journal of School Health, 66, 64-71.Hill, A. and Silver, E. Fat, friendliness and Unhealthy 9 year old childrens perceptions of body shape and stereotypes. International Journal of Obesity Related metabolic Disorders 1995 19(6), 423-30.Government of western sandwich Australia. Keep it fun supporting youth sport. Clubs shoot to encouraging positive parent behaviour. op. cit.Government of Western Australia. Keep it fun supporting youth sport. Clubs guide to encouraging positive parent behaviour. Perth, Western Australia Department of Sport and Recreation. http//www.dsr.wa.gov.auSchwartz, M.B., Brownell, K.D. (2007). Actions Necessary to Prevent Childhood Obesity Creating the climate for Change. Journal of Law, Medicine and Ethics, 78-89.Schwartz, M.B. Brownell, K.D. (2005). Future directions for preventive action on obesity. In Obesity prevention in the 21st century Public health approaches to tackle the obesity pandemic. Crawford, D. Jeffrey, R. (Eds.) Oxford Oxford University Press, pp 307-3302 Puhl R. and Schwartz, MB (2003). If you are good you can have a cookie The link between childhood food rules and adult eating behaviours. 283-293http//kids.nsw.gov.au/uploads/documents/obesityactionplan.pdf

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