While selecting a topic for this month's Healthy Heart theme,
we reflected frequently on what appears to be a decreasing
state of wellness in today's society. It is not simply our
observations that support this critical issue. "The world
is witnessing a significant increase of the global burden
of non-communicable disease such as cardiovascular disease,
cancer, diabetes and chronic respiratory diseases related
to the respective changes in lifestyle mainly in tobacco use,
physical inactivity, and unhealthy diets" (World Health
Organization, 2000, p.1).
The statistics are just as alarming for children and youth
in North America. The Canadian
Fitness and Lifestyles Research Institute (2010) reported
that merely 12% of Canadian children and youth were meeting
Canada's Physical Activity guideline (i.e., 90 minutes of
physical activity a day) and that rates of both overweight
and obesity in Canadian children and youth have increased
(Canadian Population Health Initiative, 2004, p. 112). According
to the National Center for Health Statistics (2010), trends
in the United States are also similar with reports, suggesting
that more than one third of children and adolescents were
overweight or obese.
It is evident that both countries are experiencing disturbing
trends when considering health related statistics. However,
it is important to note; unlike the adult population, where
sedentary trends can be linked to disease and death (see below),
research linking children's physical inactivity levels with
poor health indicates little or no correlation (Rowland, 2007).
According to the WHO (2002) - "Physical inactivity is
estimated to cause 1.9 million deaths globally. Physical inactivity
causes, globally, about 10 – 16% of cases each of breast
cancer, colon cancer and rectal cancers and diabetes mellitus,
and about 22% of ischemic heart disease. The risk of getting
a cardiovascular disease increases up to 1.5 times in people
who do not follow minimum physical activity recommendations"
(p.61).
In other words, the literature states that children are not
dying from physical inactivity related behaviors during
childhood. However, we would argue that one can assume
that unhealthy lifestyle choices during childhood transfer
into unhealthy lifestyle choices though the adolescent and
teenage years and it is during adulthood when the effects
of unhealthy lifestyle choices become evident, visible, and
often times incurable. Therefore the promotion of physical
activity amongst children may act as a means for lowering
the impact of adult illnesses due to sedentary lifestyle choices
(Blair et al., 1989).
There is an undeniable relationship between children's physical
activity habits and the eventual impact these habits have
on their health during adulthood. As we, as physical educators,
continue to help students become physically educated individuals,
let us embrace the possibility that we may inspire them to
1) develop the knowledge, skills, and attitudes to live healthy,
active lifestyles, 2) prevent sedentary lifestyle related
diseases during adulthood, and 3) build strong healthy, hearts.
We wish to share two strategies that we believe will enhance
the potential for students to develop healthier hearts during
quality physical education programs - teaching the basic
fundamental motor skills and providing breadth and variety.
1.Teaching the Basic Fundamental
Motor Skills. Similar to teachers in other subject
areas, physical educators prepare and deliver lessons that
promote important skills such as cooperation, responsibility,
and critical thought. However, unlike other subject areas,
physical education plays a unique role in the development
of students' physical domain. Teaching students the basic
fundamental motor skills is our prime concern; they are the
basic building blocks for all physical movement, and the prerequisite
skills for success in physical activity which may lead to
healthy hearts.
By teaching children basic fundamental motor skills (locomotor,
non locomotor, and manipulative) teachers can help students
develop self-efficacy and overall confidence in their performance
which can lead to higher levels of physical activity and heart
health. It creates a simple formula…
Success + Confidence x Participation = Heart Health!
Let us continue to develop quality lesson, unit, and yearly
plans, construct appropriate assessment tools and use effective
teaching methods and approaches as we help students develop
their motor skills. In doing so, they will gain the knowledge,
skills, and attitudes to participate in a breadth of physical
activities throughout their lives. Having an extensive motor
repertoire provides children with a wide variety of movement
opportunities (Clarke & Metcalf, 2002). Habits developed
early in life can have a long range impact on routines and
attitudes manifested as an adult. "It would seem that
in order to achieve such change in student attitude and behavior,
this requires students to be comfortable with their skill
level and physical activity performance" (Hickson, 2003,
p. 406). This statement advocates the importance of helping
students achieve a level of motor skill proficiency that enables
them to develop active, healthy lifestyles.
We should try to remember that if motor skills are not developed,
refined, and proficient by the end of adolescence, they may
never be developed (Wickstrom, 1983). So let us continue to
search for ways to help students become highly proficient
motor skill performers. Their healthy hearts will be thankful!
2. Providing Breadth and Variety. Planning
quality physical education programs that offer students breadth
and variety is essential to their overall learning. Providing
students with opportunities to apply their motor ability in
a variety of situations not only serves to enhance their skill
development; it creates possibilities for them to find their
niche. This, in itself, may help students develop healthy
hearts! There is a greater potential for long-term engagement
and participation when students discover motor skills that
are truly enjoyable whilst experiencing success (Malina, 1996).
We have all heard people lament about unpleasant childhood
physical education experiences in programs that were mainly
centered on one or two sport activities. Planning physical
education programs that maximize student learning should include
breadth and variety. In order to inspire long-term active
and healthy habits and healthy hearts, we offer two strategies
to consider when planning physical education programs.
Include Individual Activities.
As an activity dimension, Individual Activities is one of
the largest growing areas in student participation and enjoyment.
Individual style activities help students recognize that they
can be physically active without a group setting and that
they can work at their own pace. Examples of individual activities
include: Pilates,
Tai
Chi, yoga,
rollerblading,
weight
training, cycling,
triathlons,
hula
hooping, track
and field-type activities, etc. If you are not sure how
to teach individual activities, such as those just listed,
local organizations are often willing to visit schools to
share their expertise.
Go Beyond the Gymnasium. Consider teaching
students an array of alternative environment physical activities.
Due to budget constraints and/or scheduling conflicts, you
may already be in a situation where the gymnasium is consistently
unavailable. However, there are many innovative ways to teach
students outside the gymnasium. Have you considered a local
facility (e.g., swimming pool, ice rink, tennis court)? Instead
of having a local instructor come into your class, consider
a field trip to a yoga studio, fitness center, or a golf course!
Does your community's natural environment lend itself well
to physical education? Can you explore the forests,
climb the mountains, or run along
the beaches? Consider how the weather may impact
your students' learning when it comes to alternative environment
style physical activities? For example, here in Alberta, Canada,
students have opportunities to go cross
country skiing, snowshoeing
and ice-skating
during the winter season. How can you take advantage of your
particular climate?
Here again, we would like to propose another formula for
us all to remember…
Variety + Breadth x Participation = Heart Health!
Concluding Thoughts
We hope you continue to develop quality physical education
programs which provide students with opportunities to develop
strong healthy hearts! Using this month's Healthy Heart
theme as the backdrop for this article, we examined how we,
as physical educators, can help students develop healthier
hearts through quality physical education programs. We believe
that our students can live healthy lives in the present and
future if we teach them the basic fundamental motor skills
while providing an array of physical activity experiences.
After reading this article, we hope you continue to reflect
on your own teaching practices, and recognize the major role
you play when it comes to helping students develop active,
healthy lifestyles, and most importantly - healthy
hearts!
Students + Physical Education x Physical Educators = Heart
Health!
