health position paper

Association for Physical Education

Health Position Paper

September 2008

Association for Physical Education Health Position Paper September 2008

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Association for Physical Education

Health Position Paper

Physical education’s contribution to public health

Physical education contributes to public health and personal well-being through thephysical learning context that it provides for every child. Health and well-being shouldbe viewed holistically to comprise physical, mental and social aspects of health whichcontribute to people’s quality of life. afPE recommends that limited views of children’shealth and well-being which reduce the latter to a focus on size, weight and shapeshould be avoided.

Curriculum physical education is an inclusive learning entitlement which should ensurethat all children:

Are provided with opportunities to become competent in a broad, balancedrange of physical activities.

Are helped to enjoy being active, and to feel confident and comfortable in aphysical activity context so that they are more likely to choose to be active intheir own time.

Experience and appreciate the benefits of a healthy, active lifestyle (includingphysical, psychological and social benefits).

Are aware of how active they are and should be (‘an hour a day’), and know howto find out about and access activity opportunities in the community, including atschool and around the home.

Understand about ‘energy balance’ and the need to increase physical activity indaily living to assist with ‘healthy’ weight management.

High quality physical education addresses all five of the ‘Every Child Matters’outcomes, especially ‘be healthy’, ‘enjoy and achieve’ and ‘making a positivecontribution’. It also embraces whole school approaches to the promotion of healthylifestyles and incorporates physical activity for health recommendations and nationalguidance associated with promoting activity and addressing childhood obesity (e.g.Improving Health in Scotland – the Challenge, 2003; Healthy Weight, Healthy Lives: ACross-Government Strategy for England, 2008). All four home country governments ofthe UK have addressed concerns about children’s health and well being throughnational strategies.


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Physical activity, physical education and school sport

Physical activity, physical education and school sport are similar in that they all includephysical movement, but there are important differences between them, as clarified inthe following descriptions.

Physical activity is a broad term referring to all bodily movement that uses energy. Ittherefore includes physical education and sport. However, it is wider than this, as italso includes active play and routine, habitual activities such as walking and cycling, aswell as housework and gardening

Physical education is the planned, progressive learning that takes place in schoolcurriculum timetabled time and which is delivered to all pupils1. This involves both‘learning to move’ (i.e. becoming more physically competent) and ‘moving to learn’ (e.g.learning through movement, a range of skills and understandings beyond physicalactivity, such as co-operating with others). The context for the learning is physicalactivity, with children experiencing a broad range of activities, including sport anddance.

School sport is the structured learning that takes place beyond the school curriculum(i.e. in the extended curriculum), sometimes referred to as out-of-school-hours learning.Again, the context for the learning is physical activity. The ‘school sport’ programmehas the potential to develop and broaden the foundation learning that takes place inphysical education. It also forms a vital link with ‘community sport and activity’.

Whilst all pupils are encouraged to be involved in school sport, not all choose or areable to do so. For some young people, physical education remains their onlystructured or organised, regular physical activity. It is therefore crucial thatpupils receive their entitlement of at least 2 hours of physical education a weekand that this is of the highest quality.

Physical activity recommendation for health

Children and young people (aged 5 to 18 years) should participate in:

A minimum of one hour of at least moderate intensity physical activityevery day. As part of this, at least twice a week, they should take part inactivities that help to develop muscular strength, flexibility and bonehealth.

(Health Education Authority, 1998)

1afPE’s view of physical education is as follows:

The aim of Physical Education is to develop physical competence so that all children are able tomove efficiently, effectively and safely and understand what they are doing. The outcome – physicalliteracy – is as important to children’s overall development as literacy and numeracy.


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Important features of the ‘one hour a day’ recommendation are that it:

i) Incorporates all types of physical activity including that taking place in:school physical education lessons, out-of-school hours, sports clubs,dance, exercise and fitness sessions, as well as every day activity (e.g.walking and cycling to school) and active play (e.g. skipping, skate-boarding).

ii) Includes accumulated time so the ‘one hour a day’ comprises activitywhich can be made up of 2 x 30 minute blocks, 4 x 15 minutes or 6 x 10minutes.

iii) Is differentiated, in that those who are not active or currently do very littleactivity, should aim to take part in at least half an hour of moderateintensity activity per day and gradually work towards the one hour a daytarget.

iv) Focuses on moderate intensity exercise which makes one feel warm andslightly out of breath (e.g. brisk walking), but also incorporates moreenergetic or vigorous activity which makes one feel hot and rapidlyincreases heart and breathing rates.

About half of girls and over a third of boys are not reaching the recommended ‘onehour a day’ of physical activity a day to benefit their health and, for many of thesepupils, school-based physical activities, including physical education, make animportant contribution to their overall activity levels (Cale & Harris, 2005).

National physical activity targets set by UK governments

In 2002, the government in England set the following Public Service Agreement (PSA)target:

To ensure that 75% of children do 2 hours of high-quality physical education andschool sport a week by 2006 and 85% by 2008.

This is commonly referred to as the ‘2 hours a week’ target. The government inEngland announced that the 75% target had been met in 2006 and that the 85% targetfor 2008 was achieved in 2007. There is also a long-term government ambition inEngland for 2010:

To ensure that all children should have 2 hours of curriculum physical educationand the opportunity to access a further 2 to 3 hours of sport beyond thecurriculum per week.

This is being referred to as the ‘five hours a week’ target.

The Scottish Executive similarly aims to increase and maintain the proportion ofphysically active children in Scotland and has set a target of 80 per cent of all childrenaged 16 and under meeting the minimum recommended levels of physical activity by2022, these being the accumulation of at least one hour of moderate activity on mostdays of the week (www.scotland.gov.uk). There are also recommendations forcurriculum provision:

http://www.scotland.gov.uk/


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While Curriculum for Excellence gives both freedom and responsibility tothose planning and delivering the curriculum, the Scottish Governmentexpects schools to continue to work towards the provision of two hours ofgood quality PE for each child every week. This commitment will bereflected in Building the Curriculum 3: A framework for Learning andTeaching. Physical activity and sport will take place in addition to plannedPE sessions, at break times and lunchtimes and beyond the school day.Taken together, the experiences and outcomes in physical education,physical activity and sport are intended to establish the pattern of dailyphysical activity which, research has shown, is most likely to lead tosustained physical activity in adult life.

While recent reports suggest that schools in Scotland are not all achieving the 2 hoursper week minimum allocation for physical education, Ministers have reaffirmed theircommitment to this target.

The Welsh Assembly Government is similarly committed to increasing activity levelswithin the Welsh population. It has declared an aspiration that schools should provideat least 2 hours per week of effective and meaningful physical education for everypupil, to contribute to the recommended physical activity level for children of one hourper day of at least moderate intensity activity. In addition, it has launched a ‘5x60’Secondary School Sport Programme, aimed at increasing the number of secondaryaged pupils taking part in physical activity for 60 minutes, at least five times a week. Bytargeting children and young people who do not take part in physical activity, the WelshAssembly Government hopes to reach a target of 90% of secondary school pupilstaking part in ‘5x60’ minutes of physical activity per week by 2020(www.new.wales.gov.uk).

For Northern Ireland, ‘Investing for Health’ (1996) identified similar overarchingobjectives, targeting action by schools, as in the rest of the UK. More recently, the

Draft Northern Ireland Strategy for Sport and Physical Recreation 2007-20172 followedup national concerns for health, but also argued that sport development would be bestserved by similar targets:

By 2009, to have established a baseline for the number of children ofcompulsory school age participating in a minimum of two hours qualityphysical education;

By 2014,to provide every child in Northern Ireland over the age of 8 yearswith the opportunity to participate in at least two hours per week of extra-curricular sport and physical recreation.

2Department of Culture, Arts and Leisure, Belfast 2007

http://www.new.wales.gov.uk/


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The relationship between the physical activity recommendation and nationaltargets set by UK governments

These national targets and the physical activity recommendation for health clearly differbut are complementary. The ‘one hour a day’ recommendation is how active childrenshould be to gain health benefits.

England’s 2010 ambition for ‘5 hours a week’ target, along with the other home nations’targets for sport beyond curriculum time, make significant and important contributionsto the physical activity recommendation, but still fall short, for the following reasons:

4 to 5 hours a week is 2 to 3 hours short of the 7 hours a week required to meetthe ‘one hour a day’ recommendation.

Children will not be actively moving during all of the 4 to 5 hours a week ofphysical education and school sport, since this involves changing time, and timespent on valuable learning activities such as planning, observing, analysing,coaching and officiating.

It is a challenge for schools to involve every child in up to 5 hours of physical educationand school sport a week, especially younger children whose school days tend to beshorter; and learners at the top of the school age range, when there is so muchcompetition for young people’s time and commitment.

To increase the amount of physical activity in physical education lessons, afPErecommends that pupils be actively moving for at least 50% of the availablelearning time. This can usually be achieved through effective planning and efficientmanagement and organisation of pupils and resources.

In summary, the physical activity recommendation for health and government targetsfor physical education and school sport support each other, in that increased timeavailable for physical education and school sport can help to deliver the physicalactivity recommendation. The high quality experiences afforded by physical educationand school sport should also motivate and encourage children to be active in their owntime, to pursue activities that they particularly enjoy, and provide children with thenecessary knowledge, skills and understanding to enable them to take up and pursueactivities now and in the future.

There is the added challenge of ensuring that every child, some possibly resistant toorganised activity, others meeting difficulties in accessing it for a range of social andeconomic reasons, is willing and able to find ways of being active for at least 2 to 3hours, away from the school setting, such as in and around the home, and with family,friends or as individuals. The Scottish strategy incorporates this challenge, to imply anintegrated approach. Other home country governments have yet to indicate how thiswill be achieved. This emphasises again, the importance of the school context insupporting the entitlement of all children, whatever their circumstances to the physicalactivity and physical education which are so important for their development, healthand well-being.


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Physical Education’s contribution to whole school approaches to the promotionof healthy, active lifestyles

In addition to every child receiving valuable learning in curriculum physical education –the only statutory entitlement for all children - there should be numerous otheropportunities for them to be active within the school context. The most effective way ofmaximising physical activity opportunities in schools is through a whole schoolapproach to activity and health promotion, such as the ‘Healthy School’ and the ‘ActiveSchool’. Whilst the ‘Healthy School’ initiative has a broader focus, both involve creatinga school ethos and environment which encourages and facilitates physical activity forall pupils and staff. Such strategies to promote healthy behaviours include: safer travelto school (e.g. ‘walking buses’); providing attractive, appealing play areas; and makingequipment/facilities accessible for both organised and informal activities.

Related to this, the Association for Physical Education recommends that:

The vital importance of the statutory entitlement to national curriculum physicaleducation should be recognised and celebrated in any strategy addressing childhealth and obesity.

Physical education should be centrally and collaboratively involved in addressingthe ‘physical activity’ criteria within the Healthy Schools programme, includinghelping to develop a whole-school physical activity policy, and engaging pupils ininteresting and appealing curricular and out-of-school hours programmes.

Physical activity sessions (such as ‘energy breaks’ during lessons or duringlunchtimes e.g. ‘wake and shake’ and ‘take 10’) are welcomed but should add toand complement not replace, physical education. Physical education focuses onlearning through the context of physical activity and is for all pupils; in thisrespect, it is the cornerstone of effective ‘physical activity promotion’.

As encouraged through the Healthy Schools programme, pupils and parentsshould have a ‘voice’ with respect to what they want from physical activity inschools and the range of activities they would like to take part in. Staff inschools should respect the views of pupils and parents and try, where possible,to take on board their ideas (as exemplified in the ‘Nike Girls in Sport’ project).

Schools should identify those pupils who may not be able to access physicalactivity opportunities beyond physical education (such as children who act ascarers, and children from families without a car). Communication with thesepupils and their families could help to understand their non-participation, reducebarriers to their involvement (including adapting physical education policies andpractices), and create ways of involving or engaging them in the sort of activitiesthey would like. Further strategies will need to be developed to address thechallenges of those young people who, despite all provision and opportunities,choose to drop out from physical activity.


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Actions taken to date by the Association for Physical Education to embrace‘health’

afPE board members contributed to the production of the ‘health and fitness’modules within the National CPD Programme (Learning about health in PE; Areyour pupils healthy, active and fit? Does your school promote healthy, activelifestyles?).

afPE contributed to and endorsed the Department of Health’s Physical ActivityToolkit published in 2007.

afPE organised and delivered a specialist seminar in May 2007 on ‘PhysicalEducation and Childhood Obesity’.

A series of articles on ‘Physical Education and Obesity’ have been published in‘Physical Education Matters’.

Both the 2007 and the 2008 afPE annual conferences have included a ‘health’strand including keynote presentations and associated workshops.

afPE has regular representation on the Department of Health’s Physical Activityworking group.

There is close liaison with the Department of Health about joint regionalconferences on ‘activity promotion’ with secondary physical education andpersonal, health and social education (PSHE) teachers.

The production and dissemination of this health position paper which outlinesand clarifies physical education’s contribution to public health and personal well-being.

September 2008

For further information, or to inform afPE about good practice in this area, pleasecontact [email protected]

mailto:[email protected]

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