Physical Education and Physical Activity: a Historical Perspective

JOPERD • Volume 78 No. 8 • October 2007 A large number of recent studies have shown that the lack of physical activity is one of the most evident causes of obesity, diabetes, and cardiovascular diseases among children and adolescents (Toschke, von Kries, Rosenfeld, & Toschke, 2007; Zieff, Guedes, & Wiley, 2006). However, few studies have shown the connection between the lack of physical education and the prevalence of sedentary behavior among the youth population. The presumed link between physical activity and physical education is still a taboo subject among educators, parents, and school administrators. Palliative solutions have been adopted that aim to bring activity to schools through after-school programs. However, these programs attend only to part of the youth population, leaving behind a large number of children. As we know, many after-school programs lack a systematic approach or curriculum for developing fundamental motor skills and health-related fi tness work that prepare children to enjoy being active throughout life. This work should be done within the physical education curriculum, to address the needs of all children. The mission of physical education is to make permanent its pedagogical approach of educating the body by teaching children about movement and to develop the necessary skills to become profi cient in many kinds of physical activity. The result of this endeavor will be an understanding of the crucial role of physical activity for a healthier, wellness-oriented lifestyle. The purpose of this article is to briefl y trace the historical, intrinsic relationship between physical education and physical activity, its development as pedagogical work, its responsibility beyond the school walls, and the need for new strategies to educate children, parents, and administrators.