PHYSICAL EDUCATION IN THE CONTEXT OF SCHOOLING This chapter (1) provides a perspective on physical education in the context of schooling (2) elaborates on the importance of physical education to child development (3) describes the consensus on the characteristics of quality physical education programs (4) reviews current national, state, and local education policies that affect the quality of physical education and (5) examines barriers to quality physical education and solutions for overcoming them. It is an avenue for engaging in developmentally appropriate physical activities designed for children to develop their fitness, gross motor skills, and health ( Sallis et al., 2003 Robinson and Goodway, 2009 Robinson, 2011). It is defined in Chapter 1 as “a planned sequential K-12 standards-based program of curricula and instruction designed to develop motor skills, knowledge, and behaviors of healthy active living, physical fitness, sportsmanship, self-efficacy, and emotional intelligence.” As a school subject, physical education is focused on teaching school-aged children the science and methods of physically active, healthful living ( NASPE, 2012). Physical education is a formal content area of study in schools that is standards based and encompasses assessment based on standards and benchmarks. The long-term impact of physical education has been understudied and should be a research priority to support the development of evidence-based policies.
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