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https://www.aihw.gov.au/reports/physical-activity/physical-activity

https://www.heartfoundation.org.au/heart-health-education/active-families

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Teens today don't do enough activity

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Learn other skills / knowledge that you don't learn in academic subjects

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Teen mental health is deteriorating

Adolescence & school is very stressful

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The Benefits of Exercise for Children’s Mental Health (Published 2020)

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Even light physical activity among adolescents was linked to better mental health as they got older, new research shows.

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https://www.apa.org/monitor/2014/04/teen-stress

https://www.unisa.edu.au/media-centre/Releases/2023/exercise-more-effective-than-medicines-to-manage-mental-health/

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https://www.ucl.ac.uk/students/news/2020/may/study-boosting-benefits-exercise#:~:text=Research%20shows%20that%20physical%20exercise,incredibly%20responsive%20to%20these%20proteins.

https://www.smartlablearning.com/preparing-students-for-the-future-real-world/

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Schools have a lot to cover and only so much time. So should physical education be required? Let’s break it down!

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"I always knew that I had this really bad feeling but I just thought that was normal," Sam Tickle says. "I'd pull up in the bus to school and I just thought everyone got this disgusting feeling inside of you - the panic, basically."

It wasn't until 2021 when Tickle was diagnosed with anxiety and depression in year 11 that he understood he was living with a mental health disorder. "Anxiety in particular is something I've been suffering all my life, I just didn't know I had it."

Almost two in five Australians aged between 16 and 24 have experienced a mental disorder within the last 12 months, according to new data from the Australian Bureau of Statistics.

The National Study of Mental Health and Wellbeing, released on Thursday, is based on the responses of nearly 16,000 Australians aged between 16 and 85. It assesses three groups of mental disorders: anxiety, affective and substance use disorders.

Mental disorders experienced at any point in life as well as those experienced within 12 months of completing the survey between December 2020 and October 2022 were measured using a World Health Organization diagnostic tool.

The study found more than two out of every five Australians have experienced a mental disorder in their life. Anxiety disorders were the most common affecting 28.8%, while 16.0% had experienced an an affective disorder such as a depressive episode, and 19.6% a substance use disorder.

Dr Ruth Vine, the deputy chief medical officer for mental health in the Department of Health and Aged Care, said the last time the survey was conducted in 2007 there was similar prevalence of anxiety and mood disorders among the general population. But two cohorts who had significantly increased rates of mental disorders were young people and LGBTQI+ Australians.

Young people experienced the highest prevalence of disorder across all age groups, Vine said. Of those aged 16 to 24, 38.8% had experienced a mental disorder within the last 12 months, including almost half of females (45.5%) compared with a third of males (32.4%), with anxiety disorders the most common at 31.8%.

In the 2007 survey 26.4% of those aged 16 to 24 had experienced symptoms of a mental disorder in the past 12 months.

Well over half of people (58.7%) who described their sexual orientation as gay, lesbian or bisexual had experienced a mental disorder within the years of the 2020-22 survey compared with nearly one in five (19.9%) among people who described their sexual orientation as heterosexual.

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There was also higher likelihood of younger people reporting self-harm and suicidal thoughts or behaviours, Vine said. The data showed women had higher rates of self-harm than men, with especially high rates among young women. More than one in four females aged 16 to 24 (27.9%) had self-harmed in their life, while 8.7% of young women in the same age group had self-harmed in the last 12 months, compared with 3.3% of men.

The study was conducted during the pandemic but was not designed to measure the impacts of Covid-19, Vine said.

Associate Prof Jill Newby, the head of clinical research at the Black Dog Institute, said increased rates of anxiety were occurring not only due to pressures from the pandemic but also financial pressures on households.

Prof Maree Teesson, the director of the Matilda Centre at the University of Sydney, said: "The thing that really jumps out at me is the 38.8% of young Australians aged 16 to 24 years experiencing a mental disorder in the previous 12 months."

Teesson said the increasing rate of mental disorders among young people was an international phenomenon driven by three megatrends around the globe: concern about the climate emergency, the cost of living and the increased breakdown of social connection.

She said there was no evidence that the findings of the survey were a reflection of the way the questions were asked because findings were consistent with rates of suicide and self-harm.

"For me, they are indicators that this isn't just people just asking and answering questions in a particular way. This is evidence of real distress in this cohort."

In Australia, the crisis support service Lifeline is 13 11 14. In the US, the National Suicide Prevention Lifeline is 1-800-273-8255. In the UK, Samaritans can be contacted on 116 123.Other international suicide helplines can be found at befrienders.org

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More than a third of young Australians experienced mental health disorder in past 12 months

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Mental health problems among young people have increased by almost 50% in last 15 years

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Sports professionals, such as AOC president John Coates, advocate the introduction of compulsory sport (excluding PE lessons) in schools, claiming that the lack of emphasis on sport in the curriculum contributed to the disappointing performance of Australian athletes in the 2012 Olympics.

However making School Sport compulsory is not about creating great athletes. It's about making sport accessible to, and enjoyed by all students. Just because a student is not good at sport does not mean that s/he should not play. Unfortunately the cult of having many professional sports players in Australia can lead to a nation of sport watchers rather than sport players. It is a double edged sword. It's up to our education system to teach all students to play sports, in the same way we teach them the academic curriculum. We don't give students the option of dropping out of academic studies simply because they are not good at it.

Mandatory participation in at least one sport is the norm for some schools, such as The Scot's College and The King's School in Sydney. The advantage of making Team Sport compulsory is that everyone has to play. There are teams suited to all abilities. Less gifted students are not discouraged by having to compete with more talented students. They succeed at their own level. In Schools in which School team sports are compulsory, students do not have an easy excuse to give up. This avoids students dropping out of team sport because they think they do not measure up, as frequently happens. It's unfortunate when this happens because these students do not gain the many benefits of playing a team sport.

Students benefit from involvement in physical activities regardless of whether they have the aptitude or inclination for it.
The Benefits

Exercising regularly increases an individual's fitness level, lowering the risk of medical conditions such as cardiovascular disease and obesity. Obesity is on the rise among children and adults - according to a 2016 Courier Mail report, 27% of Queensland children were obese.

People are more likely to get into the habit of playing sport and exercising if you start young, and build those neurone connections that turn repeated experiences into a lifelong fitness habit.

Playing sport develops transferable competencies such as teamwork, a sense of fair play and responsibility, self-esteem, organisational, time management, and leadership skills.

Physical activity and sports teach the value of discipline, commitment, and hard work. Individual progress can be measured and improved upon through training.

Positive, non-judgemental competition encourages respect of others' abilities, strengths, and weaknesses.

Compulsory school sport forces you to re-evaluate the misconception that you have to be good at something to enjoy it. This is not necessarily true, particularly in a positive environment where the emphasis is not on victory at all costs, but rather on having fun and improving your skills.

Parents and students may be concerned that less able players risk being bullied for their lack of skill. Coaches need to reinforce that bullying is unacceptable and that every student's effort and contribution is valued, regardless of skill.

In team sports, if students are matched with players of similar ability, they will feel more confident to extend their sports knowledge and skills.

For those who don't have sporting ability and who are intimidated by comparing themselves to others, the emphasis can be on achieving personal bests rather than victory over opponents.

Sport helps students develop resilience and coping strategies to face failure and navigate competitive situations which are part of life.

Although students may be introduced to different sports or physical activities in PE class, these lessons are too short for students to discover whether they enjoy them or are good at them. If students choose one sport per term within a compulsory sports programme, and then switch to another one, they will be exposed to a range of activities during their time at school. This broadens their learning experience.

Knowledge of a range of sports can help students connect with others.

Sport creates opportunities for students to interact with their peers and form strong friendships while pursuing common goals.

Compulsory sport reinforces the idea that different types of knowledge and ability are valued, apart from academic ability.

Studies suggest that involvement in sport improves concentration levels and academic achievement. A study of 9700 students aged 14 to 18 conducted by researchers from Pennsylvania State University and the University of South Carolina found that adolescents who belong to school sports clubs, rather than drama or debating societies, are more likely to complete their education and go to university.

School Sport encourages teacher-student bonding outside the classroom.

Compulsory participation can make playing sport less expensive for students, as some schools provide equipment, playing spaces, and transport to and from venues at subsidised prices.

Gifted players don't have to carry the entire responsibility of a match on their shoulders in competitions, because even if their peers are less talented, the less able students can still support them and contribute to the team's performance.

Well managed compulsory team sport is a beneficial to the overwhelming number of students, There needs to be elements of choice and a positive approach. Students should be free to discover a sport they enjoy in an atmosphere which encourages them to reach their personal best and respect each other, regardless of skill levels. Sport should be accessible to all students, not only to those with natural sporting ability. Making sport compulsory in Schools removes the hidden inaccessibility.
Sources
" Do Australian schools need more sport?" The Good Schools Guide. Good Education Group. 2018.

" Should school sport be compulsory?" The Scots College Blog. 17 October, 2017.

Jenkin, Matthew. "Does competitive sport in school do more harm than good?" The Guardian. 29 January, 2015. (accessed 23 April, 2018). < https://www.theguardian.com/teacher-network/2015/jan/29/competitive-school-sport-harm>.

Lang, Kylie. " Sport should be compulsory in schools." The Daily Telegraph. 15 April, 2016.

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Why Make Sport Compulsory at School? - Educational Infrastructure Services Australia

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Sports professionals, such as AOC president John Coates, advocate the introduction of compulsory sport (excluding PE lessons) in schools, claiming that the lack of emphasis on sport in the curriculum contributed to the disappointing performance of Australian athletes in the 2012 Olympics. However making School Sport compulsory is not about creating great athletes.

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Written by Alessandro Pumpo

Course Director in Barcelona

What is Holistic Education?

This innovative concept was coined by Jan Christian Smuts in the 1980s and it is a system that continues to be studied by educators today. However, the roots of this educational movement come from Greek philosophy which believes in the idea that the world is a 'single whole'.

It is also inspired by some indigenous cultures with its ancestral knowledge, and wisdom as well as a combination of self-motivated growth philosophy and experimental learning techniques. A compatible formula for developing a free-thinking and conscious individual.

Holistic education is an approach to learning which focuses on all aspects of an individual, rather than just their academic or intellectual development.

One of the fundamental key principles of Holistic Education presents learning as something that should be relevant and meaningful to students. This means that each student should be able to recognize and engage with the subject material as well as adopt it in their daily life...

Additionally, another crucial aspect of this teaching method is that it places a strong emphasis on creativity and critical thinking. Students are encouraged to think freely, question assumptions, and be inspired to seek out new perspectives. Pupils are also pushed to take risks and learn from any mistakes.

This practice also places a strong emphasis on a sense of community and collaboration. Students are encouraged to work together and support one another throughout their learning with the aid of many activities such as group projects, peer tutoring, and community service work.

Believe it or not, physical education and mindfulness practices are crucial in Holistic Education. This includes activities such as yoga, meditation, and other mind-body practices that support students to develop self-awareness and manage self-regulation.

Maslow's Hierarchy of Needs

" Human beings are motivated by goal accomplishment. Achieving goals allows humans to meet their individual wants and needs. Needs are mentally prioritized in order of importance " - Maslow, 1943

Maslow's Hierarchy of Needs is a theory that can be applied in Holistic Education to help teachers understand the different needs of students and know how best to meet them. It is possible for schools to incorporate and teach a Holistic curriculum.

Simple steps can be taken, such as a place-based approach, which involves learning within places of the local community, working with residents, and learning about the local environment.

Or, making an inquiry-based learning program where students delve into what they are being taught and engage more with the subject material. More so, to embrace the arts, painting, drama, and music, and being able to form a mind-body connection. Even introducing something through sport, for example, yoga for 15 minutes a day can increase focus and concentration levels as well as relieve stress and decrease anxiety.

This theory clearly shows that before the student is an open channel of learning, they must have their basic needs met. Schools are not just a place to learn, but they are also a community that offers students a sense of belonging.

Are you nourishing these needs well enough to bring the best out of your students? Using this pyramid as a guide to address and take each step to ensure your classroom is a commune for learning.

Research has shown that people with an average IQ (intellectual intelligence) but a high EI (Emotional intelligence) are more successful than those with a high IQ but a low EI. This is why today, early childhood educators are challenged to integrate a teaching practice that is dedicated to nurturing and developing all aspects of an individual: physical, emotional, psychological, and spiritual.

This is the best method of seeing the growth of an integrated human being who has a sense of being, of belonging to a community, whose mind and vision extends more than just going to school to learn and pass exams to get a job. Someone who realizes that in this cooperative there is a collective fellowship of human beings.

Take into account the student-teacher roles within the class and use them to form an education system that focuses and engages on all aspects of the learner including mind, spirit, and body as a unity that has the sole emphasis on building a positive environment in the school which in turn encourages positive behavior in student.

This transmits into our society, so we are able to create an equal and fair society that is based on community, and unity and create a community where everyone can self-transcend.

We as teachers have the future seeds in our hands to plant, one that will help students grow into sentient, tenacious, harmonious people who will bring positive change to our society and our community needs.

How to introduce Holistic Education into your classroom?

There are a variety of educational models that are used within Holistic Education.

Experiential Learning

A more hands-on approach, in which students decide which learning style suits them and their group the best. This builds a collective class that can collaborate and constructs a learning system that promotes problem-solving and innovative ideas.

Self-guided Learning

A method in which students use their motivation and interests to learn at their own pace whilst evaluating their own learning experiences and therefore giving the teacher the right feedback to help steer the curriculum toward the students' strengths and weaknesses.

Community Learning

As schools are community-based and are indeed the heart and foundation of any prosperous town, why not allow this approach to teaching to diffuse across a wider audience and establish it as an integrated part of our curriculum?

This could be achieved by the introduction of after-school clubs, summer programs, or volunteer and action-based schemes, where students go to help their local environment or contribute to organizations to help their local community.

This communication-based learning facilitates students' understanding that they make part of the whole image. By helping their community they are not only helping others but they are equally helping themselves grow as individuals and work better in team environments as they start to recognize the opportunity and growth around them.

Additionally, this creates a rapport between teachers, parents, and other members of the community which unites them and established a solid learning environment and coalition, in contrast to the current education system which is more unconventional and requires a more individualistic mentality that is undoubtedly reflected in the world around us.

Interdisciplinary Coursework

This technique aids with cognitive growth by studying multiple subjects that are addressed together. Integrated programs of subjects taught by teachers with various disciplines come together to teach thematic courses that explore different issues and multiple perspectives.

It offers students a magnitude of topics to discuss taught by various teachers with different sets of expertise and thus enlightens cognitive development in students.

Teachers who specialize in different areas teach an array of thematic courses that could be in the form of independent study, field trips, group projects, or internships.

These growth-based activities encourage students to look at both sides of the coin and examine material in more depth as well as learn by a more empathic and cognitive method which will in turn develop the student's ability to assess situations from different perspectives logistically.

It also helps to cultivate leadership skills and develop a sense of belonging in a community-based class to then go on to develop the rules and structure of the class. This principle also applies when working with fellow teachers, as well as dealing with parents.

Holistic Teaching Strategies

What is the role of a teacher?

In contrast to traditional teaching practices, within Holistic Education, the teacher plays a crucial role of a facilitator rather than the traditional "sage on the stage". Teachers are trained to create a supportive and stimulating learning environment, where students feel safe to take risks and freely express themselves.

There are various teaching strategies within Holistic Education that can be implemented within the classroom.

Strong Student-Teacher Relationships

Educators need to be aware and observant of their student's personal growth and foster and support their development. They can do this by creating a trusting rapport with the student which has a positive impact on learning as it increases the student's motivation, boosts performance, and elevates success rates.

At-risk students have a higher chance of success when they feel safe and nurtured. We can adapt the nature vs. nurture theory to this principle, at-risk students succeed more because, in a nurturing environment that feels safe, they are more capable of trusting others and being more open with their peers as well as engaging with more committed responsibility within the classroom.

In a safe and nurtured environment, close community bonds form. This goes hand in hand with encouragement and recognizing the students' unique strengths, by focusing lessons on realistic and relevant issues in the students' lives.

Encouraging Self-Confidence

Education is not solely about academia, and students need to be able to believe that beyond the scope of the school, they have the ability to succeed.

Teachers can help to establish self-confidence within individuals by providing them the possibility to break down information and communicate their understanding of the material in various ways.

By recognizing students' unique strengths and personalities, teachers can enhance and modify their lessons to make them specific to the students' lives and focus on realistic issues, teaching them how to overcome these issues by encouraging self-confidence.

Incorporating Emotional Reflection

By encouraging emotional reflection in daily routines, teachers are able to provide students with moments of emotional reflection, meditation, and contemplation.

Teachers can act as a mirror within the class, by focusing on the student's emotional and mental well-being. By introducing time for reflection or mindfulness within the classroom. An example of this could be 5 minutes of meditation a day or reflecting and debating on current issues.

Perhaps the teacher may question the students about their emotions to help them get to the root of their feelings and try to find an innovative way of channeling their emotions, such as learning to channel rage into creativity or use happiness in poetry. The teacher may open with a question and give the students the right tools to journal their emotions and feelings.

The Benefits of Holistic Education

We can observe the benefits of this teaching approach, such as:

Emotional intelligence;

Confidence;

Social ability;

Compassion;

Fine and gross motor coordination;

Responsibility;

Creativity;

Self-agency;

Community belonging and teamwork skills;

Self-awareness.

Conclusion

To conclude, we can see the real benefits that this education system has. Although only a few points have been mentioned, this is just the scratch of the surface.

There is a profound depth of study yet to be examined within holistic education, not only this but new doors and new methods of teaching are yet to be discovered. Teachers should explore this method to see how it can be aligned to enhance the classroom or curriculum flow state.

Go forth and read more on the subject and learn about the philosophers, pioneers, and practices of this educational method to open new possibilities and opportunities for your classroom of students.

If you want to discover more about innovative ways to transform your classroom, have a look at one of our relevant courses:

References:

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Holistic Education Guide for Teachers (Strategies & Benefits)

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Discover the benefits and theory of holistic education and how it can prepare your students for the outside world!

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Sport isn’t just good for children’s bodies. Sport has psychological benefits for children and adolescents, and teaches them important life skills.

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Based on available studies, "We have solid evidence that exercise does, in fact, help you fall asleep more quickly and improves sleep quality," says Charlene Gamaldo, M.D. , medical director of Johns Hopkins Center for Sleep at Howard County General Hospital. "But there's still some debate as to what time of day you should exercise. I encourage people to listen to their bodies to see how well they sleep in response to when they work out," she adds.

How Exercise May Help You Sleep

Researchers don't completely understand how physical activity improves sleep. "We may never be able to pinpoint the mechanism that explains how the two are related," she says.

However, we do know that moderate aerobic exercise increases the amount of slow wave sleep you get. Slow wave sleep refers to deep sleep, where the brain and body have a chance to rejuvenate. Exercise can also help to stabilize your mood and decompress the mind, "a cognitive process that is important for naturally transitioning to sleep," says Gamaldo.

The Timing of Exercise May Matter

Some people may find that exercising close to bedtime seems to keep them up at night, says Gamaldo. How does working out affect the mind?

Aerobic exercise causes the body to release endorphins. These chemicals can create a level of activity in the brain that keeps some people awake. These individuals should exercise at least 1 to 2 hours before going to bed, giving endorphin levels time to wash out and "the brain time to wind down," she says.

Exercise also raises your core body temperature. "The effect of exercise in some people is like taking a hot shower that wakes you up in the morning," says Gamaldo. Elevation in core body temperature signals the body clock that it's time to be awake. After about 30 to 90 minutes, the core body temperature starts to fall. The decline helps to facilitate sleepiness.

Despite these biological responses to exercise, other people find that the time of day they exercise doesn't make a difference. "Whether it's in the early morning or close to bedtime, they'll see a benefit to their sleep," says Gamaldo.

"Know your body and know yourself," she says. "Doctors definitely want you to exercise, but when you do it is not scripted."

How Much Exercise You Need for Better Sleep

Patients often ask Gamaldo how much exercise they need for better sleep, and how many weeks, months or years it will take to experience this benefit.

The good news: People who engage in at least 30 minutes of moderate aerobic exercise may see a difference in sleep quality that same night. "It's generally not going to take months or years to see a benefit," says Gamaldo. "And patients don't need to feel like they have to train for the Boston Marathon to become a better sleeper."

Moreover, while many studies focus on aerobic activity and sleep, Gamaldo says picking an exercise you like will help you stick with it. For example, power lifting or an active yoga class can elevate your heart rate, helping to create the biological processes in the brain and body that contribute to better quality sleep, she says.

"We really want to encourage people to exercise, just be mindful of timing and whether it seems to affect your ability to get optimal sleep quality," she says.

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Working out is great for your body and mind and it can also help you get a good night's sleep.

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Physical activity is vitally important for health, but PE at school can run the risk of putting children off exercise for life. shutterstock

Physical Education (PE) is often viewed as a marginal subject within the curriculum. And many secondary schools actively reduce PE time to make way for what are deemed more "serious" or "important" subjects.

Research from the Youth Sport Trust shows that 38% of English secondary schools have cut timetabled PE for 14- to 16-year-olds. One of the main reasons for this is the increased pressure to produce exam results. Much of the time pupils would usually spend in PE lessons is now spent receiving extra tutoring on topics other than PE.

Despite these cuts, however, PE is still championed for its potential to promote health and encourage lifelong physical activity. This is an important issue given that over 30% of year six pupils are classed as "overweight" or "obese" according to the latest government figures.

PE is also praised for its contribution to improved psychological health, for helping to nurture social and moral development - as well as supporting cognitive and academic performance.

The Association for Physical Education maintains that high quality PE fosters the physical, moral, social, emotional, cultural and intellectual development of pupils. But the many aims for PE - such as health promotion, skills development as well as a focus on social and moral issues - has resulted in confusion about the subject and has done little to further the educational experiences in practice. In fact, it has been argued that PE offers more entertainment than education.

Not intellectual enough

A waste of time and a bit of entertainment, or vitally important to the education and development of a child - which is it?

Part of the problem seems to be that PE is often viewed as an opportunity for pupils to be active and to enjoy themselves. Or in some cases, as a form of stress relief and to serve as a break from traditional learning.

Clearly, these areas are valuable for pupils' general well-being and there is a growing evidence base to suggest that physical activity has the potential to support learning more broadly. But the role of PE is not merely to prop up and support pupils' learning in other subjects. Instead, it should provide meaningful learning experiences within the subject itself.

What PE seemingly lacks in comparison to all other subjects is a platform on which pupils' learning can be communicated and evidenced with clarity and rigour. And while PE is often marginalised to make way for more valuable or academic subjects, it seems the intellectual and academic value of PE itself is largely overlooked.

The potential of PE

PE, sport and physical culture each offer a unique platform on which to explore a multitude of holistic learning opportunities. For instance, the ethical or moral controversies in sport can give teachers a range of educational stimuli for debate, reasoning and critical thinking.

The Sports Monograph is a recent project we worked on, which invited learners to collaborate and share their opinions and experiences about sport and what it means to them. The project included primary and secondary school pupils, as well as undergraduate and postgraduate students, who were all supported by their teachers and lecturers.

As part of the project, not only were the pupils recognised for their written contributions at school awards evenings, but unlike in traditional PE, their work left a trail of learning evidence and intellectual engagement - which the schools recognised and celebrated. PE was effectively standing shoulder to shoulder with other subjects in the curriculum as a valuable educational endeavour, with written evidence to support the claim. These pupils now have publications that are being used to teach undergraduate students at the University of Central Lancashire.

Future health

The spiralling downtrend of PE time in secondary schools is a major cause for concern and it would seem that PE is in urgent need of an overhaul. But while the future of PE may be uncertain, there are certainly many opportunities for cross-curricular links and integrative learning in PE.

A recent project, for instance, explored the link between cycling and wider conceptual learning. Similarly, another recent study explored the physical aspects of learning across all curriculum areas, simply through setting up a tent.

The role that PE can play as part of the wider academic curriculum seems to be, at best understated, and at worst, completely overlooked. Activities like the ones raised here could help to broaden the educational potential of PE, encourage more pupils to engage with the subject and strengthen the place of PE as a unique and valuable educational pursuit. The opportunities are there, but PE must be ready to grasp them and let the pupils write about their sporting passions to reflect what they are said to be learning.

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Physical Education is just as important as any other school subject

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Cutting PE lessons to boost exam results is madness - it's time for sport in schools to go mainstream.

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How does exercise reduce stress? Surprising answers to this question and more.

How does exercise reduce stress, and can exercise really be relaxing?

Rest and relaxation. It's such a common expression that it has become a cliche. And although rest really can be relaxing, the pat phrase causes many men to overlook the fact that exercise can also be relaxing. It's true for most forms of physical activity as well as for specific relaxation exercises.

Exercise is a form of physical stress. Can physical stress relieve mental stress? Alexander Pope thought so: "Strength of mind is exercise, not rest." Plato agreed: "Exercise would cure a guilty conscience." You'll think so, too - if you learn to apply the physical stress of exercise in a controlled, graded fashion.

How exercise reduces stress

Aerobic exercise is key for your head, just as it is for your heart. You may not agree at first; indeed, the first steps are the hardest, and in the beginning, exercise will be more work than fun. But as you get into shape, you'll begin to tolerate exercise, then enjoy it, and finally depend on it.

Regular aerobic exercise will bring remarkable changes to your body, your metabolism, your heart, and your spirits. It has a unique capacity to exhilarate and relax, to provide stimulation and calm, to counter depression and dissipate stress. It's a common experience among endurance athletes and has been verified in clinical trials that have successfully used exercise to treat anxiety disorders and clinical depression. If athletes and patients can derive psychological benefits from exercise, so can you.

How can exercise contend with problems as difficult as anxiety and depression? There are several explanations, some chemical, others behavioral.

The mental benefits of aerobic exercise have a neurochemical basis. Exercise reduces levels of the body's stress hormones, such as adrenaline and cortisol. It also stimulates the production of endorphins, chemicals in the brain that are the body's natural painkillers and mood elevators. Endorphins are responsible for the "runner's high" and for the feelings of relaxation and optimism that accompany many hard workouts - or, at least, the hot shower after your exercise is over.

Behavioral factors also contribute to the emotional benefits of exercise. As your waistline shrinks and your strength and stamina increase, your self-image will improve. You'll earn a sense of mastery and control, of pride and self-confidence. Your renewed vigor and energy will help you succeed in many tasks, and the discipline of regular exercise will help you achieve other important lifestyle goals.

Exercise and sports also provide opportunities to get away from it all and to either enjoy some solitude or to make friends and build networks. "All men," wrote St. Thomas Aquinas, "need leisure." Exercise is play and recreation; when your body is busy, your mind will be distracted from the worries of daily life and will be free to think creatively.

Almost any type of exercise will help. Many people find that using large muscle groups in a rhythmic, repetitive fashion works best; call it "muscular meditation," and you'll begin to understand how it works. Walking and jogging are prime examples. Even a simple 20-minute stroll can clear the mind and reduce stress. But some people prefer vigorous workouts that burn stress along with calories. That's one reason ellipticals are so popular. And the same stretching exercises that help relax your muscles after a hard workout will help relax your mind as well.

Autoregulation exercise and stress relief

Regular physical activity keeps you healthy as it reduces stress. But another special sort of exercise known as autoregulation exercises can also reduce stress.

Stress comes in many forms and produces many symptoms. Mental symptoms range from worry and irritability to restlessness and insomnia, anger and hostility, or sensations of dread, foreboding, and even panic.

Mental stress can also produce physical symptoms. Muscles are tense, resulting in fidgetiness, taut facial expressions, headaches, or neck and back pain. The mouth is dry, producing unquenchable thirst or perhaps the sensation of a lump in the throat that makes swallowing difficult. Clenched jaw muscles can produce jaw pain and headaches. The skin can be pale, sweaty, and clammy. Intestinal symptoms range from "butterflies" to heartburn, cramps, or diarrhea. Frequent urination may be a bother. A pounding pulse is common, as is chest tightness. Rapid breathing is also typical, and may be accompanied by sighing or repetitive coughing. In extreme cases, hyperventilation can lead to tingling of the face and fingers, muscle cramps, lightheadedness, and even fainting.

The physical symptoms of stress are themselves distressing. In fact, the body's response to stress can feel so bad that it produces additional mental stress. During the stress response, then, mind and body can amplify each other's distress signals, creating a vicious cycle of tension and anxiety.

Because the root cause of stress is emotional, it is best controlled by gaining insight, reducing life problems that trigger stress, and modifying behavior. But stress control can - and should - also involve the body. Aerobic exercise is one approach; physical fitness will help promote mental fitness. But there is another approach: you can learn to use your mind to relax your body. The relaxed body will, in turn, send signals of calm and control that help reduce mental tension.

Autoregulation exercises are a group of techniques designed to replace the spiral of stress with a cycle of repose. Several approaches are available.

Breathing exercise reduces stress

Even without formal meditation and controlled breathing, the gentle muscle stretching of yoga can reduce stress. "Full service" yoga is even better. But if that's not your thing, simple breathing exercises can help by themselves. Rapid, shallow, erratic breathing is a common response to stress. Slow, deep, regular breathing is a sign of relaxation. You can learn to control your respirations so they mimic relaxation; the effect, in fact, will be relaxing.

Here's how deep breathing exercises work:

1. Breathe in slowly and deeply, pushing your stomach out so that your diaphragm is put to maximal use.

2. Hold your breath briefly.

3. Exhale slowly, thinking "relax."

4. Repeat the entire sequence five to 10 times, concentrating on breathing deeply and slowly.

Deep breathing is easy to learn. You can do it at any time, in any place. You can use deep breathing to help dissipate stress as it occurs. Practice the routine in advance; then use it when you need it most. If you find it helpful, consider repeating the exercise four to six times a day - even on good days.

Mental exercises reduce stress, too

Bodily exercise can help relax the mind, and mental maneuvers can, too. Most often, that means talking out problems with a supportive listener, who can be a friend, a chaplain, or a trained counselor or psychotherapist. But you can also do it yourself, harnessing the power of your own mind to reduce stress. Simply writing down your thoughts and feelings can be very beneficial, and formal meditation exercises have helped many people reduce stress and gain perspective.

Meditation is a prime example of the unity of mind and body. Mental stress can speed the heart and raise the blood pressure; meditation can actually reverse the physiological signs of stress. Scientific studies of Indian yoga masters demonstrate that meditation can, in fact, slow the heart rate, lower the blood pressure, reduce the breathing rate, diminish the body's oxygen consumption, reduce blood adrenaline levels, and change skin temperature.

Although meditation is an ancient Eastern religious technique, you don't have to become a pilgrim or convert to put it to work for you. In fact, your best guide to meditation is not an Indian spiritualist but a Harvard physician, Dr. Herbert Benson. Here's an outline of what Dr. Benson has termed as the relaxation response:

1. Select a time and place that will be free of distractions and interruption. A semi-darkened room is often best; it should be quiet and private. If possible, wait two hours after you eat before you meditate and empty your bladder before you get started.

2. Get comfortable. Find a body position that will allow your body to relax so that physical signals of discomfort will not intrude on your mental processes. Breathe slowly and deeply, allowing your mind to become aware of your rhythmic respirations.

3. Achieve a relaxed, passive mental attitude. Close your eyes to block out visual stimuli. Try to let your mind go blank, blocking out thoughts and worries.

4. Concentrate on a mental device. Most people use a mantra, a simple word or syllable that is repeated over and over again in a rhythmic, chant-like fashion. You can repeat your mantra silently or say it aloud. It's the act of repetition that counts, not the content of the phrase; even the word "one" will do nicely. Some meditators prefer to stare at a fixed object instead of repeating a mantra. In either case, the goal is to focus your attention on a neutral object, thus blocking out ordinary thoughts and sensations.

Meditation is the most demanding of the autoregulation techniques, but it's also the most beneficial and rewarding. Once you've mastered meditation, you'll probably look forward to devoting 20 minutes to it once or twice a day.

Progressive muscular relaxation

Stressed muscles are tight, tense muscles. By learning to relax your muscles, you will be able to use your body to dissipate stress.

Muscle relaxation takes a bit longer to learn than deep breathing. It also takes more time. But even if this form of relaxation takes a little effort, it can be a useful part of your stress control program. Here's how it works:

Progressive muscle relaxation is best performed in a quiet, secluded place. You should be comfortably seated or stretched out on a firm mattress or mat. Until you learn the routine, have a friend recite the directions or listen to them on a tape, which you can prerecord yourself.

Progressive muscle relaxation focuses sequentially on the major muscle groups. Tighten each muscle and maintain the contraction 20 seconds before slowly releasing it. As the muscle relaxes, concentrate on the release of tension and the sensation of relaxation. Start with your facial muscles, then work down the body.
Forehead
Wrinkle your forehead and arch your eyebrows. Hold; then relax.
Eyes
Close your eyes tightly. Hold; then relax.
Nose
Wrinkle your nose and flare your nostrils. Hold; then relax.
Tongue
Push your tongue firmly against the roof of your mouth. Hold; then relax.
Face
Grimace. Hold; then relax.
Jaws
Clench your jaws tightly. Hold; then relax.
Neck
Tense your neck by pulling your chin down to your chest. Hold; then relax.
Back
Arch your back. Hold; then relax.
Chest
Breathe in as deeply as you can. Hold; then relax.
Stomach
Tense your stomach muscles. Hold; then relax.
Buttocks and thighs
Tense your buttocks and thigh muscles. Hold; then relax.
Arms
Tense your biceps. Hold; then relax.
Forearms and hands
Tense your arms and clench your fists. Hold; then relax.
Calves
Press your feet down. Hold; then relax.
Ankles and feet
Pull your toes up. Hold; then relax.

The entire routine should take 12 to 15 minutes. Practice it twice daily, expecting to master the technique and experience some relief of stress in about two weeks.

Exercise, health, and stress

Few things are more stressful than illness. Many forms of exercise reduce stress directly, and by preventing bodily illness, exercise has extra benefits for the mind. Regular physical activity will lower your blood pressure, improve your cholesterol, and reduce your blood sugar. Exercise cuts the risk of heart attack, stroke, diabetes, colon and breast cancers, osteoporosis and fractures, obesity, depression, and even dementia (memory loss). Exercise slows the aging process, increases energy, and prolongs life.

Except during illness, you should exercise nearly every day. That doesn't necessarily mean hitting the gym or training for a marathon. But it does mean 30 to 40 minutes of moderate exercise such as walking or 15 to 20 minutes of vigorous exercise. More is even better, but the first steps provide the most benefit. Aim to walk at least two miles a day, or do the equivalent amount of another activity. You can do it all at once or in 10- to 15-minute chunks if that fits your schedule better. Add a little strength training and stretching two to three times a week, and you'll have an excellent, balanced program for health and stress reduction. And if you need more help with stress, consider autoregulation exercises involving deep breathing or muscular relaxation. Remember, too, that mental exercises are the time-honored ways to cut stress (see box).

Popular beliefs notwithstanding, exercise is relaxing.

Image: © Rawpixel | GettyImages

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Exercising to Relax - Harvard Health Publishing - Harvard Health

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How does exercise reduce stress, and can exercise really be relaxing? Rest and relaxation. It's such a common expression that it has become a cliche. And although rest really can be relaxing, the pat phrase causes many men to overlook the fact that exercise can also be relaxing.

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https://www.kidsnews.com.au/health/push-for-compulsory-school-sport-and-pe-kicks-off/news-story/ef92bd4292ec6b680c9d5a2034804e18

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Sport would be compulsory* in schools under a radical* plan to produce smarter and healthier kids.

Federal* Sports Minister Bridget McKenzie has revealed plans to convince state education and sports ministers to make sport and physical education* compulsory.

She said it would help students get better school results.

Senator McKenzie also said that sport outside school was becoming too expensive for some families, making lessons and exercise at school even more important.

She said it was ridiculous that not every child learned to swim in primary school.

States decide what is compulsory in schools, so even though the national curriculum* says students should participate* in physical activities, the Federal Government doesn't have the power to make sure that happens.

Senator McKenzie said there were more benefits to sport than keeping healthy and that a growing amount of research linked physical activity and better learning.

"Sport is a powerful platform* for a whole lot of things, not just for the fun of it (and) I want to use the power of sport whenever I can,'' Senator McKenzie said.

"Physical literacy* is a key element* to education and is just as important to a child's development as maths and English.

"There's a whole body* of research on that. We got the Australian Sports Commission (ASC) to put a submission* to the Gonski 2.0 (review)." Gonski 2.0 is the name for a national report that looked at how much money schools should get from government.

She said she knew health and physical education was not compulsory but hoped that would change.

"That is a big thing I'd like to talk to my state counterparts* in education and sport about," she said. "Even learning to swim in a nation like this - there are only two states where it is compulsory in primary schools. Our kids need to graduate* primary school knowing how to swim."

Senator McKenzie said it was even more relevant* given the cost-of-living pressures families were facing.

"Swimming lessons (outside school) are about $780 per child per year," she said.

The ASC submission to the recent Gonski review said developing the physical abilities of children and young people was proved to improve results in other learning areas.
GLOSSARY
compulsory: required by law

radical: a very big change

Federal: national

physical education: learning about sport and movement, often called PE

national curriculum: the program of learning across the country

participate: join in

platform: a subject that helps you discuss or learn other things

physical literacy: knowing about the body and how to look after it

key element: important part

body: a large amount

submission: suggestion

counterparts: equivalent person in another organisation

graduate: finish

relevant: closely connected
LISTEN TO TODAY'S STORY QUICK QUIZ
1. Who is Senator McKenzie?

2. Name the two main reasons Senator McKenzie gives for wanting to make sport compulsory.

3. Why does she have to convince the states she is right?

4. What is Gonski 2.0?

5. How many states have compulsory swimming lessons?
CLASSROOM ACTIVITIES 1. List the benefits.
Read the article carefully, making a list of all the benefits of providing sport and physical education in schools that are mentioned. Can you think of any other benefits? Add these to the bottom of your list.

Can you think of any reasons why schools shouldn't have to provide sport and physical education (even if you don't agree with these reasons)? Make a list of these as well.

Time: Allow 20 minutes
Curriculum links: English, Health and Physical Education
2. Extension: Unfortunately, limited time and resources mean that schools cannot always provide detailed education in every learning area. If you were in a decision-making position at your school, what order of importance would you place on the following curriculum areas?

sport and physical education
performing arts (music/dance/drama)
visual arts
digital technologies
a language other than English

Place these curriculum areas in order of importance. Under each area explain why you believe it belongs in this position of importance to the school curriculum.

Assume that the curriculum areas of English, mathematics, science, history and geography are non-negotiable and must be included.

Time: Allow 40 minutes
Curriculum links: English, Health and Physical Education, Critical and Creative thinking VCOP ACTIVITY
The glossary of terms helps you to understand and learn the ambitious vocabulary being used in the article. Can you use the words outlined in the glossary to create new sentences? Challenge yourself to include other VCOP (vocabulary, connectives, openers and punctuation) elements in your sentence/s. Have another look through the article, can you find any other Wow Words not outlined in the glossary?

QUESTIONS: Do you believe sport should be compulsory at school? Should school swimming lessons be compulsory?
Explain your answers using full sentences.

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Kids News: Federal Sports Minister Bridget McKenzie calls for sport to become compulsory for Australian schools

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According to the , children 6 to 17 years old should do 60 minutes or more of moderate-to-vigorous physical activity every day. The tragic reality is that less than 25% of kids follow those guidelines. Many children are extremely inactive and do not participate in any extra-curricular activities. What would happen if our students were no longer granted access to quality physical education?

Participating in a high-quality PE program may provide numerous benefits for students, perhaps more than any other subject. Physical education is critical to our health, well-being, and overall development. Unfortunately, it is not always understood by everyone. The fact is that we, as educators, must be our students' and others' own strongest advocates. We must identify and promote the unique benefits of physical education to all members of our community. Here are ten of the many reasons why physical education is so important:

1. Encourages physical activity for life

Regular exercise and movement are required for optimum health in our lives. A physical education class is the ideal setting for instilling healthy habits and acquiring an understanding of one's own fitness and mobility abilities. Daily physical education is an essential component of a complete educational program. It encourages children to be physically active and develop the abilities and confidence they need to be active throughout their lives, which is beneficial for them both physically and emotionally.

2. Helps prevent sickness and disease

Regular exercise can not only improve your physical health, but it may also help you avoid illness and disease. Physical activity has been linked to a strengthened immune system, which makes us less likely to get sick. It also aids in the reduction of stress, improvement of mental health, weight management, and overall energy levels. And since PE classes are a great way to get people moving, they can play a big role in keeping our students healthy.

3. Provides an outlet for creativity and self-expression

PE gives young people the opportunity to express themselves in a different way than they do in the classroom. They can let loose, have fun, and be creative without having to worry about grades or competition. PE is a great outlet for kids who may not be as academically inclined as their peers. It allows them to still feel like they're part of the class and gives them a chance to show their personality.

Physical education also provides an outlet for kids who are shy or introverted. It's a great way for them to get out of their shell and interact with other kids in a non-threatening environment. It may be a wonderful opportunity for kids to have some fun, discover their talents, and just be themselves.

4. Develops cooperation and teamwork

Physical education helps students develop social skills and the ability to work cooperatively and effectively with others. In PE, students learn how to share, take turns, and cooperate with classmates to accomplish a common goal. These skills are essential for success in school and later on, in the workplace. It can also help a student develop teamwork skills by teaching them how to communicate effectively, set goals, and problem-solve as a team. These skills are essential for success in any endeavor.

5. Builds self-confidence

Physical education classes help to develop self-assurance and determination in children. It can help to boost confidence, as they see themselves achieving their goals and improving their abilities. A student's confidence can be greatly enhanced if they improve their fitness level or acquire new movement skills. They also learn how to cooperate with others and handle winning and losing gracefully. These are all vital abilities for youngsters who compete in outside individual and team sports.

Shape America Standard 2 reads: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance*. This is applied when a young person learns a new skill or movement in a PE class. They can then apply that knowledge to be more self-assured in a game or performance-based sports setting.

6. Provides opportunities for personal goal-setting

One of the most outstanding features of PE is the opportunity it provides students to create individual goals and self-discipline. This could be anything from improving their fitness levels to learning a new sport or perfecting a particular skill set. Having something to aim for gives children a real sense of purpose and motivation in PE, which can carry over into other areas of their lives.

7. Increases personal fitness and motor skill development

Physical education is a prime outlet for kids and adolescents to intentionally develop both their health and skill-related components of fitness. Students who participate in regular physical activity can get a lot out of their PE lessons. This is accomplished through repetition, practice, and creative movement situations. They may learn more about their bodies and how to use them appropriately in a variety of settings.

PE is a broad discipline that includes numerous options for students to participate in team and individual sports, dance, and gymnastics. A skill acquired early in life may be transferred to other similar skills or activities and put to use for the remainder of one's life, resulting in better health as an adult.

8. Helps reduce stress and anxiety

PE can be the perfect outlet to reduce stress and anxiety for young people. When kids are allowed to be active and move their bodies at school, it becomes a natural body and mind energizer that makes the rest of the day far more enjoyable. According to recent research, physical education may play an important role in lowering cortisol levels, which is linked to stress. Physical activity may help to improve mood and emotional stability. Regular physical exercise can also aid in the prevention of anxiety disorders. These anti-stress benefits, in the end, assist children and adolescents to become better students.

9. Strengthens relationships with others

Physical education is not only about enhancing one's physical capabilities and motor skills. It's also about teaching individuals to collaborate and develop leadership skills. Students are frequently forced to work together as part of their PE lessons to complete assigned activities or objectives. This allows them to strengthen relationships with their classmates. In some cases, these relationships can last a lifetime. PE can also help to build communication skills and teach students how to better manage conflict. All of these factors contribute to the development of strong, healthy relationships with others.

10. Boosts academic learning

Numerous studies have shown that there is a strong link between physical activity and academic achievement. PE can improve concentration, attention, and memory, as well as reduce stress and fatigue. All of these factors can lead to improved grades and test scores.

Physical activity can help to increase blood flow and oxygen to the brain, which can improve cognitive function. PE can also help to improve students' executive functioning skills, such as planning, organizing, and multitasking.

Another way that PE boosts academic performance is by improving energy levels and mood. Physical activity boosts the production of endorphins, which can help to improve mood and energy levels in kids. This can make it easier to focus and learn in the classroom.

Physical education is an important part of a student's overall education. It provides opportunities for students to improve their physical fitness and motor skills, while also developing teamwork skills and relationships with others. PE can also boost their academic performance by improving focus, concentration, and energy levels.

All of these benefits make PE an essential part of the educational experience for students of all ages. Physical education is an important part of a well-rounded education and should be required in all schools. So let's do our part to promote physical education in schools and keep our students strong in body and mind!

Do you think PE should be a mandatory part of the educational curriculum? Why or why not? Share your thoughts in the comments below!

Video- Why Physical Education?

Check out Pete's video entitled Why Physical Education? 10 Reasons for and 6 Steps to Advocate.

*SHAPE America. (2013). National Standards for K-12 Physical Education. Reston, VA: Author

Need some graphics to advocate for your physical education program? Download this FREE visual packet to create wall posters or post them on your gym or school bulletin board!!

Teaching physical education can be difficult. There are so many different things to cover, and it's hard to know what is the most important. I can help you make teaching PE simpler with engaging, student-friendly graphics that you may utilize on your gym wall or via a monitor. Visual aids can assist make physical education instruction much more simple. They break down complex topics into easy-to-understand visuals that will engage your students and help them learn.

If you're looking for high-quality visuals to help you teach PE and health, go with the Cap'n Pete's Top Physical Education Posters - 25 Set Super Bundle.

You can download the bundle (or individual resources) from either of the following platforms: Cap'n Pete's Power PE Website or Teachers Pay Teachers- Cap'n Pete's TPT Store

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We Need PE in Our Schools Today: 10 Powerful Reasons Why Physical Education is Important

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According to the CDC, children 6 to 17 years old should do 60 minutes or more of moderate-to-vigorous physical activity every day. The tragic reality is that less than 25% of kids follow those guidelines. Many children are extremely inactive and do not participate in any extra-curricular activities.

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Holistic education is a type of educational approach that recognizes the importance of a child's social, physical, emotional, and spiritual development. More and more people are beginning to realize the benefits of a holistic approach to education.

The primary benefit of a holistic approach to education is that it encourages children to develop a deeper understanding of their own unique needs and interests. By allowing children to explore their strengths and weaknesses, they can develop into well-rounded individuals.

Secondly, holistic education also fosters critical thinking and problem-solving skills, as children are asked to consider different perspectives and learn to think outside the box. Additionally, holistic education can also help children develop emotional intelligence by helping them to identify and understand their own emotional state as well as the feelings of others.

Finally, holistic education can also help children develop empathy, as they learn to consider the feelings and needs of others in addition to their own. Parental guidance, positive role models, and various activities can help children to learn and practice necessary social-emotional skills. For example, children can learn how to handle conflicts in a respectful manner, be empathetic to others, take turns, and be cooperative. Activities such as role-playing, storytelling, and drama can help children practice these skills in a safe and fun environment.

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The Holistic Approach to Children's Education

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Learn all that you need to know about the holistic approach to children's education, including its advantages and potential challenges.

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Regular physical activity helps to prevent and manage many chronic diseases. Amorn Suriyan/Shutterstock

Physical inactivity is the fourth leading cause of death worldwide. It's also associated with chronic illness and disability. Recent research estimates that the world could see close to half a billion new cases of major chronic diseases by 2030 if people don't get more active. Regular physical activity helps to prevent and manage many chronic diseases. Popular ways to be physically active include walking, cycling, and playing sports.

The World Health Organization (WHO) recommends that children and adolescents (5-17 years old) get an average of at least 60 minutes per day of moderate to vigorous intensity physical activity. This should incorporate vigorous aerobic activities, as well as those that strengthen muscle and bone, at least three days a week. It's also recommended that children spend no more than two hours a day on recreational screen time. These recommendations aim to improve children's physical and mental health, as well as cognitive outcomes.

Before the COVID-19 pandemic, physical activity among children and adolescents was already below the recommended levels. In 2016, 81% of adolescents around the world aged 11-17 were considered physically inactive. Girls were less active than boys.

The pandemic has made matters worse. Physical inactivity in children and adolescents has become a global public health priority. It is now included in global action plans.

For example, using 2016 as baseline, the WHO through its Global Action Plan on Physical Activity targeted a 15 percentage point reduction in prevalence of physical inactivity among adolescents by 2030. This call to action also implored other international organisations and governments to help track progress in physical activity promotion among children and adolescents.

In response to this global physical inactivity crisis, the international call to action, and the need to systematically collect comparable data, the Active Healthy Kids Global Alliance recently published a major study, the first to provide a comprehensive assessment of physical activity among children and adolescents. Published in October 2022, the study included data that were collected before and during the COVID-19 pandemic. We were among the 682 experts who assessed 10 common physical activity indicators for children and adolescents around the world.

Our study shows physical activity among children and adolescents has not gotten better. About one-third of children and adolescents globally were sufficiently physically active while a little over one-third met the recreational screen time recommendation for better health and well being. These findings indicate that a significant proportion of children and adolescent who do not meet recommended physical activity guidelines are at an increased risk of negative outcomes as well as developing related chronic diseases at a much earlier age.

COVID effect

Most of the experts involved in our study agree that the childhood physical inactivity crisis is an ongoing public health challenge and the COVID-19 pandemic appears to have made it worse. When surveyed, more than 90% of the experts reported that COVID-19 had a negative impact on children's sedentary behaviours, organised sport and physical activity. Our findings are supported by numerous studies.

Read more: Here's how much kids need to move, play and sleep in their early years

Lockdowns imposed at the height of the COVID-19 pandemic led to school shutdowns and closures of public parks, which hampered children's levels of physical activity. Research suggests that children's moderate-to-vigorous physical activity decreased by 17 minutes per day during the pandemic. That represents a reduction of almost one-third of the recommended daily activity. Another global study representing 187 countries showed a collective 27.3% decrease in the daily step counts of individuals after 30 days of COVID-19 related restrictions.

Our study

Four African countries participated in our study - Botswana, Ethiopia, South Africa and Zimbabwe.

The grading ranged from as high as A+ (large majority, 94%-100% of children and adolescents achieving recommended levels) to as low as F (less than 20% achieving recommended levels).

Children and adolescents from the four African countries were marginally more physically active than children from the rest of the world. They received C- (47%-53% of them met recommendations) for overall physical activity compared to the D (27%-33% met recommendations) for the rest of the world. More children and adolescents from the African countries used active transport (B-; 60%-66%), were less sedentary (C-; 40%-46%) and were more physically fit (C+; 54%-59%), compared to the rest of the world (C-, D+ and C-) respectively.

An important success story from this global comparison of grades is that despite the lack of infrastructure, average grades for individual behaviours were generally better for the African countries. This could be reflecting necessity, rather than choice. For example, children might be forced to walk to school because there's no affordable transport. Nonetheless it shows that it is still possible to promote healthy lifestyles even when resources are limited.

Factors such as having supportive family and friends, safer communities, positive school environments and adequate resources are often associated with better participation in physical activity. Average grades for these sources of influence were generally lower for the four African countries than those of the rest of the world. These findings demonstrate the challenges related to community safety, a general lack of infrastructure, and funding to support healthy behaviours for children and adolescents in African countries.

Read more: Young women in Soweto say healthy living is hard. Here's why

Overall, there wasn't enough data to accurately grade all the indicators for the African countries. Botswana was the only country for which we were able to assign grades for each of the 10 common indicators. The other three countries had at least one incomplete grade each. Lack of representative data is a common and often recurring problem in many low- and middle-income countries. It also means that our findings must be interpreted with caution. For example, we can't say with certainty that these findings are representative of all the children and adolescents from these four countries or the region as a whole.

Way forward

In many parts of Africa, the prevalence of infectious and other diseases justifiably demands attention and resources. These needs can out compete the messages about physical inactivity, whose negative impact may be silent but still detrimental to population health.

We need to persistently advocate for policies and practices, anchored in the African context, and promote equitable opportunities for children to engage in physical activity. These can include active school recesses and extracurricular programmes. Countries need to ensure access to safe, free public spaces, green spaces, playgrounds and sporting facilities.

Finally, researchers and public health practitioners must track the progress towards meeting the WHO's targets.

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Children and teens aren't doing enough physical activity - new study sounds a health warning

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Factors such as having supportive family and friends, safer communities, positive school environments and adequate resources, are often associated with more physical activity.