Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.

Focusing on physical education for kindergarten through grade 12, this user-friendly text emphasizes teaching strategies, theories, and skills to give students a foundation for designing an effective learning experience. This new edition focuses on the Physical Education National Beginning Teaching Standards with updates in assessment and student motivation, and the addition of a brief introduction to Mosston's styles of teaching.

Physical education teaching and learning efforts obviously target the student. Like parents, teachers, administrators and any other directly or indirectly involved parties, students do have opinions based on their experience on their respective physical e

This study examined high-school students' attitudes toward physical education/activity (ATPEA) and their sports/activities preferences. Participants were 1,317 high-school students (603 boys and 714 girls) from five urban public school districts. Physical Education Activity Attitude Scale (PEAAS, Valdez, 1997) adapted version (Zeng, 2009) was employed for the survey. Data analysis revealed that the five highest scores were Items 2, 16, 11, 18, and 5 on the PEAAS. The overall score indicated that the participants possess a quite positive ATPEA; differences exist among the following factors: participants' gender, ethnic group, and socio-economic status (SES). Girls scored higher than boys in Items 2, 13, and 15. Caucasian students scored higher than other four ethnic groups in Items 8 and 10. Students with middle SES scored higher than students with low and high SES in Item 2. In conclusion, the current ATPEA status of the students was positive. There were some crucial factors that structure the students' ATPEA. These factors were related to students' perception, benefit, care, and value about their PE programs and sports/activities. Much detail is discussed.

Negative health indices, specifically obesity, are not confined to the United States (US). In New Zealand (NZ) many young persons are affected (Center for Disease Control, 2010; NZ Ministry of Health, 2012). Physical education (PE) seeks to address obesity and other health issues (Pate, O’Neil, & McIver, 2011). By researching student attitudes toward PE, the efficacy of learning outcomes for students can be improved (Cothran & Ennis, 1999). This mixed methods study involved 125 students from one high school in the US and one in NZ. Results showed that the curricula of each school were greatly varied, while student attitudes were positive toward each programming. Students cared about PE in both countries, largely because of how assessment was tied to the subject. However qualitative data showed that attitudes varied between populations for diverse reasons. Further research in the area of student attitudes toward PE, especially concerning assessment, is recommended.