Throughout compulsory education over the past 30 years physical education has been given a raw deal. There has been a steady decline in the amount of time spent on PE and games. This has been particularly acute in the primary sector, especially since the additional pressures of the National Curriculum, the literacy and numeracy strategies and the Early Learning Goals.
Now a new study (see box) has reinforced the importance of physical education in promoting children's learning and self-esteem.
The British Heart Foundation tells us that a third of under-sevens fail to reach minimum recommended activity levels. Obesity has reached epidemic levels, with 10 per cent of children beginning primary school classified as obese and considered to be 'alarmingly overweight'.
The state of children's health can be accounted for in several ways. Many more passive activities seem to be encouraged by the availability of computers, games consoles and televisions. One piece of research from the US suggests that 'the strongest marker of increased risk of being overweight' is a television in a child's bedroom. We are also told that 40 per cent of children aged from five to eight show at least one heart disease risk factor. In the past these factors were rarely seen in anyone under the age of 30.
Apart from the most obvious health benefits that come from physical activity and the enjoyment children derive from it, there are other hidden benefits which we are just beginning to understand.
Nutritious food and sufficient physical activity are important for good health, but they both have a wider impact on children's development in other areas. Children who are physically active and who experience some success and enjoyment show higher levels of self-esteem and a sense of accomplishment which can spill over into other areas of their lives.
Professor Margaret Talbot, the convenor of the Sport and Physical Education Network, said that 'children of this(?) age need PE. Research shows that their academic work improves when they get it regularly'. (source?) A look at the available literature on this topic brings up work from different areas of study.
Neuroscience
There is evidence that increased physical activity linked with increasingly complex pattern-making that requires thought and concentration will boost the growth of neurological 'connections' in the brain. The more connections that are created at the earliest age possible, the more scope there will be for developing higher-level cognitive processes.
Physiology
It is well established that even mild physical activity leads to increased blood flow. Increased blood supply to the brain is a factor in raising immediate brain activity. Studies have shown that in the time following physical exercise, such measures as thinking time, reaction time and ability to focus are improved.
The release into the body of certain chemicals and hormones at times of even moderate exercise may account for increased focus and concentration too -adrenalin, for example, and also the release of endorphins, chemicals which can relax the body and give a sense of well being, both of which can aid concentration and set the scene for learning.
Psychology
Self-esteem is widely recognised as an important factor for progress in school. The enjoyment derived from taking part in even low-level physical activity, linked with the release of endorphins and increased blood flow can, it is thought, help improve an individual's self-esteem. Increased self-esteem can lead to a positive spiral of improvement in a range of school-related areas.
Improving schools
Interesting case studies have emerged from educational and Government sponsored work in Britain. Schools that have placed a greater emphasis on sport and physical activity show impressive results. There are examples of remarkable improvements in behaviour across the whole school based upon increased participation in physical activity and games. One school reports marked improvements in end of Key Stage test results and is able to link this directly with their programme of physical education.
Work carried out by individuals and other specific organisations gives additional evidence that cannot be ignored. The Educational Kinesiology movement and the proponents of Brain Gym all give highly plausible reasoning for increasing physical work with young children.
Sometimes this is in terms of remediation(??) of learning and other difficulties being experienced by some 'older' children, and sometimes it is put forward as important early developmental work which will help improve a child's potential for learning.
In particular, there is a school of thought that sees physical effort as an important and preventative measure in terms of developmental dyslexia and other related problems. Despite controversy in the press and on television in recent months, this deserves consideration.
Real benefits
It is reasonably clear from a survey of the research literature that increased engagement with physical activity, at even the lowest levels, can enhance the conditions which lead to improved learning. The ways in which this might take place include greater brain activity and brain growth, greater enjoyment at school in one specific area which is likely to spill over into other areas, increased self-esteem, better behaviour patterns, improved fine and gross motor control and improved dexterity. How, then, can taking time away from physical activity at school in favour of mental discipline be justified?
CASE STUDY: FIT FOR LEARNING
During the school year 2001-2002 a modified version of a programme called Fit for Learning, which had been successfully introduced in infant and junior classes at Knowle CE Primary School, Solihull, was introduced in the nursery at the same school. The progress of the introduction was evaluated and the results are promising.
The evaluation is based upon evidence gathered in several ways:
* discussion, and by semi-structured interviews
* by observation and tracking of children
* analysis of baseline and end-of-year data.
The project should ensure that:
* all children have physical activity each day
* on days when they do not receive their PE entitlement they have extra short periods of planned (physical) activity.
The implementation of Fit for Learning in the nursery did not hold rigidly to the pattern used in the infant and junior classes. Fit for Learning exercises took place daily, but not on three occasions, as it did with the older children. One reason for this is that children only spend one session per day in the nursery - a morning or an afternoon.
Implementation evolved as the programme unfolded. The balance between small group sessions and whole-class sessions initially favoured small groups and gradually shifted to work in bigger groups in larger spaces as the year progressed.
The nature of the activities was, naturally, targeted at the age of the children. The activities used were drawn from the huge collection of nursery activities of all types (finger play, action songs, miming, copying and so on) which exists in the wealth of resources available to nurseries through all of the usual channels (commercial products, LEA guidance, traditional games and songs). In the event, no new activities were devised as the resources which had been gathered proved to excellent.
The project focused on children's ability to:
* organise themselves
* listen to instructions
* be responsible for their learning
* concentrate on the task in hand
* be enthusiastic, motivated and ready (fit) to learn.
Interviews with the staff directly concerned with Fit for Learning showed an overwhelming support for the project and a firm belief that it has real benefits for the children. There is little doubt from those involved that it is something which should be continued and developed.
The introduction of Fit for Learning was successful in general terms and has been effective in meeting its aims. In particular:
* Fit for Learning is generally enjoyable for those taking part.
* There were noticeable improvements in several areas which were recognised by the staff involved.
* In the pupil tracking exercise there were small but measurable improvements in concentration in both self-and teacher-directed tasks, more so with the self-directed.
* Scores for concentration were also improved over the year in the Aspects tests, and also compared with the previous year.
* Levels of endurance seemed to be better by the end of the year than previous cohorts.
The overall conclusion of the evaluation was: 'Fit for Learning is a very useful developmental tool, and should be considered for a permanent place in the nursery classroom. The introduction of the Fit for Learning programme into the nursery at Knowle Primary School has been a success.'
