Publicação
Editorial: “Building” health through physical activity in schools
| Resumo: | Engaging in physical activity during childhood and adolescence is associated with improved physical and mental health (1, 2). Research has shown that physically active students exhibit better academic performance, a reduced likelihood of obesity, enhanced social skills, and higher levels of self-esteem. However, despite the many benefits of physical activity, many students do not engage in sufficient physical activity, and studies show that the levels of physical activity among children and adolescents have also decreased over time (3). Most often, schools serve as more than just a centre for learning mandated curriculum (4). Within schools, the educators and the school communities also play a significant role in supporting the health and wellbeing of the learners, including supporting student participation in physical activity. However, in the school environment, barriers to physical activity include insufficient access to physical activity opportunities, limited time for recess, and lack of physical education, all of which can contribute to the problem of increased sedentary behaviours. In order to promote physical activity among students, it is important for schools to provide a variety of opportunities for physical activity and to make physical activity an integral part of the school day. Schools can take a proactive approach through curriculum, policies, and engagement with the school community to reverse the worsening trend of children and adolescents not meeting the recommended daily engagement of 60 min or more of moderate to vigorous physical activity. |
|---|---|
| Autores principais: | Branquinho, Luís |
| Outros Autores: | Forte, Pedro; Ferraz, Ricardo; Teixeira, José Eduardo; Sortwell, Andrew |
| Assunto: | Active methodologies Healthy behaviours Motivation Pedagogy Physical education Research Subject Categories::INTERDISCIPLINARY RESEARCH AREAS::Sports |
| Ano: | 2024 |
| País: | Portugal |
| Tipo de documento: | editorial |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Instituto Politécnico de Bragança |
| Idioma: | inglês |
| Origem: | Biblioteca Digital do IPB |
| Resumo: | Engaging in physical activity during childhood and adolescence is associated with improved physical and mental health (1, 2). Research has shown that physically active students exhibit better academic performance, a reduced likelihood of obesity, enhanced social skills, and higher levels of self-esteem. However, despite the many benefits of physical activity, many students do not engage in sufficient physical activity, and studies show that the levels of physical activity among children and adolescents have also decreased over time (3). Most often, schools serve as more than just a centre for learning mandated curriculum (4). Within schools, the educators and the school communities also play a significant role in supporting the health and wellbeing of the learners, including supporting student participation in physical activity. However, in the school environment, barriers to physical activity include insufficient access to physical activity opportunities, limited time for recess, and lack of physical education, all of which can contribute to the problem of increased sedentary behaviours. In order to promote physical activity among students, it is important for schools to provide a variety of opportunities for physical activity and to make physical activity an integral part of the school day. Schools can take a proactive approach through curriculum, policies, and engagement with the school community to reverse the worsening trend of children and adolescents not meeting the recommended daily engagement of 60 min or more of moderate to vigorous physical activity. |
|---|