Physical education as part of education provides the only opportunity for all children to learn about physical movement and engage in physical activity. This goal dictates a learning environment in which seated learning behavior is considered appropriate and effective and is rewarded. In institutionalized education, the main goal has been developing children's cognitive capacity in the sense of learning knowledge in academic disciplines. These goals represent the lifelong benefits of health-enhancing physical education that enable children and adolescents to become active adults throughout their lives. Sallis and McKenzie (1991) stress two main goals of physical education: (1) prepare children and youth for a lifetime of physical activity and (2) engage them in physical activity during physical education. This perspective is also emphasized by Siedentop (2009), who states that physical education is education through the physical. Sallis and McKenzie (1991) published a landmark paper stating that physical education is education content using a “comprehensive but physically active approach that involves teaching social, cognitive, and physical skills, and achieving other goals through movement” (p. During the past 15 years, physical education has once again evolved to connect body movement to its consequences (e.g., physical activity and health), teaching children the science of healthful living and skills needed for an active lifestyle ( NASPE, 2004). The education community subsequently adopted Wood's inclusive approach to physical education whereby fundamental movements and physical skills for games and sports were incorporated as the major instructional content. The exclusive focus on health, however, was criticized by educator Thomas Wood (1913 Wood and Cassidy, 1930) as too narrow and detrimental to the development of the whole child. By the turn of the 20th century, personal hygiene and exercise for bodily health were incorporated in the physical education curriculum as the major learning outcomes for students ( Weston, 1962). Its role in human health was quickly recognized. Physical education became a subject matter in schools (in the form of German and Swedish gymnastics) at the beginning of the 19th century ( Hackensmith, 1966). 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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