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Physical Education Budget Cuts

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Physical Education Budget Cuts
Physical activity has shown a decline in the education system starting from elementary school through high school affecting recess, physical education, and after school sports. Not only are the children affected likely to have an increased amount of health problems, but the learning process resulting from the children's inactivity is also being affected. Accompanying the lowered levels of physical activity children are involved in, the pressure of the academic acceleration expectations by their peers has compounded the pressures our children face. This decrease in physical activity is inhibiting the physical outlet necessary for the overall learning process to include learning skills and teamwork capabilities.
Research has shown that physical activity is a necessary component in a child's development. In fact, physical activity is a young child's preferred mode of learning (Pica, 2004). Children best understand concepts when they are physically experienced. For example, children need to get high and low, small and large, wide and narrow shapes to truly understand these quantitative concepts. They need to act out simple computation problems, such as demonstrating the nursery rhyme Three Little Monkeys to discover three minus one equals two, to comprehend subtraction. Children have to take on the straight and curving lines of the letters of the alphabet to fully grasp the way in which the letters should be printed (Pica, 2004).
Scientists label this kind of hands-on learning implicit, like learning to ride a bike. At the opposite end of the spectrum is explicit learning, like being told the capital of Peru. If one hadn't ridden a bike in five years, would he or she still be able to do it? And if one hadn't heard the capital of Peru for five years, would he or she still remember what it was? Extrinsic learning may be quicker than learning through exploration and discovery, but the latter has greater meaning for children and stays with them longer. There are plenty



References: Doheny, K. (2005, June 5). ‘No child left behind, ' But physical activity may suffer. HealthDay. Retrieved September 18, 2005, from http://www.healthfinder.gov/ news/newsstory.asp?docID=525549 Hektner, Joel M. (2003 August). Effects of pairing aggressive and non-aggressive children in strategic peer affiliation. Journal of Abnormal Psychology. Retrieved September 23, 2005, from www.findarticles.com Jensen, E Johnson, John M. (2004 October). More Schools Utilizing Partcipation Fees In Latest Survey. Michigan High School Athletic Association. www.mhsaa.com Laurie, (2005, July 5) Articles and Advice. Retrieved September 18, 2005, from http://www.finetuning .com/articles/p0-1316-recess-cuts-a-growing-trend-in-the-united-states.html Pica, R (2003) Your Active Child: How to Boost Physical, Emotional, and Cognitive Development through Age-Appropriate Activity, McGraw-Hill. Participation Fee Primer Policies (2000, December 14)

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