How can physical education be used to promote well-being in primary education? - Jade Staniforth

Hi University Bloggers!

In University recently, we have been looking at the holistic well-being of children in primary education. This blog post will look specifically at how well-being can be promoted through physical education in the primary years.

Well-being is a core part to a child’s overall health and is a crucial component for their overall development. Lu and Buchanan (2014) argue that children present their emotions through physical movement and peer interaction; therefore, physical education in the primary years can provide children with the opportunity to learn how to regulate and express their emotions.

Mental health has become a growing concern in primary education. It is estimated that three children in each classroom suffer with a mental health problem and suicide rates for children between 5 and 19 are significantly rising (Young minds, 2017). Mental health problems can further lead to other issues such as; rates of absence can increase, less likely to gain an academic qualification, and possibly get in trouble with the authorities (Young minds, 2017). The new curriculum ‘Successful Futures’, has recognised the important value of ensuring their learners have a positive overall state of well-being and have embedded this ideology into the new curriculum which is due to be implemented by 2022 (Donaldson, 2015). There are many issues which young people are facing today such as; obesity, low self-esteem and mental health issues (Young minds, 2017). These issues are aiming to be addressed in the ‘Successful Futures’ review and improving health and well-being has become central to Government policy (Donaldson, 2015).

‘Successful Futures’ has proposed six Areas of Learning and Experience which will be taught cross-curricular and are not to be treated as water-tight subjects. One particular Area of Learning and Experience focuses on ‘Health and Well-being’ and will focus on the mental, physical and emotional well-being of every young person (Donaldson, 2015). It will also aim to encourage positive relationships with physical education and diet; therefore, allowing the children to gain knowledge and become independent individuals. Moreover, aspiring to reduce health inequalities and improve overall well-being on a wider scale (Donaldson, 2015).

Alongside the six Areas of Learning and Experience, are the proposed four purposes which will directly like to the six areas and should be demonstrated and developed throughout the curriculum. One of the four purposes directly looks at ensuring all children and young people become ‘healthy, confident individuals’ (Donaldson, 2015. P. 30). It will ensure all learners are continuing to develop and their mental and emotional well-being is supported by encouraging and promoting their confidence, resilience and empathy. The practitioners should apply knowledge about the impact of physical activity on mental health and encourage participation in physical activity in all aspects of their lives (Donaldson, 2015).

Physical activity opens up the doors for children to engage in and pursue in a wide range of sports and activities. Interacting with peers at sport activities is extremely important during the early years of a child’s development to support social interaction skills (Sport Wales, 2014). Sport Wales is sponsored by the Welsh Government and they are aiming to ensure that all children are physically literate as these skills will encourage every child to become healthy, confident and happy individuals throughout their lives. Physical literacy is crucial to a child’s development as physical activity is a catalyst for the development of physical, cognitive and social skills; therefore, significantly having a positive impact on their overall health and well-being (Sport Wales, 2014).

Marsh (2015) has also discussed the many benefits that physical activity can have on an individual and has stated physical education can stop obesity, improve cognitive functions and positively impact on mental health as well as re-educate children on eating a balanced diet, exercise and learning to love themselves; therefore, showing that physical education can not only benefit the pupil’s physical health, but also their mental health and well-being (Marsh, 2015). NICE (2009) further supports the promotion of physical activity to support health and well-being and notes that physical education should encourage children to boost their self-confidence and develop independence.

Well-being can be influenced by a range of factors, including physical health.
Creating an environment that promotes physical health can ultimately improve engagement and attainment in schools; moreover, significantly improving achievements. This will in turn enable the children to reach their full potential (Public Health England, 2014). Donaldson (2015) aims to ensure that every school has the right tools to provide a rich and positive environment that will support their learners and further promote their overall well-being. Public Health England (2014) also stated that physical education in schools leads to increased life-long physical activity participation. Also noting that an increase in physical activity improved pro-social behaviour, significantly impacting peer to peer relationships which further enhanced classroom behaviour.

Lu and Buchanan (2014) argue that well-being is a central component to mental health and schools can have a significant impact on the children’s development with the opportunity to promote well-being. Research has shown that physical education can improve all aspects of mental health as it is an important component to well-being. Physical inactivity has been linked to depression and anxiety, however, increased physical activity can develop a positive relationship and can provide children with an enabling environment where they can develop their emotional intelligence and learn to regulate a range of emotions. Physical education provides the children with the opportunity to set tasks and goals which can help activate emotions such as hope and pride. These emotions will encourage a lifetime positive attitude towards physical activity (Lu and Buchanan, 2014).

Physical education can help develop self-confidence and will allow them to develop their peer to peer relationships whilst encouraging the children to support each other and work together as a team. A school environment also provides the children and teachers with an environment that can create a sense of community and belonging. This ideal environment fosters positive feelings and encourages self-worth. Furthermore, the school environment provides a variety of physical learning environments, such as a gymnasium, outdoors and sports clubs.

My own experiences on placement and volunteering in a primary school setting, has shown me that physical education can promote many positive feelings for the pupil’s and encourage their overall well-being. The teacher I worked closely with promoted mindfulness through physical education and the use of the outdoors and nature. By interlinking physical education and mindfulness, I was able to notice changes the pupil’s moods and ultimately their willingness to engage in the learning. Trube (2017) discusses the importance of mindfulness in the classroom and states the many positive effects it can have on mental health and well-being.

Donaldson, G. (2015) Successful Futures: Independent Review of Curriculum and Assessment arrangements in Wales. Welsh Government.

Marsh, S. (2015) How can PE and sport improve student health and wellbeing? Available at: https://www.theguardian.com/teacher-network/2015/feb/06/pe-and-sport-student-health-wellbeing (Accessed: 27.03.2018)

NICE (2009) Physical activity for children and young people. Available at: https://www.nice.org.uk/guidance/ph17/chapter/1-Recommendations (Accessed: 04.04.2018)

Lu, C., & Buchanan, A. (2014) ‘Developing students’ emotional well-being in physical education’. Journal of Physical Education, Recreation & Dance. 84(4) pp. 28-33

Public Health England (2014) The Link between pupil health and wellbeing and attainment. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/370686/HT_briefing_layoutvFINALvii.pdf (Accessed: 27.03.2018)

Sport Wales (2014) Physical Literacy: A Journey through life. Available at: http://physicalliteracy.sportwales.org.uk/en/ (Accessed: 27.03.2018)

Trube, B. (2017) ‘Mindfulness practices in mentoring and teaching’. Childhood Education. 93(2) pp. 159-167

Young Minds (2017) Wise up to wellbeing in schools. Available at: https://youngminds.org.uk/media/1428/wise-up-prioritising-wellbeing-in-schools.pdf (Accessed: 30.03.2018)