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Physical Activity Among School Age Children
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Because so few children and adults in this nation get enough exercise, a public health crisis is on the verge of breaking out across the United States. This inactivity has led to an exponential increase in the number of ailments that are associated with fat. School districts that are reducing programmes for physical education and recess time are contributing to the already existing problem of insufficient physical activity. "almost 40 percent of American elementary schools either abolished or were considering abolishing recess" at this point [1, citing a statistic]. There is abundant evidence to support the notion that a lack of participation in any form of physical exercise is associated with a decline in the quality of life experienced by the individual in question. The Centers for Disease Control and Prevention (CDC) conducted research and discovered that "the amount of television that children watch has a direct correlation with the measures of their body fat" [1]. Essay writing services of Academic Master is providing help to world wide people in their works for increasing performance. Because it is in the best interest of children to engage in physical activity, I believe that schools should provide students the opportunity to express their preferences regarding the kinds of sports and games they participate in during the school day.It should come as no surprise that obesity is a significant issue in the United States in this day and age. The lack of physical exercise among youngsters is one of the primary elements that has contributed significantly to the spread of this disease. Even though I consider myself to be more physically active than most of my classmates, I had a hard time meeting all of the criteria for the presidential fitness exam while I was in elementary school gym class. "Today, two thirds of American youngsters are unable to pass even the most fundamental of physical examinations: According to a recent report by the President's Council on Physical Fitness and Sports, "40 percent of boys and 70 percent of girls ages six to seventeen can't manage more than one pull-up; and 40 percent show early signs of heart and circulation problems" [1]. This statistic refers to the inability to perform multiple pull-ups. In addition to a general decrease in the amount of physical activity they get, children in today's society are also far more likely to be found inside. When asked why they play indoors rather than outdoors, one student in the fourth grade said, "I like to play indoors better since that's where all the electrical outlets are." [1].

Even while this may have always been the case, it appears that politicians are the ones selecting what should be taught in schools and what should be left out of the curriculum in today's society. Increasing one's performance on standardised tests in areas such as mathematics and science are currently subjects of intense focus. Recess and physical education classes are being eliminated from the school day so that teachers can devote more time to the subjects listed above. Because of this concentration, several schools have eliminated their recess programmes and reduced the amount of time they spend on physical education to a bare minimum. When a teacher was questioned regarding the Physical Education that her children received at the school where she worked, she reacted by stating that "with all of the testing in schools, there is little time for physical education, let alone exploring the outdoors." The children in one of my kindergarten classes get to sprint to a fence and then sprint back to the classroom. That's their physical education" [1]. I have been unable to find any evidence that demonstrates that students' performance on math and science exams has improved as a direct result of the increased amount of time spent in class. There are a number of papers that I have come across that make the claim that students who engage in more physical activity have higher test scores than children who do not, but I have been unable to find any scientific data to support these assertions. Personal experience is the only basis on which I am able to make this assertion in the absence of any scientific evidence; I believe that pupils who engage in more physical activity will have higher test results. I am aware that the more I push myself to engage in physical activity, the better I am able to deal with the pressures that come with being a student.

The purpose of this research is to determine the best ways for us as a culture to encourage children to engage in more physical activity. It is quite upsetting to me to consider the fact that children in today's schools do not have the opportunity to participate in recess and release some of the tension that has built up during the course of the school day. I know from personal experience that recess was a very pleasant time for me, and I was enthusiastic about the type of non-structured activity that my friends and I were going to do that we were going to do at recess. I don't know why it doesn't shock more people, but I can't believe that more isn't being done about the fact that the average lifespan of today's children is likely to be lower than that of their parents' generation. I don't know why this is, but I can't believe it. If the results of my research show that children would rather participate in lifestyle activities rather than team sports during physical education class, I believe that this should be taken into consideration on a nationwide scale. Regardless matter where the school is located, there is a pressing need to raise students' overall activity levels (inner city vs. rural). There are three research questions that particularly interest me, and they are as follows: 1) I believe that if children were allowed to choose which activities they participated in during their time in physical education class, they would give the activity a greater amount of effort because they had some say in the decision to participate in it. 2) If they had a say in the matter, I believe that children would opt for lifestyle activities rather than team sports, which appear to be the primary focus of physical education in today's society. 3) I also believe that there won't be much of a difference between the quantity of physical activity that kids in rural areas and kids in urban areas get. I will choose educational institutions located in Northeastern Pennsylvania. My goal is to choose institutions that are inclusive of students from all socioeconomic backgrounds. In order to determine which schools will receive the survey, I will first create a quadrant over the state of Pennsylvania. If a school district is located in the Northeast section of the map, then that school will receive the survey. After that, I will take into account the location of that school based on its zip code and make certain that I have an equal distribution of rural and urban schools in my final selection. This is being done so that I can establish the extent to which the children's living environment influences the amount of physical activity that they engage in.

An Analysis of the Previous Research
A study was carried out by the authors Jan Fenczyn and Czeslaw Szmigiel to examine the attitudes towards physical activity held by girls and boys who were diagnosed with simple obesity. According to the findings of their research, "the attitudes of young people towards compulsory physical exercises and active movement outside of school were examined by means of an original questionnaire prepared by the authors." This questionnaire was created by the researchers themselves. The findings of the study indicate that overweight young people of both sexes make more of an effort than their peers who are not fat to avoid engaging in physical activity (movement), and this occurs both within and outside of the classroom in the context of physical education. It was discovered that differences in attitudes toward physical activity could be attributed to sex differences. When compared with obese males, obese girls were found to engage in almost entirely less physical activity than obese boys did. The level of physical activity that the boys participated in was significantly higher than that of the girls. The findings of the study point to the importance of increasing interaction between students and teachers in order to boost the motivation of obese students, particularly girls, to participate in physical activities. When selecting activities, it is important for young people to take into account their potential for physical fitness; yet, this potential is increasingly constrained by the prevalence of obesity [2].

According to evaluations of published research carried out by experts in the field, it has been discovered that "interventions focusing on raising activity conducted during physical education were more effective than those targeting general levels of physical activity." [Citation needed] It is necessary to develop strategies to encourage physical activity during adolescence in order to prevent the reduction in activity that occurs when children go from school to job [3].

The length of time that children spend actively participating varies widely from one school district to the next. There is also a difference between the grade levels in terms of the minimum amount of time that must be spent on Physical Education. According to the findings of a study that was presented in the SportsMed Journal, "PE times varied greatly from 30 minutes to 5 hours/week in the lower school grades. However, in many high schools, PE is not obligatory during the final two to three years of education." A number of potential short-term benefits have been obtained from making only minor alterations to the existing physical education (PE) and/or school-based physical activity (PA) programmes. It has been discovered that PE lessons that were geared toward personal fitness teaching (conceptual PE), as opposed to traditional PE, resulted in a decrease of sedentary behaviour one year later among grade 9 girls. This was the case when compared to traditional PE. Other programmes led to an improvement in school spirit, an increase in participants' self-esteem, a greater academic progress, the alleviation of learning disabilities, a short-term improvement in various components of physical fitness, an improvement in fundamental motor skills, and a reduction in the risk of juvenile delinquency. In addition, treatments based on physical education in schools have been utilised to lower blood pressure, reduce the risk factors for cardiovascular disease, and improve bone mass in pre-pubescent children as well as early-pubertal girls. However, not all of the purported benefits are supported by evidence from experiments that have been well constructed. Additionally, there was not much of a difference detected in body fat percentage between the experimental group and the control group in a number of controlled investigations that were conducted on PE programmes. An additional hour of physical education (PE) per week during kindergarten was associated with a lower body mass index (BMI) during the subsequent school year in a sample of American girls who were overweight or borderline overweight and attended schools that were overweight. This was shown in one study. On the other hand, such an effect was not found in either girls who had a healthy BMI or in boys" [4].

The growth and development of the Trois-Rivières area was the subject of an important study that was examined by both Francois Trudeau and Roy Shephard. In order to carry out this research on maturation and development, a total of 546 primary school pupils, including both boys and girls, were enlisted for their study. The only factor used to determine which children would participate in the experimental programme and which would be part of the control group was the students' year of school enrollment. The year immediately prior and the year immediately following the experimental cohort both acted as controls for the cohort. Students in grades one through six who participated in the experiment were given one hour every day, taught by a qualified specialist, of a high-quality physical education programme. In the first two years of the programme, the primary focus was on the acquisition of motor skills; however, in the years that followed, students participated in a wide range of activities, both inside and outdoors, with the intention of improving their aerobic and muscular endurance. The major purpose of the intervention was to ensure that all of the children remained as physically active as they could be throughout the entirety of the allotted time for the physical education session. Telemetry was used to measure the level of exercise, and significant improvements in participants' levels of physical fitness provided additional evidence that the intervention was successful. The experimental intervention was finished with the children at the age of 11-12 years, when they moved on to high school from primary school; nevertheless, participants were recalled after they had reached the age of 30-35 years. At this latter stage in the life course of the participants, the authors assessed perceived physical activity, lifestyle, attitudes towards physical activity, and chosen physical fitness factors in a sub sample of participants and controls. Two different kinds of comparisons were used to evaluate the intervention's effects over the long term: I between members of the original experimental and control cohorts; and (ii) between experimental subjects and a matched cohort of controls from other parts of Quebec who had participated in a province wide survey of PA and health. Both of these comparisons were made between the experimental subjects and the control subjects. The purpose of the second comparison was to examine for any possible instances of cross contamination between the experimental individuals and the control subjects. During the phase of the study devoted to the intervention, the risk of such contamination was quite low; nevertheless, during the ensuing years, particularly for the rural cohort, it continued to be a real possibility. Despite the fact that more than twenty years had passed since the intervention, 76.8 percent of experimental subjects were able to recall the name of their physical education (PE) teacher when they were in elementary school, and 71.4 percent remembered that they had received five PE classes per week during that time. The percentage of women in the experimental group who participated in at least three sessions of intense activity per week was significantly greater in the experimental sample than it was in the control sample (42.1 percent vs. 25.9 percent ). On the other hand, this difference was not found in the male participants. One of the questions that was posed to the participants was along the lines of, "Do you exercise or engage in physical work at least three times a week?" Only in females was there a significant correlation between providing a positive response to this question (i.e. a higher frequency of current weekly PA) and having previously participated in an enhanced primary school physical education programme (PE). In the past, women who exercised more than three times per week were also more likely to participate in strenuous, organised strenuous, non-organized strenuous, and recreational strenuous physical activity, in addition to having a greater involvement in PE instruction. The correlation between increased physical education (PE) in elementary school and an exercise frequency of more than three times per week in adulthood was corroborated by studies that were previously reported. [4].

Additionally, Trudeau and Shephard discovered a study that asked respondents in Dallas, Texas, reminiscence-based questions. This "showed an astonishing prevalence of unfavourable attitudes towards exercise that was imposed at school." Adult PA was found to be lower when there was a higher frequency of being compelled to exercise before reaching puberty. However, it was not apparent whether physical education was deemed to be as much of an imposed form of physical activity as organised sports" [4].

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