Garrett Oleson

15 December, 2011
PHYE 285, SEC. 01
Instructor: !onna "rouse
P!#s$cal E%ucat$on an% &o%a#'s Soc$et#
In to%a#'s soc$et#, $t can be ar(ue% t!at our c!$l%ren an% #out! to%a# are su))er$n( )rom
an $nsu))$c$ent amount o) e*erc$se nee%e% to ma$nta$n a %escent u+,ee+ on t!e$r !ealt! an%
+re-ent t!emsel-es )rom becom$n( e$t!er o-er.e$(!t or obese. /s c!$l%ren (ro. ol%er, t!e# are
becom$n( less act$-e an% not sta#$n( u+ to +ar $n be$n( +!#s$call# )$t, br$n($n( to our attent$on $n
our countr# an% ot!er nat$ons o) a 0ma1or !ealt! cr$s$s2 t!at mostl# cons$sts o) an 0$ncreas$n(
+re-alence o) o-er.e$(!t an% obes$t# amon( +ersons o) all a(es2 3S$e%ento+, 2004, P. 15.
/ccor%$n( to t!e Obes$t# /ct$on Coal$t$on 3O/C5 .eb +a(e, our .e$(!t to%a# to
%eterm$ne $) .e are o-er.e$(!t, un%er.e$(!t, or at t!e r$(!t .e$(!t )or our !ealt! $s measure% b#
a 0tool2 ,no.n as our 6o%# 7ass In%e*, or 67I. Ho. 67I $s measure% $s b# a )ormula t!at
ta,es #our current .e$(!t $n ,$lo(rams %$-$%e% b# #our !e$(!t $n meters s8uare%. 7easur$n(
67I $n c!$l%ren !o.e-er $s %$))erent )rom measur$n( 67I $n a%ults. In a%ults, us$n( t!e 67I
)ormula $s one o) 0t!e most common met!o%s use%.2 C!$l%ren on t!e ot!er !an% !a-e a %$))erent
.a# o) be$n( measure% )or t!e$r 0.e$(!t status.2 &!e 0stan%ar% tool2 t!at $s use% on c!$l%ren $s
.!at $s ,no.n as 067I9)or9a(e +ercent$le.2 3O/C, n.%.5
6e)ore m# 1un$or #ear $n !$(! sc!ool, I .as some.!at, but not ent$rel# an act$-e +erson,
+la#$n( )ootball an% runn$n( trac, .as .!at I %$% )or +!#s$cal act$-$t#. :!en m# 1un$or #ear o)
!$(! sc!ool came aroun%, I .as be($nn$n( to lac, m# +!#s$cal act$-$t# because I !a% be(an to
)orm !ab$ts %ur$n( t!e summer t!at ne-er s!oul% !a-e been )orme% $n t!e )$rst +lace. I +la#e%
)ootball an% ran trac, )or t!e sc!ool trac, an% )$el% team, but ot!er t!an t!e .e$(!t l$)t$n( class I
!a% $n sc!ool an% m# so+!omore #ear .!en I !a% ta,en m# t.o cre%$ts o) +!#s$cal e%ucat$on, I
.as +!#s$call# $nact$-e an#.!ere else. Dur$n( t!e summer be)ore m# 1un$or #ear !a% e-en
starte%, I ate a bunc! o) un!ealt!# 1un, )oo%, %$% almost not!$n( to ,ee+ m#sel) +!#s$call#
act$-e, an% bas$call# .as a mult$me%$a 1un,$e. It .asn't unt$l )ootball season !a% starte% u+ a(a$n
t!at I real$;e% t!at I !a% (a$ne% a lot o) .e$(!t $n a +er$o% o) t!ree mont!s, an% !o. strenuous
+la#$n( )ootball !a% su%%enl# become )or me. /s t!e season +ro(resse% I .as able to (et
+!#s$call# )$t a(a$n, but I ma%e a c!o$ce to comm$t m#sel) to ne-er ma,e t!e c!o$ce o) not be$n(
+!#s$call# act$-e a(a$n, because $t ma%e me real$;e I .as !ea%$n( %o.n a +at! t!at +robabl#
.oul% !a-e le% me to be$n( o-er.e$(!t !a% I cont$nue% t!e c!o$ces I .as ma,$n( be)ore )ootball
starte% u+ a(a$n. I learne% t!e $m+ortance o) be$n( )$t, an% learne% t!at be$n( !ealt!# .$ll bene)$t
#ou soc$all# an% +ersonall# $n t!e lon( run, an% I st$ll %o e-er#t!$n( I can to%a# to ,ee+ m#sel)
+!#s$call# )$t an% l$-e a !ealt!# l$)est#le.
One o) t!e ma$n sub1ects .e tr# to teac! our #out! an% c!$l%ren $s t!e $m+ortance o)
sta#$n( +!#s$call# )$t t!rou(!out t!e$r l$)et$me an% a-o$%$n( becom$n( o-er.e$(!t or obese. :e
tr# to teac! t!em t!at b# +er)orm$n( $n s+orts, e*erc$s$n( so man# t$mes a .ee,, an% )$n%$n(
.a#s to sta# +!#s$call# )$t .$ll +romote a !ealt!# l$)est#le t!at .$ll bene)$t t!e$r !ealt! $n t!e
lon( run. 6ut !o. %o .e $n)luence our #out! to%a# to .ant to be +!#s$call# )$t no. an%
t!rou(!out t!e$r l$)et$me< Ho. %o .e e%ucate t!em about t!e $m+ortance o) be$n( +!#s$call#
act$-e an% teac! t!em t!e true +ro)$ts an% bene)$ts o) t!e !ealt!# l$)est#le t!at t!e# can ac!$e-e
b# s$m+l# be$n( 0+!#s$call# )$t2<
&!ere are $ssues t!at must )$rst be a%%resse% $n or%er )or us to un%erstan% some o) t!e
+roblems t!at !as cause% our soc$et# to crumble %o.n to $nto .!at .e are to%a#, as .ell as t!e
!ealt! $ssues t!at can or !a-e alrea%# %e-elo+e% $n +eo+le to%a# .!o are alrea%# o-er.e$(!t t!at
are lac,$n( t!e e*erc$se nee%e% $n or%er to +re-ent $ssues suc! as !eart %$sease, %$abetes, or an#
ot!er !ealt! relate% $ssue t!at can a))ect an $n%$-$%uals l$)e )ore-er. In a%%$t$on, a +erson's soc$al
status s!oul% also be ta,en $nto account o) !o. muc! access to !o. muc! +!#s$cal act$-$t# $s
actuall# a-a$lable to t!em. =$nanc$al $ncome ma# also a))ect an $n%$-$%uals access to +!#s$cal
act$-$t# an% e*tracurr$cular s+orts $ns$%e an% outs$%e o) a sc!ool. &!ose .!o are on lo. $ncome
are seen to be a))ecte% t!e most. E-en t!ou(! t!ere are recreat$onal )un%ra$sers an% commun$t#
-olunteers to +ut to(et!er s+orts +ro(rams )or our #out! outs$%e o) sc!ool, t!at alone ma# not be
enou(! to (rant a c!$l% t!e o++ortun$t# to be able to (et $n-ol-e% .$t! s+orts an% +!#s$cal
act$-$t# t!at t!e c!$l% s!oul% (et $n-ol-e% $n. / )$nal $ssue t!at can be %$scusse% $s nutr$t$on.
>utr$t$on can +la# a !u(e +art as to .!# our #out! ma# be becom$n( o-er.e$(!t, as .ell as
be$n( +!#s$call# $nact$-e.
:e s!oul% also ta,e a loo, at .a#s to $n)luence our c!$l%ren an% #out! o) to%a# about t!e
$m+ortance o) be$n( +!#s$call# )$t, .!et!er $t $s $n sc!ool or outs$%e o) t!e sc!ool en-$ronment,
an% e%ucate t!em on t!e $m+ortance o) l$-$n( t!at !ealt!# l$)est#le t!at so man# $n soc$et# to%a#
a%%ress all aroun% t!e countr#. &eac!ers an% +arents es+ec$all# +la# an $m+ortant role $n
e%ucat$n( c!$l%ren about t!e $m+ortance o) be$n( !ealt!# an% +!#s$call# )$t.
Some o) t!ese $ssues l$e .$t!$n t!e sc!ool s#stems all across t!e ?n$te% States. E-er s$nce
t!e +ass$n( o) t!e >o C!$l% @e)t 6e!$n% /ct $n 2001, an em+!as$s !as been +lace% more on
0mat!emat$cs,2 0lan(ua(e arts,2 an% 0En(l$s!2 $n t!e elementar# sc!ool le-els, .!$c! b# t!$s act
s+en%$n( more o) t!e 0t$me2 on t!ese t!ree sub1ects. /not!er $ssue a%%resse% t!rou(! t!e 0>o
C!$l% @e)t 6e!$n% /ct2 $s t!e )act t!at b# a%%$n( an em+!as$s to s+en%$n( more t$me .$t!$n t!e
classroom !as 0cause% a )ourteen +ercent re%uct$on t$me )or +!#s$cal e%ucat$on $n sc!ools.2
S$e%ento+ ma,es note t!at 0&$me an% class s$;e2 !a-e +robabl# been 0t!e most ser$ous +roblems
t!at cut across "912 +!#s$cal e%ucat$on,2 an% ma,es an ar(ument about t!e >o C!$l% @e)t
6e!$n% /ct t!at teac!ers $n t!e +!#s$cal e%ucat$on %e+artment !a-e 0lost t$me $n t!e sc!ool
t$metable2 because o) t!e 0>C@6 le($slat$on.2 3S$e%ento+, 2004, P. 5, 188, 2A45
0=ac$l$t$es2 seem to be anot!er $ssue t!at becomes an obstacle )or +!#s$cal e%ucat$on
classes to +er)orm at a to+ notc!. ?suall#, a t#+$cal sett$n( )or a +!#s$cal e%ucat$on class !as
been $ns$%e 0(#mnas$ums .$t! t!e bas,etball court as t!e ma$n )eature o) t!e )ac$l$t#.2 7an#
sc!ools to%a# are us$n( 0re)urb$s!e% )ac$l$t$es2 to ma,e a 0)$tness center2 )or stu%ents. 6ut e-en
$) t!e )ac$l$t$es .ere ma%e on a (oo% or use% bas$s, t!$s %oes not mean t!at t!e# .$ll be enou(!
)or a %ecent +!#s$cal e%ucat$on sc!ool +ro(ram. 3S$e%ento+, 2004, P. 2805
6ecause o) t!ese cuts $n +!#s$cal e%ucat$on $n sc!ools, stu%ents are (rante% less t$me +er
.ee, to !a-e a c!ance to be +!#s$call# act$-e %ur$n( sc!ool t$me, .!$c! coul% +oss$bl# +la# $nto
a ,e# )actor o) t!e reasons o) .!# t!e obes$t# rate $s $ncreas$n( on a #ear9to9#ear bas$s.
/ccor%$n( to /6C ne.s re+orter Geral%$ne Seale#, 0G#m classes are be$n( sacr$)$ce% across t!e
countr# to sa-e mone# an% sat$s)# )e%eral man%ates stress$n( test scores $n mat! an% rea%$n(.2 It
$s also re+orte% b# /6C ne.s t!at t!e Center )or D$sease Control 3CDC5 )oun% t!at o-er !al) t!e
countr# .$t! t!e a(e (rou+ bet.een 491B #ear ol%s are not $n-ol-e% $n a +!#s$cal act$-$t# outs$%e
o) t!e$r sc!ool en-$ronment, $n ot!er .or%s, 0=e.er ,$%s are +la#$n( outs$%e.2 3Seale#, n.%.5.
/ccor%$n( to a ne.s art$cle on t!e &D> onl$ne ne.s s$te, anot!er reason )or t!e cut $n
+!#s$cal e%ucat$on $s t!at sc!ools are tr#$n( to (et stu%ent test scores u+ to nat$onal stan%ar%s
0un%er t!e >o C!$l% @e)t 6e!$n% la..2 6ecause o) t!$s stru((le, $t !as )orce% some sc!ools to
com+letel# .$+e out t!e$r +!#s$cal e%ucat$on +ro(rams )rom t!e$r sc!ool s#stems. &D> also
re+orts t!at t!e nee% )or t!e +!#s$cal act$-$t# $n #oun( c!$l%ren 0!el+s %e-elo+ #oun( bra$ns.2
3&D>, 20105.
&!e Center )or D$sease Control 3CDC5 !as re+orte% t!at a stu%ents o-erall !ealt! can
!a-e a !u(e $m+act on t!e$r 0aca%em$c success.2 / stu%ent's 0aca%em$c success2 $s sa$% to be an
0$n%$cator2 t!at +erta$ns to a stu%ent's !ealt! an% $s also a 0+re%$ctor2 o) !o. t!e# .$ll turn out
!ealt!.$se .!en t!e# reac! a%ult!oo%. Some 0)actors2 t!at contr$bute to a stu%ent's !ealt! are
t!$n(s suc! as 0!un(er,2 0c!ron$c $llness,2 an% 0+!#s$cal an% emot$onal abuse.2 It $s also note%
t!at stu%ents aca%em$c +er)ormance $s connecte% to #out! en(a($n( $n 0!ealt!9r$s,2 act$-$t$es
an% 0be!a-$ors,2 suc! as 0-$olence,2 0+!#s$cal $nact$-$t#,2 an% 0earl# se*ual $n$t$at$on,2 all o)
.!$c! can lea% $nto stu%ents not +er)orm$n( .ell $n sc!ool 3CDC, n.%.5.
I con%ucte% an $nter-$e. earl$er t!$s #ear .$t! Co!n Greer, a +!#s$cal e%ucat$on an%
.e$(!t l$)t$n( teac!er at Emmett !$(! sc!ool $n Emmett, I%, an% a (ra%uate )rom =resno State
?n$-ers$t#, about .!at !$s -$e.s on +!#s$cal e%ucat$on .ere, .!at !$s teac!$n( met!o%s are, an%
.!at !e %oes )or !$s classes $n or%er to ,ee+ t!e #out! !e teac!es +!#s$call# )$t, an% .!at !e sees
as +roblems .$t! +!#s$cal act$-$t# $n t!e classes t!at !e teac!es as t!e +!#s$cal e%ucat$on an%
.e$(!t l$)t$n( teac!er, Healt! teac!er, an% as a )ootball coac! at Emmett H$(!.
Co!n .as also an at!lete on t!e =resno State )ootball team, an% !e !as been a teac!er )or a
total o) 22 #ears, an% !as s+ent )$)teen o) t!ose #ears teac!$n( $n Emmett, I%a!o. /s a #out!,
Co!n +la#e% t!ree s+orts (ro.$n( u+: soccer, baseball, an% )ootball.
0P!#s$cal E%ucat$on $s reall# a class t!at $s meant )or ,$%s .!o are not at!letes an% .!o
are not +!#s$call# act$-e, an% t!ose ,$%s t!at are at!letes .$ll usuall# tra$n outs$%e o) t!e class, so
t!ere reall# $s no +o$nt )or at!letes to be ta,$n( t!e class, e*ce+t )or t!e )act t!at $t $s re8u$re% $n
I%a!o t!at t!e# ta,e t.o semesters m$n$mum $n or%er to be able to (ra%uate,2 !e sa$% as !e
s!are% !$s -$e. on +!#s$cal e%ucat$on classes. :!en I as,e% !$m about t!e +!#s$cal recreat$on
aroun% t!e to.n o) Emmett, !e sa$%, 0In Emmett, because our to.n $s not a -er# recreat$onal
+lace l$,e 6o$se, >am+a, or 7er$%$an, $t's ,$n% o) !ar% )or +eo+le to (et out an% sta# )$t. /t!letes
.$ll come to t!e .e$(!t room a)ter sc!ool, an% t!e non9at!letes %on't !a-e muc! an#t!$n( to %o
$t .oul% seem because t!ere $sn't muc! +!#s$cal recreat$on to (o aroun% !ere. Somet$mes I ten%
to br$n( outs$%e act$-$t$es $nto t!e class, suc! as %o%(eball, s+ee%ball, etc, $n or%er to br$n( $n t!at
e*tra act$-$t# )or ,$%s.2
:!en I as,e% !$m about .!at !e %oes to (et !$s class rea%# )or t!e %a#'s +!#s$cal
act$-$t#, !e sa$% 0In m# P.E class, .e %o .arm u+ stretc!es, an% t!en .e %o l$nes, .!ere #ou run
to one en% o) t!e (#m, %o +us!u+s, an% bac, to t!e ot!er en% o) t!e (#m, an% %o s$t u+s, an% t!en
.e %o our act$-$t# un$t )or t!e %a#. I l$,e to m$* t!e e*erc$ses .$t! stren(t! an% car%$o-ascular
.or,outs .!en .e %o our .arm9u+ rout$ne,2 !e sa$%, 0an% $n m# .e$(!t l$)t$n( class, .e usuall#
stretc!, .arm u+ our cores, .!$c! $s our torso, arms, an% le(s, t!at .a# .e can +re-ent $n1ur$es
)rom l$)t$n( an# ,$n% o) .e$(!ts.2
:!en I as,e% !$m about !$s teac!$n( met!o%s an% !$s teac!$n( +!$loso+!#, !e sa$% !e !as
a 0non9tra%$t$onal2 +!$loso+!#. 0:!en .e %o our +!#s$cal act$-$t# )or t!e %a#, usuall# .e !a-e
to a%a+t an% mo%$)# t!e act$-$t$es because a lot o) t!ese ,$%s aren't )am$l$ar .$t! s+ort, an% t!e#
%on't reall# (et $nto +!#s$call# act$-e s+orts because b# t!e t$me t!e# reac! !$(! sc!ool t!e#
usuall# are (ett$n( a real .or,out )or t!e )$rst t$me, an% an e*am+le I !a-e $s t!at .!en I !a% ,$%s
$n m# class runn$n( sta$rs, I !a% )our ,$%s 1ust .al,, not run, u+ an% %o.n t!e sta$r.a# because
t!e# are +!#s$call# $nact$-e, an% b# t!e t$me class !a% en%e%, t!e# .ere -om$t$n( 1ust )rom
.al,$n( u+ an% %o.n t.o le-els o) sta$rs.2 3Greer, 20115
&!$s $nter-$e. +o$nte% out )rom t!e -$e. o) a teac!er o) t!e +!#s$cal e%ucat$on
+ro)ess$on on .!# t!ere are +roblems .$t! a%olescents be$n( +!#s$call# $nact$-e. :!en !e
%escr$be% t!e )act t!at ,$%s !a% to .al, sta$rs because t!e# .ere so $nact$-e .as a !u(e e*am+le
o) a lac, o) +!#s$cal act$-$t# amon( some o) t!e a%olescents $n not 1ust Emmett, but $t can be
)oun% $n -$rtuall# e-er# commun$t# across t!e countr#.
:!en I too, +!#s$cal e%ucat$on $n !$(! sc!ool, .e %$% a lot o) s+orts +la# an% e*erc$ses,
but .e +ut a lot o) em+!as$s on t!e s+orts +la#. /t t!e t$me I .as (o$n( to sc!ool .e !a% one
.e$(!t l$)t$n( teac!er an% one +!#s$cal e%ucat$on teac!er at Emmett H$(! Sc!ool, but no.
Emmett !as to !a-e t!e .e$(!t l$)t$n( teac!er teac!$n( t!e +!#s$cal e%ucat$on classes as .ell,
.!$c! !as cause% an $ncrease $n class s$;e an% cut %o.n t!e t$me s+ent )or t!e ,$%s to +er)orm
+!#s$cal act$-$t# .$t!$n t!e sc!ool, +ro-$%$n( less o) an o++ortun$t# to +art$c$+ate an% +er)orm at
t!e$r !$(!est +otent$al.
Dur$n( +!#s$cal e%ucat$on class, .e .oul% +la# outs$%e s+orts suc! as )ootball an%
baseball, an% )or our $n%oor act$-$t$es, .e .oul% +la# arena )ootball, bas,etball, ba%m$nton,
s+ee%ball, %o%(eball, or an# ot!er s+ort t!at #ou coul% +er)orm $n%oors. :!en $t came to our
car%$o-ascular .or,out %a#s, .e .oul% %o our .arm u+ rout$ne, an% t!en .e .oul% %o roun%s o)
+us!9u+s, s$t9u+s, an% runn$n(.
In m# .e$(!t l$)t$n( class, .e %$% .e$(!t l$)t$n(, +er)orm$n( our %$))erent l$)ts, an% .e
%$% man# car%$o-ascular e*erc$ses. :e .oul% run t.o le-els o) sta$rs b# t!e outs$%e %oors, %o an
$nter-al m$le run, test !o. !$(! .e coul% 1um+, an% ot!er e*erc$ses t!at $n-ol-e% more t!an 1ust
.e$(!t l$)t$n(. Our .e$(!t l$)t$n( teac!er !a% t!e bel$e) t!at car%$o-ascular e*erc$se .as a ,e#
com+onent $n a +!#s$cal e*erc$se class. O-erall, I .oul% rate m# +!#s$cal act$-eness bet.een m#
1un$or #ear an% sen$or #ear as -er# act$-e because o) t!e lesson I learne% a)ter t!e summer be)ore
m# 1un$or #ear starte%.
/not!er ,e# )actor t!at also seems to ta,e a toll on an $n%$-$%ual's ab$l$t# to be able to (et
$nto +!#s$cal e%ucat$on, let alone an e%ucat$on o) an# ,$n% o) all, $s t!e soc$al class o) an
$n%$-$%ual, or t!e$r current soc$oeconom$c status an% t!e t#+e o) en-$ronment t!at t!e# l$-e $n
to%a#'s soc$et#. /ccor%$n( to O/C, 0c!$l%ren an% a%olescents t!at come )rom lo.er9$ncome
!omes are at (reater r$s, )or be$n( obese.2 :$t! t!$s be$n( sa$%, t!$s also can mean t!at t!ose
.!o are $n a lo.er econom$c state t!an t!e classes abo-e t!em .!o re$(n su+reme cannot ta,e
+art $n t!e s+orts t!at t!e u++er class can a))or%, t!e# cannot en(a(e $n muc! +!#s$cal act$-$t#
an#.!ere because o) t!e$r econom$c status. :$t! suc! a lo. econom$c status, t!$s cr$s$s )or t!ose
$n t!e lo.er class also !as t!e$r e%ucat$on a))ecte%, $n .!$c! t!e# ma# m$ss an o++ortun$t# about
l$-$n( a !ealt!# l$)est#le, learn about 0+ro+er nutr$t$on,2 an% learn about ma,$n( 0!ealt!# )oo%
c!o$ces.2 3O/C, n.%.5
>e.man .r$tes t!at 0Po-ert#2 also !as an a))ect on an $n%$-$%ual's 0+!#s$cal .ell9
be$n(.2 He also a%%s $n t!at t!e lo.er #ou (o t!rou(! t!e 0$ncome la%%er,2 t!e more !ealt!
relate% $ssues +eo+le )ace $n t!e .orl% to%a#. &!ese !ealt! $ssues $nclu%e +roblems suc! as
0res+$rator# $n)ect$ons,2 0!#+ertens$on,2 0%$abetes,2 0!eart %$sease,2 or 0stress9relate% $llness.2 It
$s also s!o.n t!at +!#s$cal $nact$-$t# $s !$(!er amon(st t!e #out! as 0soc$oeconom$c status
%ecreases.2 /s )ar as e%ucat$on $n (eneral )or t!ose t!at are on t!e lo. en% o) t!e soc$oeconom$c
0la%%er,2 t!e$r access to a 8ual$t# e%ucat$on $s -er# l$m$te%, t!e$r teac!$n( an% learn$n(
e*+er$ence $s not as -aluable as an u++er class +erson, an% t!e (ra%uat$on rate $s -er# m$n$mal
)or t!ose o) t!e lo.er class. 3>e.man, 2010, P(. B1D9B155.
See$n( t!at t!ese are onl# a )e. o) man# )actors out t!ere t!at +la# a role $n c!$l%ren's
+!#s$cal $nact$-$t# to%a#, t!ere !a-e been solut$ons to !el+ counter t!e +roblem o) be$n(
+!#s$call# $nact$-e an% o-er.e$(!t. Suc! t!$n(s t!at !a-e come $nto +la# across t!e ?n$te%
States an% $s s+rea%$n( all aroun% t!e .orl% to%a# are +ro(rams t!at see, to !el+ $ncrease
+!#s$cal )$tness, re%uce t!e o-er.e$(!t cr$s$s, an% $n)luence c!$l%ren to .ant to be +!#s$call# )$t
an% ma,e !ealt!# l$)est#le c!o$ce .!$le t!e# are st$ll at a -er# #oun( a(e. Pro(rams can $nclu%e
o+t$m$st lea(ues )or c!$l%ren an% #out!, or )ac$l$t$es an% +ro(rams t!at allo. ,$%s to e*+ress t!e$r
ab$l$t$es to t!e )ullest, suc! as t!e Y7C/, .!$c! are a-a$lable.
One o) t!e b$((est out o) sc!ool +ro(ram t!at .as establ$s!e% to +romote +!#s$cal
act$-$t# an% to !el+ +eo+le o) all a(es to sta# +!#s$call# )$t $s t!e Youn( 7en's C!r$st$an
/ssoc$at$on 3Y7C/5, or ot!er.$se ,no.n as 0&!e EY'.2 &!e Y7C/ $s ,no.n )or $ts s+orts an%
recreat$on )ac$l$t$es meant )or +eo+le o) all a(es. /ccor%$n( to t!e Y7C/ .eb +a(e, some o) t!e
(oals o) t!e Y7C/ $nclu%e teac!$n( #oun( c!$l%ren an% teens about ma,$n( 0smarter l$)e
c!o$ces,2 an% to 0learn -alues an% +os$t$-e be!a-$ors,2 an% to !el+ c!$l%ren 0real$;e t!e$r
+otent$al.2 &!e Y7C/ also !as .!at t!e# call t!e$r 0/rea o) )ocus,2 .!$c! states t!at 0&!e Y $s
a cause9%r$-en or(an$;at$on t!at $s )or #out! %e-elo+ment, )or !ealt!# l$-$n( an% )or soc$al
res+ons$b$l$t#,2 an% states t!at t!e$r 0/rea o) )ocus2 $s %$-$%e% $nto 0#out! %e-elo+ment,2 .!$c!
$s %e)$ne% as 0>urtur$n( t!e +otent$al o) e-er# c!$l% an% teen,2 0!ealt!# l$-$n(,2 .!$c! $s %e)$ne%
as 0Im+ro-$n( t!e nat$on's !ealt! an% .ell9be$n(,2 an% 0soc$al res+ons$b$l$t#2 .!$c! $s %e)$ne%
as 0G$-$n( bac, an% +ro-$%$n( su++ort to our ne$(!bors.2 3Y7C/, n.%.5
In m# e*+er$ence .$t! t!e Y7C/, I .oul% (o t!ere to %o m# +!#s$cal e*erc$ses .!$le
m# )am$l# .as e$t!er s.$mm$n( or %o$n( t!e same t!$n(s t!at I .as %o$n(. I )oun% t!e Y7C/ to
!a-e a +os$t$-e en-$ronment, an% $t allo.e% me to (et t!e +!#s$cal act$-$t# t!at I nee%e% an% at
t!e same t$me m# )am$l# .as able to !a-e )un .$t! t!e act$-$t$es t!at t!e# .ere %o$n(. I
+ersonall# )$n% t!e Y7C/ as +robabl# t!e best +lace to (o )or +!#s$cal e*erc$se outs$%e o) t!e
sc!ool en-$ronment %ue to t!e )act t!at t!ere are +lent# o) e*erc$se o+t$ons to +er)orm +!#s$cal
act$-$t# .$t!$n t!e )ac$l$t#, suc! as t!e )ree .e$(!t l$)t$n( area, t!e s.$mm$n( +ool, runn$n( on
t!e $n%oor trac,, +la#$n( on t!e bas,etball court, runn$n( on trea%m$lls, us$n( t!e b$,e mac!$nes,
etc. all o) t!ese are (reat o+t$ons $n or%er to (et a +!#s$cal .or,out $n an% !el+s me to be able to
sta# as act$-e as I +oss$bl# can.
6ut a(a$n, $) .e (o bac, to t!e soc$al class an% loo, at t!e costs o) an# o) t!e +ro(rams
a-a$lable out t!ere, $t a(a$n br$n(s u+ t!e )$nanc$al )actor o) .!# ,$%s are unable to be +!#s$call#
act$-e an% !a-e l$m$te% access to t!e a-a$lab$l$t# o) t!e +ro(rams a-a$lable. /n a-era(e 0re(ular2
members!$+ to a Y7C/ ran(es to about t.ent#9one %ollars nat$on.$%e )or #out! )$)teen #ears or
#oun(er, an% about t!$rt#9)our %ollars )or a%olescents o) a(es s$*teen to t.ent# )$-e. 3Y7C/5
&!e a-era(e +erson's $ncome $n t!e lo.er soc$al classes ran(es un%er F25,000. On a-era(e )or
t!e lo.er class, $t costs someone nearl# one9)ort! o) t!e$r .a(es an% salar$es alone 1ust to sen%
t!e$r c!$l%ren o)) to sc!ool to (et an e%ucat$on. &!e rest .$ll usuall# (o to su++l#$n( s!elter,
)oo%, clot!s, an% all t!e ot!er nee%s. E-en more, 0lo.er9$ncome )am$l$es actuall# +a# !$(!er9
t!an9a-era(e +r$ces2 )or all o) t!e$r su++l$es an% l$-$n( e*+enses. 3>e.man, 2004, P. B155.
/not!er $ssue t!at can contr$bute to t!e o-er.e$(!t $ssue $n our #oun(er (enerat$on $s t!e
.a# t!at t!e# eat. >utr$t$on $s a -er# $m+ortant as+ect t!at !el+s us ,ee+ !ealt!# to%a#.
/ccor%$n( to 6ruce =$)e, 0>earl# s$*t# +ercent o) /mer$cans are o-er.e$(!t, t!$rt#9one +ercent
are obese.2 He ma,es not t!at 0lo.9)at %$ets2 are onl# tem+orar# solut$ons to be$n( an
o-er.e$(!t $n%$-$%ual .!o $s tr#$n( to lose .e$(!t b# .a# o) (o$n( on a %$et. 3=$)e, n.%.5
&!e /mer$can Ps#c!olo($cal /ssoc$at$on 3/P/5 states t!at 0e-er# c!$l%2 !as t!e 0/6C's
o) l$)e2 t!at t!e# s!oul% learn, es+ec$all# .!en $t comes to creat$n( 0!ealt! !ab$ts.2 /P/ !as
)oun% t!ree ma$n reasons as to .!# our c!$l%ren to%a# are o-er.e$(!t. &!e )$rst reason $s t!at t!e
c!$l%ren an% #out! 0are not eat$n( enou(!.2 In (eneral, t!e$r stu%$es )$n% t!at nearl# 0one $n
e-er# s$*2 are sta#$n( $n !omes t!at are 0at t!e r$s, o) (o$n( !un(r#.2 &!e$r secon% )$n%$n(, to
a%% an em+!as$s on !o. t!e #oun(er (enerat$on $s not 0eat$n( enou(!,2 $s t!at 0t!e# are not
eat$n( enou(! !ealt!# )oo%s,2 an% t!e$r t!$r% an% )$nal reason .as t!at 0t!e# are not (ett$n(
enou(! e*erc$se2 3/P/, n.%.5.
/P/ stu%$es s!o. t!e 0bene)$ts2 o) be$n( !ealt!# .$t! 0(oo% nutr$t$on2 an% 0%a$l#
e*erc$se.2 &!ere are t.o cate(or$es t!at t!ese 0bene)$ts2 are %$-$%e% $nto. &!e )$rst cate(or# $s
0mental2 bene)$ts. &!e$r stu%$es )oun% t!at c!$l%ren %o better $n t!e classroom sett$n( $n sc!ool,
!a-e a !$(! boost o) sel)9esteem, an% re%uces t!e r$s, o) !a-$n( emot$onal .$t!%ra.s $n t!e lon(
run. &!e secon% cate(or# $n-ol-es t!e 0+!#s$cal2 bene)$ts. >utr$t$on +la#s a b$( +art $n a c!$l%'s
+!#s$cal .ell be$n(. 0>utr$ents2 are t!e ,e# essent$als to !el+ $n a c!$l%'s 0(ro.t! an%
%e-elo+ment2 an% !el+s to ,ee+ t!em )rom (ett$n( s$c,. e(ular e*erc$s$n( also ass$sts $n
+re-ent$n( 0c!ron$c $llnesses2 t!at later on a))ect a c!$l% $n t!e$r a%ult #ears t!at are 0assoc$ate%2
.$t! 0obes$t#,2 0!eart %$sease,2 0!$(! bloo% +ressure,2 etc. 3/P/, n.%.5.
/)ter loo,$n( at all o) t!ese $ssues an% see$n( all o) t!e )actors t!at are ta,$n( +la# an%
e))ect $n our #out! to%a#, no. $ts t$me to turn to t!e +o$nt o) .!at .e as a soc$et# can %o to
counter t!e +roblem o) obes$t# an% +!#s$cal $nact$-$t# $n our #out! an% c!$l%ren. /lt!ou(! t!ere
are s+orts an% ot!er +!#s$cal act$-$t$es $n sc!ool an% outs$%e o) sc!ool, .e as a soc$et# !a-e a
res+ons$b$l$t# to !el+ allo. t!e c!$l%ren an% #out! to !a-e access to t!ese +!#s$cal act$-$t$es, an%
encoura(e t!em to c!oose !ealt!# l$)est#les an% .ant to ma,e !ealt!# c!o$ces. 6ut $t $s !o. .e
+la# oursel-es out to t!ese c!$l%ren. In ot!er .or%s, man# outs$%e resources t!at .$ll a))ect t!e$r
%ec$s$ons as to .!et!er or not t!e# c!oose to l$-e a !ealt!# l$)est#le or .!et!er t!e# .$ll )all +re#
to .!at $s be$n( s!o.n to t!em .$ll $n)luence c!$l%ren. &!e t!$n(s suc! as t!e me%$a,
surroun%$n( en-$ronment, +eers o) c!$l%ren t!at +ut an $n)luence on ot!er c!$l%ren, an% e-en
+arents can !a-e a !u(e $n)luence on !o. c!$l%ren l$-e t!e$r l$)est#le.
/P/ states t!at t!e +arents 0e*ert t!e most $n)luence2 on t!e$r #oun( one's 0be!a-$or2
an% t!e# can 0mo%el !ealt!# att$tu%es an% !ab$ts to.ar% )oo% an% +!#s$cal act$-$t# t!at +ers$st as
t!e# (ro. u+.2 Parents are 0role mo%els,2 $n ot!er .or%s, t!e# are $n control o) .!at all t!e#
allo. t!e$r c!$l%ren to eat, an% !a-e t!e +o.er to 0ma*$m$;e2 t!e 0!ealt!#2 )oo% menu. Parents
can control an#t!$n( an% +ut l$m$ts an% restr$ct$ons on man# t!$n(s to +re-ent t!e$r ,$%s )rom
becom$n( +!#s$call# $nact$-e an% o-er.e$(!t an% tr# to start t!e$r ,$%s at a #oun( a(e on
+!#s$cal act$-$t$es an% !ealt!# eat$n(. Some t!$n(s t!at +arents can %o, as researc!e% b# /P/, $s
0mon$tor c!$l%ren's %$et, e*erc$se, an% l$m$t me%$a consum+t$on,2 !a-e 0re(ular2 %$nner's set u+
.$t! t!e )am$l# $s sa$% to !el+ .$t! 0+os$t$-e nutr$t$on !ab$ts an% !ealt!# .e$(!ts2 )or t!e$r
#oun( ones. 3/P/, n.%.5
/t m# !ouse .!en I .as (ro.$n( u+ an% l$-$n( .$t! m# +arents, m# )am$l# an% I !a%
meals e-er# n$(!t ma%e alt!ou(! not e-er# n$(!t .as a )am$l# %$nner n$(!t, an% e-en t!ou(! .e
ne-er reall# !a% a true )am$l# %$nner to(et!er, .e 3m# brot!er, s$ster, an% I5 .ere st$ll l$m$te% on
our consum+t$on o) 1un, )oo%s, an% at t!e same t$me m# %a% .as reall# encoura($n( .$t! me an%
m# l$ttle brot!er about be$n( stron( $n !ealt! an% be$n( able to +art$c$+ate $n s+orts suc! as
)ootball or baseball. 6ut e-en a)ter %$nners, m# %a% .oul% s+en% t$me tell$n( me about !$s
#oun(er %a#s as an at!lete, an% !e .oul% e-en s!o. me a )e. .or,out tec!n$8ues t!at !el+e%
!$m sta# +!#s$call# )$t t!rou(!out !$s l$)e, an% t!at's .!at $ntro%uce% me to l$)t$n( .e$(!ts.
/lt!ou(! I %$%n't reall# +ut an em+!as$s on l$)t$n( .e$(!ts unt$l !$(! sc!ool, !e st$ll too,
!$s t$me to s!o. me .!at !e ,no.s. E-en to%a#, a)ter all t!ose #ears o) learn$n( )rom !$m an%
learn$n( )rom l$)e e*+er$ences, an% (o$n( to sc!ool an% learn$n( about t!e +roblems about be$n(
o-er.e$(!t, I can loo, bac, an% be +rou% o) t!e c!o$ce I ma%e to be !ealt!#. =or e-er#t!$n( I
learne% )rom m# %a%, I )eel t!at to%a# $t !as ma%e me t!e +erson I am, an% I bel$e-e t!at !e !as
)ul)$lle% !$s %ut# $n me, as !$m be$n( a +arent to me, an% I bel$e-e t!at .!at m# %a% !as tau(!t
me !as $n)luence% me to%a# to .ant to reac! out to t!e #oun(er (enerat$on about t!e $m+ortance
o) be$n( +!#s$call# )$t an% !el+ $ns+$re t!em to .ant to ma,e !ealt!# l$)est#le c!o$ces.
&eac!ers can +la# a ,e# role $n $n)luenc$n( c!$l%ren to%a# about ma,$n( !ealt!# l$)e
c!o$ces. /ccor%$n( to t!e Center )or D$sease Control 3CDC5, !ealt! teac!ers !a-e a set o)
%$))erent res+ons$b$l$t$es $n t!e classroom .!en $t comes to teac!$n( #out! an% c!$l%ren. &!e#
are res+ons$ble )or 0teac!$n( )unct$onal !ealt! $n)ormat$on,2 0s!a+$n( +ersonal -alues an%
bel$e)s t!at su++ort !ealt!# be!a-$ors,2 0s!a+$n( (rou+ norms t!at -alue a !ealt!# l$)est#le,2 an%
0%e-elo+$n( t!e essent$al !ealt! s,$lls necessar# to a%o+t, +ract$ce, an% ma$nta$n !ealt!9
en!anc$n( be!a-$ors2. &!e CDC l$sts 0!ealt! e%ucat$on curr$culum c!aracter$st$cs2 t!at e*+la$ns
.!at t!e teac!er s!oul% be teac!$n( #oun( c!$l%ren, eac! 0c!aracter$st$c2 !a-$n( $ts o.n
$n%$-$%ual e*+lanat$on. &!ese are tools use% to !el+ !ealt! teac!ers teac! t!e$r stu%ents. Some o)
t!ese 0c!aracter$st$cs2 $nclu%e a%%ress$n( 0soc$al +ressures an% $n)luences,2 0bu$l%$n( +ersonal
com+etence, soc$al com+etence, an% sel) e))$cac#,2 0a%%ress $n%$-$%ual an% (rou+ norms t!at
su++ort !ealt! en!anc$n( be!a-$ors,2 etc. all o) t!ese are bas$c 0curr$culum2 t!at !ealt! teac!ers
s!oul% be a%%ress$n( an% )ollo.$n( as t!e# are teac!$n( t!e #oun(er (enerat$on about t!e
$m+ortance o) l$-$n( a !ealt!# l$)est#le 3CDC, n.%.5.
Sc!ools to%a# can +la# a cruc$al role $n 0+romot$n(2 t!e .ell be$n( an% 0sa)et#2 o) our
#out!, an% $n)luence t!em to 0establ$s! l$)elon( !ealt!# be!a-$ors.2 CDC researc! )oun% t!at
0!ealt! +ro(rams2 $n t!e sc!ool can lo.er 0!ealt! r$s, be!a-$ors2 $n c!$l%ren, an% $t !as also
s!o.n to !a-e u+l$)t$n( e))ects on t!e$r ac!$e-ements aca%em$call# 3CDC, n.%.5.
&!e last t!$n( to a%%ress $s !o. to (et t!e commun$t#, +arents an% teac!ers al$,e,
$n-ol-e% $n !el+$n( su++ort an% $n)luence t!e$r c!$l%ren an% a%olescents to .ant to be +!#s$call#
!ealt!# an% to ma,e all t!e !ealt!# l$)est#le c!o$ces $n or%er to +re-ent t!em )rom !a-$n( )uture
!ealt! +roblems. Parents, bes$%es teac!ers, are -olunteer$n( )or s+orts +ro(rams $n or%er to !el+
su++ort t!e$r ,$%s, an% are (ett$n( $n-ol-e% .$t! t!e commun$t# +ro(rams an% (ett$n( t!e$r
c!$l%ren $n-ol-e% .$t! be$n( act$-e, +!#s$call# an% )or t!e$r o.n .ell be$n(. 6ooster clubs )or
sc!ool s+orts can be a .a# to (et +arents $n-ol-e% .$t! t!e$r c!$l%ren be$n( +!#s$call# act$-e, or
-olunteer$n( )or #out! recreat$onal s+orts an% %o$n( a +art not )or 1ust t!e$r o.n #oun( ones, but
)or e-er# c!$l% t!at $s out +er)orm$n( s+orts an% (ett$n( $n-ol-e% $n +!#s$cal act$-$t#. E-er#
+arent !as t!e o+t$on to (et $n-ol-e% .$t! t!e$r c!$l%'s l$)e an% $n)luence t!e$r !ealt!9ma,$n(
%ec$s$ons b# e%ucat$n( an% teac!$n( t!em at !ome, as a teac!er .oul% $n t!e sc!ool en-$ronment.
/n e*+er$ence I !a-e .$t! +arents (ett$n( $n-ol-e% comes )rom m# %a%'s s$%e o) t!e
)am$l#. 7# %a%'s ($rl)r$en% .as b$( on (ett$n( $n-ol-e% .$t! m# s+orts +ro(rams .!$le I .as
st$ll $n !$(! sc!ool, an% t!e reason s!e %$% .as because s!e su++orte% me $n e-er#t!$n( I .as
%o$n( $n ma,$n( m# %ec$s$ons to be +!#s$call# act$-e an% c!oos$n( t!e !ealt!# l$)est#le t!at me
an% man# o) m# )r$en%s .ere c!oos$n(, an% almost all o) t!e$r +arents (ot $n-ol-e% .$t! t!e
)ootball booster club, not because t!e# .ere 1ust -olunteer$n( to %o $t, but t!e# %$% $t to s!o. t!at
t!e# .ere $n !u(e su++ort o) t!e$r c!$l%ren be$n( $n-ol-e% .$t! s+orts, an% t!e# e-en !el% e*tra
)un%ra$sers )or us $n or%er to +ro-$%e )or our )ootball s+orts +ro(ram, an% to +ro-$%e us .$t! a
-er# s+ec$al en%9o)9season ban8uet )or t!e )ootball team, es+ec$all# t!e sen$or class.
&!ere $s al.a#s (o$n( to be a battle a(a$nst +!#s$cal $nact$-$t# across t!e countr# amon(
our #out! an% a%olescents, but $) +arents, teac!ers, an% t!e commun$t# .ere to bon% to(et!er,
an% +ro-$%e% .a#s an% )oun% ne. .a#s to $n)luence c!$l%ren to .ant to ma,e !ealt!# %ec$s$ons
$n t!e$r l$)e, t!e $nact$-$t# rate .oul% %ecrease, t!e !ealt! rate .oul% +oss$bl# $ncrease, an% t!e
obes$t# rate .oul% )all as .ell. 6ut .$t!out +eo+le, suc! as t!ose .!o -olunteer, t!ere .oul% be
a (reat $ncrease an% t!e o-er.e$(!t an% $nact$-$t# rate across t!e countr# .oul% be muc! .orse
t!an .!at $t $s to%a#, but $t $s t!ose .!o are out t!ere t!at are !el+$n( us battle t!e rate o)
+!#s$cal $nact$-$t# are t!e reason .e %on't !a-e more an% more c!$l%ren .!o are e$t!er
o-er.e$(!t or %e-elo+$n( $llnesses )rom su))er$n( )rom +!#s$cal $nact$-$t#.
e)erences:
C!an($n( %$et an% e*erc$se )or ,$%s. 3n.%.5. American Psychological Association (APA).
etr$e-e% December 14, 2011, )rom !tt+:GG....a+a.or(Gto+$csGc!$l%renG!ealt!#9eat$n(.as+*
CDC 9 C!aracter$st$cs o) E))ect$-e Healt! E%ucat$on Curr$cula 9 SHE 9 /%olescent an% Sc!ool
Healt!. 3n.%.5. Centers for Disease Control and Prevention. etr$e-e% December 14, 2011, )rom
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