Katie Ellis

Physical Education and Health Philosophy

Almost every blog and article on student physical health emphasizes the growing
obesity pandemic in North America. It is common knowledge that students do not get enough
physical activity throughout their day and that healthy choices are not always readily available.
These struggles are magnified in communities of low income families. It is very easy to say
“something needs to be done”, but who is responsible for the doing? Who is responsible for
accountability? Who makes student overall health a priority?
In Oregon, elementary schools are required to have 150 minutes of physical education
each week with the long term goal of 180 minutes per week by the 2021 school year. Less than
half of this requirement is met by PE specials during the week with the physical education
teacher. This means that it is more important than ever for teachers to make physical activity
an integrated part of their classrooms. Janet Allison, founder of BOYS ALIVE!, an organization
focused on helping adults and schools make successful learning environments for all learners,
has stated that the traditional classroom was not designed for the typical boy. This message has
become even more powerful in recent years as we have seen an increase in behaviors in class,
most of which are related to students not having their most basic needs met on a consistent
basis. Active learning and integrating physical activity into daily learning is the answer. When
teachers make physical activity a positive and engaging part of the classroom, they meet the
needs of their naturally active children, they meet the required amount of activity minutes, and
they teach children that physical activity is a natural part of the day.
Health and wellness have always been a priority of mine. I believe that students learn
best from what is modeled to them. As a role model and influential person in the lives of my
students, it is my responsibility to model healthy choices in the classroom. I do this through
planned self-care built into the daily schedule. Taking breaks to go through quick mindfulness
exercises is beneficial in refocusing student attention and it helps me maintain clarity of mind as
well. Another technique that I model and teach in my classroom is self-talk. I talk through the
choices I make, especially when making choices to help my body so that students can see my
reasoning behind the choices. When I choose a healthy snack, stop and breathe to calm, or
decide to take a drink of water, I announce what I am doing. Then students remember to check
in with their own bodies to see if there is something they need. Students will follow the model
they are given and will continue the habits that receive reinforcement.
I do not always have control over the amount of time I can delegate to health and
wellness lessons in my classroom, but I know that I am creative and resourceful. If I choose for
these subjects to be a priority in my class, I can find ways to integrate them. When wellness is a
foundational necessity, my students have more opportunity to succeed in every subject.