CHAPTER 2

LITERATURE REVIEW
For the sake of this research, the focus of this literature review will be on physical exercise and
its effects on student health, habits, and learning in government high schools.

2.1 Classroom and physical activities

Physical exercise should not have to be considered in isolation. It is built into the
teacher's lessons and tasks, allowing students to move through the learning area. Breaks for
stretching, community exercises that include movement around the classroom, or activities that
bring motion into learning are all examples of this. Physical activity events would be included,
with students going specifically for health purposes. As a consequence, the entrance of regular
exercise does not have to be clear workout, but having avigorous deployment on the part of the
instructor to aid students with self-regulation and empathetic of the need for their physiques to
move on a regular basis. Students' understanding of their own bodies can be trainedopenly in
athletics and fitness schools, or it may be utilised in fights to stimulate students in the classroom
environment. Thomas and McDougall explain the importance of physical activity and mobility in
the classroom, adding that it is believed that up to 200 percent of children's daily activities are
invested at school. As a result, school is an effective intervention point that can be thoroughly
used for educating students about healthier lifestyles, including physical exercise. Teachers can
meet students' physical needs in the classroom by including movement activities.

2.2 Physical Activity and its importance

Physical exercise in schools is underlined multiple times during the collected works, and
it’s becoming increasingly important for kids in their routine life. Janssen and LeBlanc (2010)
found that "physical exercise is connected with multiple health advantages in children of school
level." In his paper “The Impact of Physical Activity on Mental Well-being,” Dr Kenneth notes
that this inactivestandard of living might lead to “illness and death from coronary diseases of
heart.”However these consequences are the result of riskycircumstances of inactivity, he
emphasizes activities of low level are the primary reasons of fatness and diabetes. These
mainmatters in today's life of students closely related to the altering and expansion of
technology. As a result, because youngsters spend a major portion of time in schools, it is critical
that their time there be used to help student physical health.

The literature advocates for using movement to benefit students' mental and emotional well-
being in addition to their physical well-being. Students, as previously said, spend a substantial
amount of their life in school and in the classroom. Each kid has unique learning demands and
talents, as well as unique demands for self-regulation and mental health awareness.It plays an
important role in the instructional process by improving physical activity and health, as well as
developing physical competence and trust in students as they gain a range of motor skills. The
study undertaken to explore the pros and cons of the physical exercises in the school level as
well as the perception of teachers related to sports and physical activities.

2.3 Behaviour in class

There are various assistances to joining physical activity and exercise into the school atmosphere
and teaching. Children are always on the go and usually find it difficult to sit still. Students may
struggle to sit quietly and concentrate on the teacher. They may be unable to concentrate and, as
a result, interrupt or upset the teachings. Students who have had the option to roam around in
class do better in class. This shift in behaviour after being permitted to walk around, as stated by
Tomporowski (2003), illustrates that there is a link between mobility and class room behaviour.

Another area where exercise and physical activity in the school environment might help is
student attention. To reach students with diverse learning styles and skills, teachers must
combine a range of tactics into their classes. Physical activity and movement can help teachers
differentiate their teaching and classroom teachings in order to increase their pupils' capacity to
focus on what they are learning. In his research "Effects of Acute Bouts of Exercise on
Cognition," Tomporowski (2003) studies the effects of acute bouts of exercise on cognition.
“Assumptions revealed that the frequency of behavioral issues in youngsters was much lower
following exercise sessions than on non-exercise days,” he observed (Tomporowksi, 2003). He
concludes that movement and physical exercise assist kids in relaxing and entering a state of
concentration.
The role of physical activities in this study provided students with an opportunity to release
energy that would otherwise have inhibited their ability to focus in the learning environment.

2.4 Socio-emotional growth and seif-efficacy

The advantages of physical exercise and movement in the classroom go beyond just
changing students' behaviour and assisting them with focus. Movement also allows for
advantages that are not always consciously created or planned by the teacher. In the article
“Associations between Socio-Motivational Factors, Physical Education Activity Levels and
Physical Activity Behavior among Youth” According to WeihongNing (2012), “self-efficacy, the
sense of one's ability to effectively execute a specific behaviour, is most widely considered as the
psychological equivalent of physical activity adherence.” During their developmental years,
students will face a variety of circumstances that will test their trust and resiliency, both
academically and socially. This can be supported by movement in the classroom.According to
WeihongNing (2012), “in terms of peer reinforcement, it has become clear that the extent of
adolescents' involvement in physical activity with peers, especially mutual physical activity, has
a positive association.”

Students' social lives may benefit from physical exercise and movement. Grouping games
or whole-class breaks or student-led exercises can help students engage with their peers both
inside and outside of the classroom.

According to Tomporowski's research, "children who engage in physical practises that

encourage teamwork, sharing, and learning to obey rules learn skills that translate to classroom
settings" (2008). According to this study, as students participate in physical activity with one
another, their self-confidence and ability to collaborate with others increase.

Physical exercise and mobility have an effect on classroom performance. The former
effects of movement in the classroom, such as improved overall behaviour and self-efficacy, all
help a student's success in the classroom. Students' ability to learn will improve once they can
walk about. Jenkins, Mulrine, and Prater (2008) address this in their paper, noting that action will
"increase activation in the areas of the brain involved in memory, focus, spatial vision,
expression, and emotion."There is evidence that movement can improve comprehension and
memory while also increasing learner engagement and morale.” As a result, body movement
may be closely related to other aspects of a student's life, such as memory and inspiration.
According to Tomporowski, “exercise can amplify reaction speed and precision under such
circumstances, and it can promote cognitive mechanisms that are fundamental to attention and
problem solving” (2003). Physical activity and training, according to studies, can enhance a
student's performance in the classroom, and a teacher's implementation of it can support their
students' overall education.

As previously stated, students with all cognitive levels benefit from movement and
physical activity in the classroom. In a study of children with autism aged five to seven who
were given time to move, it was discovered that antecedent activity resulted in decreases in self-
stimulatory behaviour and increases in academic classroom behaviour.

According to Tomporowksi (2003), "the self-stimulatory behaviour of children with

autism is diminished directly after bursts of physical exercise," implying that "implementing
pulses of physical activity and movement will be of great help to students whose exceptionalities
or special needs cause self-stimulatory behaviour."Movement can allow children with special
needs, such as autism, to self-regulate, which can lead to greater attention in the classroom.

Students with disabilities can have difficulty focusing in learning for long periods of
time. Students with Attention Deficit Hyperactivity Disorder (ADHD), for example, often exhibit
aggressive behaviour in class as well as “distractibility and sometimes impulsivity” (OED).
Students with ADHD can be punished for their inability to pay attention or for disrupting the
rhythm of the curriculum.Jenkins, Marline, and Prater (2008) describe in their paper how
“teachers often ask students with ADHD to make up...assignments during non-academic courses,
lunch, gym time, or after school.” This behaviour does not benefit the instructor because it does
not "offer the students the ability to partake in physical activity that provide them with sufficient
time for movement and give their minds a required break from academics." There is also proof
that preventing students with ADHD from exercising can trigger certain classroom-related
issues” (Jenkins et Al, 2003).This study stresses the importance of allowing students to be
physically active and walk about in the classroom.

On the other side the current research as only focused on teacher’s perception but can’t
be limited to them. The local sports and youth affairs department are also working to provide
best possible resources to the local students in schools level as well as in the community
grounds. The District youth and sport officer are regularly conducting surveys with the help of
local administration to core up the needs of local youth but it’s not only their responsibilities the
local senior players are also to be involved in the working papers with the department so to
provide best possible resources to local players and make Lower Dir healthy physically and
mentally.

The sports grounds are very limited in Lower Dir or in the ownership of private persons the local
peoples are also very important to look after the matters of providing lands to sports grounds
which is the better way to provide sports opportunities for the local schools players of lower Dir.