Children’s physical education has become an important part of a child’ education, which

provides various opportunities for children to involve themselves in the physical activities, that
helps to promote healthy as well as disease free lifestyle. Involving in physical activities like
playing sport such as football, basketball, volleyball and many other physical activities provides
various physical and emotional health benefits (edubirdie, 2023). It provides numerous
advantages for children. However, if children failed to receive proper physical education, it
might negatively affect the children health. Youngster are likely to suffer from various health
problem with their body such as obesity, heart disease, mental stress, anxiety and many more due
to the ignorance in proper physical health education. It affect the children in every aspect such as
physical, mental, social and emotional. Due to the negligence in physical education, Childhood
obesity has become one of the major health concerns in the country Australia. Obesity can lead
to various health problems in children such as eating disorders, orthopedic disorders, liver
problems, type 2 diabetes, respiratory disorders, sleep apnea, and cardiomyopathy. The main
cause behind obesity in children include family ignorance in health, insufficient physical activity,
and junk eating habits.(betterhealth, 2023).

Childhood obesity is a complicated health related problem that arises when a weight of a child is
more than just the healthy normal range suitable for their age and height. Centers for Disease
Control and Prevention (CDC) defined Childhood obesity as having a body mass index (BMI)
equal to or exceeding the 95th percentile on the CDC's growth charts designed for this purpose
(clevelandclinic, 2022). Prevention of the childhood obesity is a worldwide priority and
developing healthy behaviors or habits is crucial for mitigating the rate of obesity in the children.
One key approach to preventing obesity is by promoting physical play to encourage children to
be more active. Physically active children who maintain a healthy weight typically have lower
body fat levels. Regular participation in play sessions offers an enjoyable and convenient way to
incorporate physical activity into daily routines, supporting children in staying fit and sustaining
a healthy weight. (frontiersin, 2020). The various researches and studies have proclaimed that the
best solution to reduce weight is by combining the healthy eating habits with regular physical
exercise. Engaging in play activities like sports, games, and recreational activities can benefit
people who are suffering from obesity. It is important for healthcare professionals, like dietitians
to understand the importance of physical activity in the lifestyle of obese patients and incorporate
exercise recommendations in the treatment plans of obese patients (Hess, 2023). In order to
prevent the obesity in young people it is very important to include regular physical exercise in
their lifestyle by encouraging a minimum of 1 hours of moderate-intensity physical activities on
most of the week. In fact, engaging yourself in more than an hour of physical exercise helps to
reduce your excess weight as well as support the management of your weight. Additionally, it is
vital to enforce limits on screen time, including activities such as phone usage, computer
engagement, and television viewing, to a recommended duration of one to two hours per day
(hopkinsmedicine, 2023). Insufficient engagement in play contributes to the rise in obesity rates.
In today's technology-driven world, people increasingly rely on ubiquitous computing which
promote sedentary behavior, reduced outdoor activities and distraction during physical chores.
Such negligence leads to decreased energy expenditure, causing a surplus of calories that
contributes to weight gain.

Dylan Braithwaite discusses the importance of socio-cultural theory in the context of children's
physical education, learning, and development from an early childhood perspective with
reference to the Te Whāriki. Te Whāriki, developed by the Ministry of Education in 1996, is a
national curriculum document specifically designed for early childhood centers in New Zealand.
According to the socio-cultural theory, learning is envisioned as a dynamic and multifaceted
process that unfolds through the active engagement of children in social interactions and
relationships. It is through these interactions that children construct their understanding of the
world and acquire knowledge. They do so by participating in culturally and socially meaningful
activities that hold relevance within their immediate environment. The Te Whāriki framework
acknowledges the profound impact of social and cultural contexts on children's learning and
development. The curriculum philosophy of Te Whāriki is holistic, meaning it considers the
overall development of children rather than focusing on specific areas like physical, intellectual,
social, and emotional domains. According to Anne Smith, Te Whāriki aims to create a safe and
trustworthy environment for children, offering them meaningful and interesting challenges while
providing assistance from teachers. The underlying learning theory of Te Whāriki is socio-
cultural, drawing inspiration from scholars such as Rogoff, Vygotsky, and Wertsch. These
theories emphasize the importance of social and cultural influences on a child's learning and
development. It also references the socio-ecological model of Urie Bronfenbrenner, which
depicts the child at the center of concentric circles, resembling nested Russian dolls. The first
level involves the child's engagement with their immediate environment. The next level includes
the child's learning environments and the relationships within them. The third level encompasses
the adults' environment and factors that affect their ability to care for and educate the child. The
final level represents national beliefs and values regarding the education and care of young
children. Te Whāriki recognizes that even young children are not passive learners who simply
soak up information. Instead, they actively interact with their surroundings, engage with others,
and make sense of their experiences through their own actions and exploration(Braithwaite,
2023).

Educators can utilize various strategies to introduce physical activity in the classroom and
cultivate an environment that prioritizes health and active learning. According to The Education
Review Office, (ERO, 2004), Teachers should ensure the availability of materials and resources
for sustained periods, engage in conversations with children about appropriate challenges, and
encourage the mastery of skills. Providing a diverse set of physical experiences and prioritizing
safety, by implementing guidelines and closely supervising activities within a challenging
environment, are essential. While it is crucial to recognize and promote children's right to free
play, it is equally important to emphasize that physical education is intentionally delivered,
thoughtfully planned, and consistently incorporated into their education. By implementing well-
designed and skillfully executed music and movement sessions, educators can effectively nurture
the development of all four essential movement skills: balance and stability, locomotor abilities,
manipulation, and body awareness. In mat time sessions, it is customary to start with the
National Anthem in Māori and English, followed by a haka. This helps children improve their
balance, stability, and coordination. Thoughtful activities offer valuable chances to develop
physical skills in a fun way. Waiata songs like Korero, Parirau, and Paki Paki Tamariki Ma allow
for a variety of locomotor movements. Waiata like 'Throw the beanbag' allow for activities like
running, jumping, and spinning. These songs enhance skills involving manipulation, movement,
and balance through instructions such as placing a beanbag on your head and walking around the
room. Teachers should create an environment that celebrates children's skills and encourages
self-expression. When children enthusiastically exclaim, "watch me," it is essential for teachers
to recognize and celebrate their abilities. This empowers children to set personal goals and learn
from their peers. Greenfield suggests that early childhood teachers should go beyond a mere
supervisory role in children's outdoor play. By fostering a greater richness of activities and
interactions, children's understanding and knowledge can be significantly enhanced (Braithwaite,
2023).

The metaphor of "Exercise is medicine" suggests that overweight and obesity should be regarded
as medical conditions requiring treatment. It implies that individuals who are overweight or
obese should seek medical assistance and consider exercise as an effective remedy. The
metaphor also highlights the individual's responsibility to seek treatment and adhere to the
prescribed plan. However, Institute of Medicine (IOM) report suggests that this approach has not
been successful in curbing obesity rates. Children who were not overweight in their youth may
still become obese adults, suggesting the need for support in acquiring knowledge, skills, and
motivation to maintain a healthy weight. On the other hand, the metaphor "Exercise is vaccine"
highlights the importance of regular physical activity in preventing obesity. It emphasizes that
exercise is a proactive measure, similar to a vaccine, in reducing the risk of obesity. However,
when it comes to preventing obesity, finding a one-time solution or "magic" vaccine is not
feasible. It acknowledges the need for sustained commitment from individuals and support from
society to combat obesity effectively. In the context of school-based childhood obesity
intervention, the metaphor of "weight control vaccination" is relevant as it highlights the shift
from treatment to prevention and emphasizes the significance of collective efforts for successful
prevention. The concept of the 'vaccine view' holds significance as it provides insight into
preventing obesity. Similar to how vaccines safeguard us against illnesses, the 'vaccine view'
proposes that we can actively take measures to lower the chances of developing obesity. This
means eating healthy, performing regular exercise, and developing environments that support
healthy choices. It also reminds us that preventing obesity is not just an individual responsibility
but requires support from society, like making healthy options available in schools and
communities By adopting the perspective of the "vaccine view," we can proactively focus on
preventing obesity and collaborate to create a healthier future (Chen, 2012).

As an educator, I have a crucial responsibility in fostering healthy habits among both children
and parents. I understand the importance of providing information and guidance that promote
well-being and encourage behaviors that contribute to good health and overall satisfaction. To
promote the good nutritional habits, I can facilitate an environment that allows water bottles in
classrooms, providing students with easy access to hydration throughout the day. Additionally, I
can establish scheduled breaks that give students the opportunity to enjoy fruit and vegetable
snacks, promoting healthy eating habits. Creating a positive dining environment further supports
the development of these habits, ensuring that students feel comfortable and encouraged to make
nutritious choices.(sahealth, 2023). I can provide educational resources and workshops for
parents to enhance their understanding of nutrition and healthy eating. This may include sharing
pamphlets, organizing nutrition seminars, or hosting cooking demonstrations to teach parents
how to prepare nutritious meals at home. Physical fitness education is very important to develop
health lifestyle. In order to promote physical activity, I can implement diverse activities and
sports in physical education classes, accommodating different interests and abilities. Organizing
sports can encourage student participation and engagement. Moreover, I can offer resources and
guidance for maintaining an active lifestyle beyond school hours, such as suggesting family-
friendly fitness activities and local community sports clubs. Moreover, I believe in the
importance of recognizing and celebrating student achievements without relying on food
rewards. Instead, I promote the provision of practical and useful items such as pencils and
stationery to encourage and motivate winning students. For example, I could suggest that the
school initiates a "Healthy Recipe Contest" where students and their parents are motivated to
develop and share their preferred nutritious recipes with fellow members of the school
community. This activity promotes collaboration, creativity, and healthy eating habits.

In conclusion, play and physical activity are extremely important for young children to prevent
overweight or obesity. Children can develop their motor skills, creativity, and social abilities by
involving in the physical exercises. Such health benefit activities provide numerous health
benefits such as strengthens the bones and muscles, improve the heart fitness, maintain a healthy
and fit weight and enhance the overall mental and physical wellbeing. Dylan Braithwaite explain
the early childhood curriculum, Te Whāriki discusses the importance of socio-cultural theory to
the implementation of the curriculum. He also explain the teaching strategies educators can use
to introduce physical activity in their daily life. Ang Chen explains the difference between
considering exercise as a medicine or as a vaccine. The idea of "Exercise is medicine" presents
exercise as a remedy for health problems, whereas the concept of "Exercise is vaccine" sees
exercise as a preventative measure. It is vital to engage parents and teachers in promoting play
and physical activity to improve children's lifestyles. Collaborating with families, educators can
encourage active play at home, provide information about the benefits of physical activity, and
organize family-oriented activities that foster a culture of movement and well-being. Educators
can collaborate with families to encourage active play at home, offer resources and information
regarding the advantages of physical activity, and organize family-oriented activities that
cultivate a culture of movement and well-being.

References
betterhealth. (2023, May 29). Obesity in children - causes. Retrieved from betterhealth:
https://www.betterhealth.vic.gov.au/health/healthyliving/obesity-in-children-causes

Braithwaite, D. (2023, June 01). Teaching of physical education. Retrieved from learn.excelsia.edu.au:
https://learn.excelsia.edu.au/pluginfile.php/311891/mod_resource/content/1/Article%202.pdf

Chen, A. (2012, May 14). On childhood obesity prevention: “Exercise is medicine”. Retrieved from
learn.excelsia.edu.au: On childhood obesity prevention: “Exercise is medicine”

clevelandclinic. (2022, May 26). Childhood Obesity. Retrieved from clevelandclinic:

https://my.clevelandclinic.org/health/diseases/9467-obesity-in-children

edubirdie. (2023, May 29). The Importance of Physical Education in Childhood. Retrieved from edubirdie:
https://edubirdie.com/examples/the-importance-of-physical-education-in-childhood/

frontiersin. (2020, November 05). Physical Activity in the Prevention of Childhood Obesity: The Position
of the European Childhood Obesity Group and the European Academy of Pediatrics. Retrieved
from frontiersin: https://www.frontiersin.org/articles/10.3389/fped.2020.535705/full

Hess, J. M. (2023, June 01). The role of physical activity in the prevention and management of obesity.
Retrieved from pubmed: https://pubmed.ncbi.nlm.nih.gov/9787734/

hopkinsmedicine. (2023, June 01). Obesity Prevention. Retrieved from hopkinsmedicine:

https://www.hopkinsmedicine.org/health/conditions-and-diseases/obesity/preventing-
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sahealth. (2023, June 02). What can I do as a teacher or school to encourage healthy eating habits and
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