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Physical Education Class as a Barrier to Exercise

The nation’s valid concern about obesity and physical inactivity is not a new one.

In the late 19th century Physical Education classes were developed under the

recommendation of physicians, with the objective of promoting health among our youth

(Prusak et al., 2011). Studies have shown that attitudes can be altered with appropriate

practices and acquisition of appropriate knowledge and understanding (Digelidi et al.,

2003). Physical Education class currently exists with the concurrent objective of

providing children and adolescents with the foundation of a healthy lifestyle, that

encourages a lifetime of physical activity. In order for this to occur; appropriate

strategies and learning opportunities are critical to develop positive attitudes involving

exercise.

Physical Education Class is a potentially powerful intervention to promote fitness,

due to the classes’ ability for it to reach many children and adolescents. Physical

Education is a mandated course in nearly all developed countries for all children in

grades kindergarten through the 8th grade. It has great potential to influence the way

adolescents perceive exercise and fitness. Government and Health advocates insist

increasing the minutes of participation in Physical Education class aids in targeting the

nation’s obesity crisis (Camhi et al., 2011). In contrast to these beliefs, enrollment in

Physical Education classes among high school students is only 31% (CDC, 2012).

Physical Education Classes are falling short of meeting the intended course objective of

creating a lifelong love of fitness.

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A study conducted in 2005 examined the reasons for the drastic decrease of

adolescents enrolling in Physical Education Class. A group of school nurses concluded

that Physical Education classes often led to competition, evaluation and degradation (Van

Daalen, 2005). Interviews were conducted with the participants during which each

negativities caused
participant reported having feelings of embarrassment, insecurities, intimidation and
by P.E classes
nervousness before and during Physical Education class. Adolescents in this study also

reported that “Physical Education class was not a positive experience” (Van Daalen,

2005, p.117). Other studies have revealed some specific reasons behind the negative

feelings adolescents have regarding Physical Education class. Studies have found that it

increases the fear about performing in front of peers and feeling vulnerable about their

peers viewing their changing bodies. A study conducted in 2011 evaluated the feelings of

adolescents regarding participation in Physical Education class. Results of this study

indicated the nature of Physical Education classes generated feelings of embarrassment,

exposure and judgment during participation by adolescents (Fisette, 2011). Physical

Education is usually very sport-oriented and often competitive activities make up much

demotivation from of the curriculum. These competitive activities decrease motivation for students that have
learning/participating P.E
classes
inferior athletic ability when compared with their peers (Digelidi et al, 2003).

Another reason that Physical Education can be intimidating to the adolescent is

that a portion of the adolescent participants have much more experience in these activities

due to personal experiences outside of school, i.e. previous participation in competitive

sports teams. While other adolescent participants in Physical Education class have little

or no exposure, and may be at a disadvantage compared with their experienced peers.

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Adolescents that feel at a disadvantage in the competitive activities that entail current

demotivation
Physical Education curriculum will likely form negative attitudes about exercise in

general (Digelidi et al, 2003). Adolescents instinctively compare themselves to their

peers, which may lead to feelings of inadequacy. Peterson (2011) hypothesized that the

objectification of the body is also intensified during Physical Education class because

students have the opportunity to observe other students' performances and bodies.

Adolescents are forced to undress in front of their peers in order to change into gym

attire, then instructed to perform a variety of sometimes foreign activities in front of

peers. Overweight adolescents, or adolescents who perform poorly at these unfamiliar

tasks, may be targets for bullying.

Bullying is defined as verbal or physical behavior that is intended to intimidate

someone less powerful (Santrock, 2012). Studies have reported that Physical Education

class is a potential setting for increased bullying. One reason for increased bullying is due

to individual’s being overweight. Adolescents are also often left out and teased due to

their weight during Physical Education class (Peterson, Puhl, & Luedicke, 2011). Below

average performance during Physical Education class has also been documented as a risk

factor for becoming a target of bullying (Bejerot, Edgar, & Humble, 2010). A recent

study reported that as many as 84% of adolescent students have witnessed peers being

bullied due to their weight during Physical Education classes. Bullying is linked to

suicide, anxiety and depression in adolescence (Santrock, 2012).