View source for Physical education

{{short description|Educational course related to the physique and care of the body}}
{{distinguish|Physics education}}
{{redirect|Gym teacher|the 2008 movie|Gym Teacher: The Movie}}
[[File:Calhan Colorado High School Physical Education equipment by David Shankbone.jpg|240px|thumb|right|Physical education equipment in [[Calhan, Colorado|Calhan]], Colorado]]
[[File:Pe class.jpg|thumb|Children using a parachute during a physical education lesson]]
'''Physical education''' is an academic subject taught in schools worldwide, encompassing [[Primary education|primary]], [[Secondary education|secondary]], and sometimes [[tertiary education]]. It is often referred to as Phys. Ed. or PE, and in the United States it is informally called [[gym]] class or gym. Physical education generally focuses on developing physical fitness, [[motor skill]]s, health awareness, and social interaction through activities such as sports, exercise, and movement education.<ref>{{Cite book |last=Kirk |first=David |title=Physical education futures |date=2010 |publisher=Routledge |isbn=978-0-415-67736-3 |location=Milton Park, Abingdon, Oxon New York, N.Y}}</ref> While [[Curriculum|curricula]] vary by country, PE generally aims to promote lifelong physical activity and well-being. Unlike other academic subjects, physical education is distinctive because it engages students across the [[Psychomotor learning|psychomotor]], [[Cognition|cognitive]], [[Affect (psychology)|affective]], [[Social skills|social]], and [[cultural]] domains of learning.<ref name=":1">{{Cite journal |last1=Quennerstedt |first1=Mikael |last2=Landi |first2=Dillon |last3=Casey |first3=Ashley |date=2025-01-02 |title=Busier, Happier, and Good(er) – 40 Years on from 'Busy, Happy, and Good' as Success in Teaching Physical Education |journal=Quest |language=en |volume=77 |issue=1 |pages=58–78 |doi=10.1080/00336297.2024.2393624 |issn=0033-6297|doi-access=free }}</ref> Physical education content differs internationally, as physical activities often reflect the geographic, cultural, and environmental features of each region.<ref>{{Cite book |last=Kirk |first=David |title=Defining Physical Education (Routledge Revivals): The Social Construction of a School Subject in Postwar Britain |date=2012 |publisher=Taylor and Francis |isbn=978-0-415-50809-4 |location=Hoboken}}</ref> While the purpose of physical education is debated, one of its central goals is generally regarded as socialising and empowering young people to value and participate in diverse movement and physical activity cultures.<ref name=":1" /><ref>{{Cite journal |last=Siedentop |first=Daryl |date=August 1996 |title=Valuing the Physically Active Life: Contemporary and Future Directions |url=http://www.tandfonline.com/doi/abs/10.1080/00336297.1996.10484196 |journal=Quest |language=en |volume=48 |issue=3 |pages=266–274 |doi=10.1080/00336297.1996.10484196 |issn=0033-6297|url-access=subscription }}</ref><ref>{{Cite journal |last=Bain |first=Linda L. |date=September 1980 |title=Socialization into the Role of Participant: Physical Education's Ultimate Goal |url=https://www.tandfonline.com/doi/full/10.1080/00971170.1980.10626550 |journal=Journal of Physical Education and Recreation |language=en |volume=51 |issue=7 |pages=48–50 |doi=10.1080/00971170.1980.10626550 |issn=0097-1170|url-access=subscription }}</ref><ref>{{Cite book |last=Standal |first=Øyvind Førland |title=Phenomenology and pedagogy in physical education |date=2015 |publisher=Routledge |isbn=978-1-315-77598-2 |series=Ethics and sport |location=London New York}}</ref>

== Five Learning Bodies in PE (Core Learning Domains) ==
{{Cleanup rewrite|date=June 2025|2=section}}
Historically, the field of physical education has focused on three learning domains: affective, cognitive, and psychomotor.<ref>{{Cite book |last=Shimon |first=Jane M. |title=Introduction to Teaching Physical Education |date=2020 |publisher=Human Kinetics |isbn=9781718217348 |location=Champaign, Illinois}}</ref> More recently, however, scholarship in physical education has recently acknowledged two additional, social and cultural domains of learning.<ref name=":1" /><ref>{{Cite journal |last1=Bailey |first1=Richard |last2=Armour |first2=Kathleen |last3=Kirk |first3=David |last4=Jess |first4=Mike |last5=Pickup |first5=Ian |last6=Sandford |first6=Rachel |last7=BERA Physical Education and Sport P |date=March 2009 |title=The educational benefits claimed for physical education and school sport: an academic review |url=https://www.tandfonline.com/doi/abs/10.1080/02671520701809817 |journal=Research Papers in Education |language=en |volume=24 |issue=1 |pages=1–27 |doi=10.1080/02671520701809817 |issn=0267-1522|url-access=subscription }}</ref> Recently, physical education researchers from Australia, Sweden and the United Kingdom have re-formulated the Domains of Learning to be understood as Five Learning Bodies in physical education:<ref name=":1" /> Moving Body, Thinking Body, Emotional Body, Social Body, and Cultural Body. This re-formulation was done using the academic literature in physical education and education more broadly.

* '''Moving Body:''' This dimension emphasizes the development of physical competencies and motor skills. It encompasses students' abilities to perform various movements with control, coordination, and efficiency, forming the foundation of traditional PE activities.
* '''Thinking Body:''' Beyond physical movement, this aspect focuses on cognitive engagement. It involves understanding rules, strategies, and concepts related to physical activities, fostering critical thinking, decision-making, and reflective practices among students.
* '''Social Body:''' This facet highlights the importance of social interactions and relationships in PE settings. It considers how students collaborate, communicate, and build relationships through physical activities, promoting teamwork, empathy, and a sense of community.
* '''Emotional Body:''' Recognizing the emotional experiences associated with physical activity, this dimension addresses feelings such as joy, frustration, confidence, and anxiety. It underscores the role of emotions in motivation, engagement, and overall well-being in PE.
* '''Cultural Body:''' This component acknowledges the cultural contexts and identities that students bring into PE. It involves understanding how cultural backgrounds, values, and societal norms influence students' participation and experiences in physical activities.

By integrating these five learning bodies, teachers can offer a comprehensive approach to PE that transcends the traditional focus on physical activity alone. This framework encourages educators to consider the multifaceted nature of student development, promoting inclusive and meaningful learning experiences in physical education.

== Curriculum approaches to physical education ==
{{Cleanup rewrite|date=June 2025|2=section}}
Like education more broadly, there are different curriculum approaches to physical education.<ref name=":2">{{Cite book |last=Kirk |first=David |title=Physical Education and Curriculum Study: A Critical Introduction |date=2014 |publisher=Taylor and Francis |isbn=978-0-415-73070-9 |series=Routledge Revivals |location=Hoboken}}</ref> Ennis has identified that there are three main approaches to curriculum in physical education: Factory, Garden and Journey.<ref>{{Cite book |title=Student learning in physical education: applying research to enhance instruction |date=1996 |publisher=Human Kinetics |isbn=978-0-87322-714-8 |editor-last=Silverman |editor-first=Stephen J. |location=Champaign, Ill |editor-last2=Ennis |editor-first2=Catherine D.}}</ref> 

* '''Factory Model:''' The Factory model treats education like an assembly line, where students are expected to master specific skills through standardised instruction and assessment. In physical education, this might look like a unit on basketball where all students learn the same set of drills (e.g., dribbling, shooting, passing) and are assessed with performance rubrics or timed tasks. The teacher leads the class with a focus on efficiency, discipline, and outcome-based results. While this ensures consistency, it can ignore diverse learning needs or interests. 
** '''Example''': A teacher sets up skill stations and times students on lay-up drills, awarding scores based on accuracy and speed.
* '''Garden Model:''' The Garden model sees students as individuals with unique potential that needs nurturing. Physical education under this model emphasises emotional wellbeing, inclusivity, and student choice. A teacher may design activities that allow for various levels of participation and success, such as yoga, dance, or cooperative games, ensuring every student feels safe and supported. The emphasis is on enjoyment, personal growth, and developing a positive relationship with movement.
** '''Example:''' During a fitness unit, students set their own personal health goals (e.g., improving flexibility, managing stress) and reflect weekly on their progress with teacher feedback.
* '''Journey Model:''' The Journey model frames PE as a process of exploration, where learning unfolds over time and is guided by curiosity and reflection. The teacher and students co-create experiences that are meaningful and relevant. In this model, a teacher might facilitate a project where students design their own games, explore cultural sports, or investigate how physical activity affects mental health. The emphasis is on personal meaning, collaboration, and making connections beyond the classroom.
** '''Example:''' Students work in groups to research traditional Indigenous games, learn the rules, and then teach them to their peers while discussing the cultural significance of each activity. 

These curricular approaches are never fully adopted by a school or teacher. Rather, it is likely that schools are using a combination of these approaches in order to address the learning needs of students. Further, each approach is necessary at a different time. That said, skill mastery is often located at the factory end of this continuum whereas critical thinking skills are often part of the journey end of the continuum. 

One particular approach to physical education that is not captured in the above three models is a '''critical approach''' to curriculum.<ref>{{Cite book |last=Kirk |first=David |title=Precarity, Critical Pedagogy and Physical Education |date=2019 |publisher=Routledge |isbn=978-1-000-53706-2 |location=S.l.}}</ref><ref>{{Cite book |last=Fitzpatrick |first=Katie |title=Critical pedagogy, physical education and urban schooling |date=2013 |publisher=Peter Lang |isbn=978-1-4331-1740-4 |series=Counterpoints |location=New York Washington, D.C./Baltimore Bern Frankfurt Berlin Brussels Vienna Oxford}}</ref> A critical approach is often linked to addressing the social and cultural dimensions of physical education. As such, part of this instruction includes teaching about the role of inequity in health, movement and the body.<ref name=":2" /> 

* '''Critical Approach:''' Critical curriculum approaches in physical education aims to transform the subject from a site of physical performance and reproduction of norms into a space for critical thinking and social change. Rather than simply delivering content or developing physical skills, a critical curriculum invites students and teachers to question whose bodies, knowledges and experiences are valued in PE, and to work toward creating more empowering learning environments.<ref>{{Cite journal |last1=Castro-García |first1=Marina |first2=Dillon |last2=Landi |last3=Kirk |first3=David |title=deportigualízate: enacting critical intersectional feminist pedagogy in Spanish PESTE |url=https://www.tandfonline.com/doi/full/10.1080/17408989.2023.2284927#d1e189 |journal=[[Physical Education and Sport Pedagogy]] |publication-date=2024 |volume=0 |pages=1–15 |doi=10.1080/17408989.2023.2284927}}</ref>
** '''Example:''' The students might reflect on gameplay and discuss how current rules of a game limit participation, teamwork and fairness. They would then revise the rules collaboratively to improve these elements for the next game.

==Pedagogy==
[[File:Corta-Mato Escolar 2008.jpg|thumb|Young [[Portugal|Portuguese]] children participating in a school race]]

The main goals in teaching modern physical education are:<ref>{{cite web|url = http://homepages.wmich.edu/~sayers/2004%20NASPE%20PA%20Guidelines.pdf|date = December 30, 2003|title= Children Need Greater Amount of Physical Activity in 2004.| author = Paula Keyes Kun|publisher = National Association for Sport and Physical Education|accessdate= December 29, 2021}}</ref>
* To expose children and teens to a wide variety of exercise and healthy activities. Because physical education can be accessible to nearly all children, it is one of the only opportunities that can guarantee beneficial and healthy activity in children.
* To teach skills to maintain a lifetime of fitness as well as health.
* To encourage self-reporting and monitoring of exercise.
* To individualize duration, intensity, and type of activity.
* To focus feedback on the work, rather than the result.
* To provide active role models.

It is critical for physical educators to foster and strengthen developing motor skills and to provide children and teens with a basic skill set that builds their movement repertoire, which allows students to engage in various forms of games, sports, and other physical activities throughout their lifetime.<ref name="NCBI">{{cite book|url = https://www.ncbi.nlm.nih.gov/books/NBK201493/|title = Approaches to Physical Education in Schools|date = 30 October 2013|publisher = NCBI|accessdate=December 29, 2021}}</ref>

These goals can be achieved in a variety of ways. National, state, and local guidelines often dictate which standards must be taught in regards to physical education. These standards determine what content is covered, the qualifications educators must meet, and the textbooks and materials which must be used. These various standards include teaching sports education, or the use of sports as exercise; fitness education, relating to overall health and fitness; and movement education, which deals with movement in a non-sport context.<ref name="NCBI" />

These approaches and curricula are based on pioneers in PE, namely, Francois Delsarte, Liselott Diem, and Rudolf von Laban, who, in the 1800s focused on using a child's ability to use their body for self-expression. This, in combination with approaches in the 1960s, (which featured the use of the body, spatial awareness, effort, and relationships) gave birth to the modern teaching of physical education.<ref>{{cite book |last1=Weiller Abels|first1= Karen|last2 = Bridges|first2=Jennifer|date=March 8, 2010|title=Teaching movement education : foundations for active lifestyles |url= https://www.worldcat.org/oclc/880580108|publisher=Human Kinetics|isbn=978-0736074568|oclc= 880580108}}</ref>

Recent research has also explored the role of physical education for [[moral development]] in support of social inclusion and [[social justice]] agendas,<ref>{{Cite journal |last1=Rossi |first1=Tony |last2=Jeanes |first2=Ruth |date=2016-05-18 |title=Education, pedagogy and sport for development: addressing seldom asked questions |journal=Sport, Education and Society |volume=21 |issue=4 |pages=483–494 |doi=10.1080/13573322.2016.1160373 |issn=1357-3322|doi-access=free }}</ref> where it is under-researched, especially in the context of [[disability]], and the social inclusion of disabled people.<ref>{{Cite journal |last1=Sandford |first1=Rachel |last2=Beckett |first2=Angharad |last3=Giulianotti |first3=Richard |date=2022-02-12 |title=Sport, disability and (inclusive) education: critical insights and understandings from the Playdagogy programme |url=https://doi.org/10.1080/13573322.2021.1902299 |journal=Sport, Education and Society |volume=27 |issue=2 |pages=150–166 |doi=10.1080/13573322.2021.1902299 |s2cid=236342803 |issn=1357-3322 |archive-url=https://eprints.whiterose.ac.uk/174420/ |archive-date=26 May 2021|url-access=subscription }}</ref>

=== Technology use in physical education ===
Many physical education classes utilize technology to assist their pupils in effective exercise. One of the most affordable and popular tools is a simple [[camera|video recorder]]. With this, students record themselves, and, upon playback, can see mistakes they are making in activities like [[throwing]] or swinging.<ref name=ProQuest853876818>{{cite journal |last1=Wang |first1=Lin |last2=Myers |first2=Deborah L. |last3=Yanes |first3=Martha J. |title=Creating Student-Centered Learning Experience through the Assistance of High-End Technology in Physical Education: A Case Study |journal=Journal of Instructional Psychology |date=2010 |volume=37 |issue=4 |pages=352–356 |id={{ProQuest|853876818}} |url=https://www.learntechlib.org/p/110170/ }}</ref> Studies show that students find this more effective than having someone try to explain what they are doing wrong, and then trying to correct it.<ref name=ProQuest853876818/>

Educators may also use technology such as [[pedometer]]s and [[heart rate monitor]]s to make step and [[heart rate]] goals for students.<ref>{{cite journal |last1=Woods |first1=Marianne L. |last2=Karp |first2=Grace Goc |last3=Miao |first3=Hui |last4=Perlman |first4=Dana |title=Physical Educators' Technology Competencies and Usage |journal=The Physical Educator |date=26 April 2008 |volume=65 |issue=2 |id={{ProQuest|232994591}} |url=https://js.sagamorepub.com/pe/article/view/2142 }}</ref><ref>{{cite web|url=http://www.humankinetics.com/excerpts/excerpts/using-pedometers-to-assess-physical-activity-participation-levels |title=Using pedometers to assess physical activity participation levels |publisher=Humankinetics.com |date=2010-04-01 |access-date=2015-08-13}}</ref><ref>{{cite web|url=http://www.pecentral.org/lessonideas/pedometer/pedometerlessonndex.html |title=PEC: Pedometer Lesson Activities |publisher=Pecentral.org |access-date=2015-08-13}}</ref> Implementing pedometers in physical education can improve physical activity participation, motivation and enjoyment.<ref>{{Cite journal |last1=Gu |first1=Xiangli |last2=Chen |first2=Yu-Lin |last3=Jackson |first3=Allen W. |last4=Zhang |first4=Tao |date=2017-06-23 |title=Impact of a pedometer-based goal-setting intervention on children's motivation, motor competence, and physical activity in physical education |url=http://dx.doi.org/10.1080/17408989.2017.1341475 |journal=Physical Education and Sport Pedagogy |volume=23 |issue=1 |pages=54–65 |doi=10.1080/17408989.2017.1341475 |s2cid=148626271 |issn=1740-8989|url-access=subscription }}</ref>

Other technologies that can be used in a physical education setting include [[video projector]]s and [[GPS]] systems. Gaming systems and their associated games, such as the [[Kinect]], [[Wii]], and [[Wii Fit]] can also be used. Projectors are used to show students proper form or how to play certain games. GPS systems can be used to get students active in an [[Outdoor recreation|outdoor]] setting, and active exergames{{clarify|date=December 2021}} can be used by teachers to show students a good way to stay fit in and out of a classroom setting.<ref>Grimes, G. (2011, November 21). Interview by M Massey [Personal Interview]</ref> Exergames, or digital games that require the use of physical movement to participate, can be used as a tool to encourage physical activity and health in young children.<ref>{{Cite journal |last1=Benzing |first1=Valentin |last2=Schmidt |first2=Mirko |date=2018-11-08 |title=Exergaming for Children and Adolescents: Strengths, Weaknesses, Opportunities and Threats |journal=Journal of Clinical Medicine |volume=7 |issue=11 |pages=422 |doi=10.3390/jcm7110422 |pmid=30413016 |pmc=6262613 |issn=2077-0383 |doi-access=free }}</ref>

Technology integration can increase student motivation and engagement in the Physical Education setting.<ref name=":12">{{Cite journal |last1=Wallace |first1=Jason |last2=Scanlon |first2=Dylan |last3=Calderón |first3=Antonio |date=2022-08-02 |title=Digital technology and teacher digital competency in physical education: a holistic view of teacher and student perspectives |url=http://dx.doi.org/10.1080/25742981.2022.2106881 |journal=Curriculum Studies in Health and Physical Education |volume=14 |issue=3 |pages=271–287 |doi=10.1080/25742981.2022.2106881 |s2cid=252177343 |issn=2574-2981}}</ref> However, the ability of educators to effectively use technology in the classroom is reliant on a teacher's perceived competence in their ability to integrate technology into the curriculum.<ref name=":12"/>

Beyond traditional tools, recent AI advancements are introducing new methods for personalizing physical education, especially for adolescents. AI applications like adaptive coaching are starting to show promise in enhancing student motivation and program effectiveness in physical education settings.<ref>{{Cite journal |last1=Rowe |first1=Jonathan P. |last2=Lester |first2=James C. |date=August 2020 |title=Artificial Intelligence for Personalized Preventive Adolescent Healthcare |journal=Journal of Adolescent Health |volume=67 |issue=2 |pages=S52–S58 |doi=10.1016/j.jadohealth.2020.02.021 |pmid=32718516 |s2cid=220840948 |issn=1054-139X|doi-access=free }}</ref>

== By location ==
According to the [[World Health Organization]] (WHO), it is suggested that young children should be participating in 60-minutes of exercise per day at least 3 times per week in order to maintain a healthy body.<ref>{{Cite web |url=http://www.who.int/dietphysicalactivity/factsheet_young_people/en/ |title=WHO &#124; Physical activity and young people |access-date=2022-03-02 |archive-date=2020-09-08 |archive-url=https://web.archive.org/web/20200908072919/https://www.who.int/dietphysicalactivity/factsheet_young_people/en/ |url-status=dead }}</ref> This 60-minute recommendation can be achieved by completing different forms of physical activity, including participation in physical education programs at school.<ref name=":0">{{Cite web |title=WHO &#124; Physical activity and young people |url=http://www.who.int/dietphysicalactivity/factsheet_young_people/en/ |url-status=dead |archive-url=https://web.archive.org/web/20200908072919/https://www.who.int/dietphysicalactivity/factsheet_young_people/en/ |archive-date=2020-09-08 |access-date=2022-03-02}}</ref> A majority of children around the world participate in Physical Education programs in general education settings.<ref name=":22">{{Cite journal |last=Hardman |first=Ken |date=2008-01-01 |title=The Situation of Physical Education in Schools: A European Perspective |journal=Human Movement |volume=9 |issue=1 |doi=10.2478/v10038-008-0001-z |issn=1899-1955|doi-access=free }}</ref> According to data collected from a worldwide survey, 79% of countries require legal implementation of PE in school programming.<ref name=":22"/> Physical education programming can vary all over the world.

===Asia===
==== Philippines ==== 
In the [[Philippines]], physical education is mandatory for all years in school, unless the school gives the option for a student to do the [[Leaving Certificate Vocational Programme]] instead for their fifth and sixth year. Some schools have integrated martial arts training into their physical education curriculum.<ref>{{cite web|url=http://www.visayandailystar.com/2008/September/27/sportnews1.htm|title=Jack & Jill School rules : Nopsscea karatedo events|author=Ndia Buenafe|archive-url=https://web.archive.org/web/20080930151303/http://www.visayandailystar.com/2008/September/27/sportnews1.htm|access-date=2 March 2022|archive-date=2008-09-30}}</ref><ref>{{cite web|url=http://www.garimot.com/articles/index.html|title=Is Arnis De Mano Dead in the Philippines?|archive-url=https://web.archive.org/web/20070523121915/http://www.garimot.com/articles/index.html|access-date=2 March 2022|archive-date=2007-05-23}}</ref><ref>{{cite web|url=http://www.imafp.com/Chapters/IMAFP_commissions/IMAFP_mindanao.htm |title=Regional Commissions and Chapters International Modern Arnis Federation Philippines Mindanao Commission |website=Imafp.com |access-date=2010-11-07}}</ref><ref>{{cite web|url=http://www.mindanaotimes.com.ph/story.php?id=22801|title=We learn from our children|archive-url=https://web.archive.org/web/20090115150606/http://www.mindanaotimes.com.ph/story.php?id=22801|access-date=2 March 2022|archive-date=2009-01-15}}</ref><ref>{{cite web |url=http://showbizandstyle.inquirer.net/sim/sim/view/20081214-177923/Life-Lessons-from-Karate |title=Sunday Inquirer Magazine: Life Lessons from Karate |website=Showbizandstyle.inquirer.net |date=2008-12-14 |access-date=2010-11-07 |url-status=dead |archive-url=https://web.archive.org/web/20120304154557/http://showbizandstyle.inquirer.net/sim/sim/view/20081214-177923/Life-Lessons-from-Karate |archive-date=2012-03-04 }}</ref>

==== Singapore ====
A Biennial compulsory fitness exam, NAPFA, is conducted in every school to assess pupils' physical fitness in Singapore.<ref>{{Cite news|url=http://www.asiaone.com/napfa-fitness-test-education-tool|title=Napfa: From fitness test to education tool|website=Asiaone.com|access-date=2018-10-19}}</ref> This includes a series of fitness tests. Students are graded by a system of gold, silver, bronze, or as a fail. NAPFA for pre-enlistees serves as an indicator for an additional two months in the country's compulsory national service training if they attain bronze or fail.

=== Europe ===
[[File:JJS Karate Kids.jpg|thumb|Some countries include [[martial arts]] training in school as part of physical education class. These [[Filipino people|Filipino]] children are practicing [[karate]].]]

==== Ireland ====
In Ireland, one is expected to do two semesters worth of 80-minute PE classes. This also includes showering and changing times. So, on average, classes are composed of 60–65 minutes of activity.<ref>{{cite web|url=http://www.curriculumonline.ie/getmedia/ca8a385c-5455-42b6-9f1c-88390be91afc/PSEC05_Physical-Education_Curriculum.pdf|title=Physical Education Curriculum|website=Curriculumonline.ie|access-date=2 March 2022}}</ref>

==== Poland ====
In [[Poland]], pupils are expected to do at least three hours of PE a week during primary and secondary education.<ref>{{cite web|url=http://isip.sejm.gov.pl/DetailsServlet?id=WDU20020150142|title=Dz.U. 2002 nr 15 poz. 142. Rozporządzenie Ministra Edukacji Narodowej i Sportu z dnia 12 lutego 2002 r. w sprawie ramowych planów nauczania w szkołach publicznych.|publisher=Internetowy System Aktów Prawnych|access-date=31 October 2010}}</ref> Universities must also organise at least 60 hours of physical education classes in undergraduate courses.<ref>{{cite web|title=Standardy kształcenia dla poszczególnych kierunków studiów i poziomów kształcenia|url=http://www.bip.nauka.gov.pl/bipmein/index.jsp?place=Lead07&news_cat_id=117&news_id=982&layout=1&page=text|publisher=Biuletyn Informacj Publicznej|access-date=31 October 2010|url-status=dead|archive-url=https://web.archive.org/web/20101120214522/http://www.bip.nauka.gov.pl/bipmein/index.jsp?place=Lead07&news_cat_id=117&news_id=982&layout=1&page=text|archive-date=20 November 2010}}</ref>{{clarify|date=December 2021}}

==== Sweden ====
In [[Sweden]], the time school students spend in physical education lessons per week varies between municipalities, but generally, years 0 to 2 have 55 minutes of PE a week; years 3 to 6 have 110 minutes a week, and years 7 to 9 have 220 minutes. In upper secondary school, all national programs have an obligatory course, containing 100 points of PE, which corresponds to 90–100 hours of PE during the course (one point per hour). Schools can regulate these hours as they like{{how|date=December 2021}} during the three years of school students attend. Most schools have students take part in this course during the first year and offer a follow-up course, which also contains 100 points/hours.<ref>{{cite web |url=https://www.skolverket.se/download/18.4fc05a3f164131a7418106e/1535372299307/Physical-education-and-health-swedish-school.pdf |title=Physical Education and Health |website=Skolverket  |access-date=April 15, 2019 }}</ref>

==== United Kingdom ====
{{Expand section|date = December 2021}}
In [[England]], pupils in years 7, 8, and 9 are expected to do two hours of exercise per week. Pupils in years 10 and 11 are expected to do one hour of exercise per week.<ref>{{cite web|title=National curriculum in England: physical education programmes of study|url=https://www.gov.uk/government/publications/national-curriculum-in-england-physical-education-programmes-of-study/national-curriculum-in-england-physical-education-programmes-of-study|website=Gov.uk|access-date=24 November 2016}}</ref>

In [[Wales]], pupils are expected to do two hours of PE a week.<ref>{{Cite web |url=https://www.sport.wales/media/351730/sports_update_59-e.pdf |title=PE Provision in Secondary Schools |date=2007-01-01 |access-date=2024-01-16 |website=Sport Council Wales |archive-url=https://web.archive.org/web/20160820073019/http://sport.wales/media/351730/sports_update_59-e.pdf |archive-date=2016-08-20 |url-status=dead}}</ref>

In [[Scotland]], Scottish pupils are expected to have at least two hours of PE per week during primary and lower secondary education.

In [[Northern Ireland]], pupils are expected to participate in at least two hours of physical education (PE) per week during years 8 and 9. PE remains part of the curriculum for years 10 to 12, though the time allocated may vary.

=== North America ===
{{multiple image|
| width1 = 225
| image1 = 2011 Okemos High School Girls' Water Polo State Championship Team.jpg
| width2 = 100
| image2 = TWU Gymnastics (Bars) Amy Winczura (5694030475).jpg
| footer = ''Left:'' A U.S. high school girls' [[water polo]] team (with their male coaches in background) posing with their trophy. ''Right:'' A U.S. university girl practising a difficult [[gymnastics]] maneuver.
}}

==== Canada ====
In [[British Columbia]], the government has mandated in the grade one curriculum that students must participate in physical activity daily five times a week. The educator is also responsible for planning Daily Physical Activity (DPA), which is thirty minutes of mild to moderate physical activity a day (not including curriculum physical education classes). The curriculum also requires students in grade one to be knowledgeable about healthy living. For example, they must be able to describe the benefits of regular exercise, identify healthy choices in activities, and describe the importance of choosing healthy food.<ref>BC curriculum package</ref>{{Better source needed|date=December 2021}} <!-- Not a strong source for this information. See actual curriculum documents for more reliable information regarding what students are learning.  -->

Ontario, Canada has a similar procedure in place. On October 6, 2005, the [[Ontario Ministry of Education|Ontario Ministry of Education (OME)]]  implemented a DPA policy in elementary schools, for those in grades 1 through 8. The government also requires that all students in grades 1 through 8, including those with special needs, be provided with opportunities to participate in a minimum of twenty minutes of sustained, moderate to vigorous physical activity each school day during instructional time.<ref>{{Cite web|url=http://www.edu.gov.on.ca/eng/teachers/dpa1-3.pdf|title=Daily Physical Activity in Schools 2005 : RESOURCE GUIDE : Grades 1 to 3|archive-url=https://web.archive.org/web/20061212025619/http://www.edu.gov.on.ca/eng/teachers/dpa1-3.pdf|access-date=2 March 2022|archive-date=2006-12-12}}</ref>

==== United States ====
The 2012 "Shape Of The Nation Report" by the National Association for Sport and Physical Education (part of [[SHAPE America]]) and the [[American Heart Association]] found that while nearly 75% of states require physical education in elementary through high school, over half of the states permit students to substitute other activities for their required physical education credit, or otherwise fail to mandate a specific amount of instructional time. According to the report, only six states ([[Illinois]], [[Hawaii]], [[Massachusetts]], [[Mississippi]], [[New York (state)|New York]], and [[Vermont]]) require physical education at every grade level.<ref>{{cite web | url=https://www.huffingtonpost.com/2012/11/14/2012-shape-of-the-nation-_n_2130115.html |title = Majority of States Have Loopholes That Let Kids Get Out of Gym Class|website = [[HuffPost]]|date = 2012-11-14}}</ref> A majority of states{{quantify|date=December 2021}} in 2016 did not require a specific amount of instructional time, and more than half allow exemptions or substitution. These loopholes can lead to reduced effectiveness of the physical education programs.<ref>{{cite web|url=https://www.shapeamerica.org/uploads/pdfs/son/Shape-of-the-Nation-2016_web.pdf|title=Shape of the Nation : Physical Education in the USA|website=Shapeamerica.org|access-date=2 March 2022}}</ref>

Zero Hour is a before-school physical education class first implemented by [[Naperville Central High School]]. In the state of [[Illinois]], this program is known as Learning Readiness Physical Education. The program was based on research indicating that [[student]]s who are physically fit are more [[academic]]ally alert, experience growth in [[brain cell]]s, and enhancement in [[brain]] development. NCHS pairs a physical education class that incorporates [[cardiovascular exercise]], [[core strength]] training, cross-lateral movements, as well as [[literacy]] and [[math]] strategies which enhance [[learning]] and improve achievement.<ref>{{cite web|url=http://iphionline.org/pdf/P.E._Case_Study_Naperville.pdf|title=Enhancing P.E. in Illinois|website=Iphioline.org|access-date=2 March 2022}}</ref>

==See also==
*[[Physical culture]]
*[[Recreation]]
*[[Exercise]]
*[[Lack of physical education]]
*[[Sports day]]
*[[Worldwide Day of Play]]

==References==
{{Reflist}}

==External links==
* {{Cite Americana|wstitle=Educational Athletics |short=x}}

{{Education by subject}}
{{Sport}}
{{Authority control}}

{{DEFAULTSORT:Physical Education}}
[[Category:Physical education| ]]
[[Category:Physical exercise|Education]]
[[Category:Sports science]]
[[Category:Education by subject]]