An excerpt from the Paediatric Child Health Volume 7 issue, No 5 May/June 2002.
The full article can be found here:
In 1999, Canada’s high school dropout rate was 12%, down 33% from an estimated 18% in 1991 (48). Students leaving before graduation were more likely to report a lack of enjoyment with school, dissatisfaction with their courses and teachers, and nonparticipation in extracurricular activities. School physical education programs and extracurricular physical activities could play a significant role in improving students’ attitudes, discipline and behaviours (49). Although information on the number of children in Canada taking regular physical education classes is incomplete, it is estimated that most schools offer half of the recommended provincial requirement, and less than 4% offer quality daily physical education programs. Unfortunately, in 2001, only 33% of all schools in Canada had formal physical education classes, and programming varied from school to school (Guy Tanguay, personal communication). Formal physical education is optional after grade nine in Canada. In recent years, parents and the business community have pressured educators to adjust the curriculum to prepare students for the workforce.
Some claim that reducing the number of hours spent on physical activity will increase academic achievement. Yet, there is no evidence that regular physical activity hinders educational performance and there is modest evidence that shows that it actually enhances academic achievement (50).
The 1996 United States Surgeon General’s report recommend 1 h or more of aerobic physical activity and exercise on most days (51). Physicians have a vital role to play in the reinstatement of regular quality daily physical education in all schools and in all age groups. Children and youth should be provided with safe school recreation facilities that are stocked with appropriate equipment, ensuring exposure to a wide range of physical activities, especially those encouraging lifestyle changes. School-based facilities are not only important for increasing physical activity during school hours, they are an essential means to allow all children access to cost effective community recreation programs after school.
