Health And Physical Education

Regular physical activity is proven to help prevent and manage noncommunicable diseases such as heart disease, stroke, diabetes and several cancers. It also helps prevent hypertension, maintain healthy body weight and can improve mental health, quality of life and well-being.

Health and Physical Education

Regular physical activity, such as walking, cycling, wheeling, doing sports or active recreation, provides significant benefits for health. Some physical activity is better than doing none. By becoming more active throughout the day in relatively simple ways, people can easily achieve the recommended activity levels.

Lives are becoming increasingly sedentary, through the use of motorized transport and the increased use of screens for work, education and recreation. Evidence shows higher amounts of sedentary behaviour are associated with the following poor health outcomes:

Globally, 28% of adults aged 18 and over were not active enough in 2016 (men 23% and women 32%). This means they do not meet the global recommendations of at least 150 minutes of moderate-intensity, or 75 minutes vigorous-intensity physical activity per week.

In high-income countries, 26% of men and 35% of women were insufficiently physically active, as compared to 12% of men and 24% of women in low-income countries. Low or decreasing physical activity levels often correspond with a high or rising gross national product.

The drop in physical activity is partly due to inaction during leisure time and sedentary behaviour on the job and at home. Likewise, an increase in the use of \"passive\" modes of transportation also contributes to insufficient physical activity.

Globally, 81% of adolescents aged 11-17 years were insufficiently physically active in 2016. Adolescent girls were less active than adolescent boys, with 85% vs. 78% not meeting WHO recommendations of at least 60 minutes of moderate to vigorous intensity physical activity per day.

In 2018, the World Health Assembly agreed on a global target to reduce physical inactivity by 15% by 2030 and align with the Sustainable Development Goals. The commitments made by world leaders to develop ambitious national SDG responses provides an opportunity to refocus and renew efforts at promoting physical activity.

To help countries and communities measure physical activity in adults, WHO has developed the Global Physical Activity Questionnaire (GPAQ). This questionnaire helps countries monitor insufficient physical activity as one of the main NCD risk factors. The GPAQ has been integrated into the WHO STEPwise approach, which is a surveillance system for the main NCD risk factors.

To assess physical activity among schoolchildren WHO has collaborated on a questionnaire module which has been integrated into the Global school-based student health survey (GSHS). The GSHS is a WHO/US CDC surveillance project designed to help countries measure and assess the behavioural risk factors and protective factors in 10 key areas among young people aged 13 to 17 years.

WHO is also working with international experts on the development of methods and instruments to assess physical activity in children under the age of five years of age and under 10 years of age. In addition, WHO is testing the use of digital and wearable technologies, such as pedometers and accelerometers, in national population surveillance of physical activity in adults. This work will be extended to include children and will inform the development of updated global guidance on the monitoring of physical activity and sedentary behaviours.

The drop in physical activity is partly due to inaction during leisure time and sedentary behaviour on the job and at home. Likewise, an increase in the use of "passive" modes of transportation also contributes to insufficient physical activity.

The Health and Physical Education, K-12 (BS) degree at Appalachian State University prepares students for teaching careers in physical education and/or health education. The program promotes the development of highly qualified professionals who will advance the fitness, psychomotor, cognitive and affective learning of school-aged children.

The Beaver College of Health Sciences opened in 2010 as the result of an Appalachian commitment to significantly enhance the health and quality of life for individuals, families and communities in North Carolina and beyond.

Health and physical education is a major that prepares you to teach school-aged populations the skills and strategies that support and improve their health and well-being. Emphasis is given to increasing your foundational knowledge and ability to apply teaching practices grounded in health behavior change, movement concepts and sport. The health and physical education program at UNH offers its undergraduate students a way to gain knowledge and teaching skills for developing quality programs in both health education and physical education that will make a difference in the lives of all school age children and youth.

The health and physical education (HPE) major provides a foundation for teaching through a four-year program (BS), or the UNH Department of Education fifth-year program leading to a masters of arts in teaching (MAT). Graduates become certified to teach kindergarten through grade 12 (K-12) health and physical education in the state of New Hampshire. This licensure is transferable to all other states in the U.S. Extensive supervised practicum experiences that provide teaching skills, including adaptive physical education programming, offers an excellent foundation for preparing high-quality teachers. The combination of health with physical education and adaptive physical education makes graduates highly marketable.

Internal UNH undergraduate transfer candidates must have a minimum GPA of 2.67 before admission to the major. External UNH undergraduate transfers must have a minimum GPA of 2.75. The coursework for students choosing the four-year or five-year path to teaching certification is exactly the same until the final semester of the undergraduate program. The culminating experience for students in the four-year teaching program is student teaching (EDUC 694D/HPE 694 Supervised Teaching in Health and Physical Education). Students choosing to do the fifth-year program complete a year-long internship, in lieu of student teaching. Students also have the option of completing a concentration in adapted physical education through additional coursework designed to enhance teaching strategies and the programmatic needs of students with disabilities.

Our Department provides a structured curriculum and professional experiences to prepare you to teach physical education, work within the health, coaching, and fitness fields, or qualify for further graduate studies. 041b061a72