physical education is the part of the whole feild of education who gives the defination
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Answer:
instruction in the development and care of the body ranging from simple calisthenic exercises to a course of study providing training in hygiene, gymnastics, and the performance and management of athletic games.
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Regular physical activity participation throughout childhood provides immediate health benefits, by positively effecting body composition and musculo-skeletal development (Malina and Bouchard, 1991), and reducing the presence of coronary heart disease risk factors (Gutin et al., 1994). In recognition of these health benefits, physical activity guidelines for children and youth have been developed by the Health Education Authority [now Health Development Agency (HDA)] (Biddle et al., 1998). The primary recommendation advocates the accumulation of 1 hour's physical activity per day of at least moderate intensity (i.e. the equivalent of brisk walking), through lifestyle, recreational and structured activity forms. A secondary recommendation is that children take part in activities that help develop and maintain musculo-skeletal health, on at least two occasions per week (Biddle et al., 1998). This target may be addressed through weight-bearing activities that focus on developing muscular strength, endurance and flexibility, and bone health.
School physical education (PE) provides a context for regular and structured physical activity participation. To this end a common justification for PE's place in the school curriculum is that it contributes to children's health and fitness (Physical Education Association of the United Kingdom, 2004; Zeigler, 1994). The extent to which this rationale is accurate is arguable (Koslow, 1988; Michaud and Andres, 1990) and has seldom been tested. However, there would appear to be some truth in the supposition because PE is commonly highlighted as a significant contributor to help young people achieve their daily volume of physical activity (Biddle et al., 1998; Corbin and Pangrazi, 1998). The important role that PE has in promoting health-enhancing physical activity is exemplified in the US ‘Health of the Nation’ targets. These include three PE-associated objectives, two of which relate to increasing the number of schools providing and students participating in daily PE classes. The third objective is to improve the number of students who are engaged in beneficial physical activity for at least 50% of lesson time (US Department of Health and Human Services, 2000). However, research evidence suggests that this criterion is somewhat ambitious and, as a consequence, is rarely achieved during regular PE lessons