Advancing school education: A proposal for modernizing the school subject “Physical Education” for today’s needs

Abstract

Individual behavior is considered the most significant determinant of health (GoInvo, 2017). There are six primary lifestyle factors—physical activity (PA), diet, substance use, sleep, stress, and relationships—that collectively contribute to a holistic concept of health and well-being (American College of Lifestyle Medicine, n.d.). Evidence shows that the widespread adoption of unhealthy lifestyle habits is associated with contemporary changes in children’s phenotypes, making them more vulnerable to chronic health issues that can persist into adulthood (Hruby & Hu, 2015). This is linked to the increasing prevalence of overweight and obesity among children and adolescents, which has risen dramatically from 8% in 1990 to 20% in 2022 (World Health Organization, 2024). Educational settings provide an ideal environment for developing lifelong healthy habits, as the cultivation of such habits requires prolonged commitment. Physical education (PE) is a school-based subject with the potential to promote an active lifestyle; however, concerns persist regarding its adequacy and effectiveness in other aspects of health promotion (United Nations Educational, Scientific and Cultural Organization, 2014). This perspective study discusses the theoretical and practical aspects of modernizing PE curriculum, including its implications for public health policy. Methods We conducted a concise overview of the literature for this perspective study, highlighting school-based health programs and identifying key advocative approaches, with the aim of providing foundational insights for the present health-policy proposal. Results From a holistic perspective, we propose that PE should evolve into lifestyle education (LE), aiming to integrate all six factors of lifestyle medicine within the educational framework. Through the LE approach, children and adolescents can acquire a comprehensive package of health-related knowledge, skills, and competencies that extend beyond PA and encompass all lifestyle components. However, transitioning from PE to LE may impact the structure of the curricula and necessitate stablishing a supplementary curriculum titled sport education (SE), aiming to enhance students’ sport-related skills such as teamwork, leadership, resilience, and strategic thinking, while also promoting abilities in stress management, concentration, and emotional regulation. To effectively transition from PE to LE and SE, educational authorities and policymakers must provide comprehensive demonstrations outlining vision, mission, goals, roles, and detailed guidelines tailored to diverse school levels and student demographics, considering factors such as gender, BMI, (dis)abilities, and socioeconomic status. Conclusion Establishing school-based LE appears crucial for addressing the growing pandemic of chronic health conditions from their earliest origins. Alongside its direct effects of individual health, LE also appears to be beneficial in promoting children’s social and cognitive growth, optimizing their academic performance, and increasing the likelihood of their future occupational success. Therefore, implementing LE is crucial before expecting children and adolescents to adhere to the existing health-related recommendations. References American College of Lifestyle Medicine. (n.d.). What is lifestyle medicine? https://lifestylemedicine.org/ GoInvo. (2017). Determinants of health. https://www.goinvo.com/vision/determinants-of-health/ Hruby, A., & Hu, F. B. (2015). The epidemiology of obesity: A big picture. Pharmacoeconomics, 33, 673-689. https://doi.org/10.1007/s40273-014-0243-x United Nations Educational, Scientific and Cultural Organization. (2014). World-wide survey of school physical education: Final report 2013. https://unesdoc.unesco.org/ark:/48223/pf0000229335 World Health Organization. (2024). Obesity and overweight. https://www.who.int/news-room/fact-sheets/detail/obesity-and-overweight