Page 324 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 324
ear ly school leaving: contempor ary european perspectives
students off the street and support their learning processes by im-
proving their self-esteem, social skills, strengthening their interper-
sonal relationships with other peers, teachers and the wider commu-
nity, and addressing their problems with stress management, school
failure, discrimination, communication difficulties and learning
disabilities (e.g. Basich, 2006; Biddle, Mutrie, & Gorely, 2015; Fedewa
& Ahn, 2011; Senlin, Haichun, Xihe, & Ang, 2014; Strong et al.,
2005; Taras, 2005). In order to achieve these positive effects, schools
and the community should collaborate in organised action, phys-
ical activity should become an important part of every school and
community-based (educational) programmes and teachers should
rethink physical education activities so that, besides physical pur-
poses, they more explicitly support the individual’s social and emo-
tional well-being by including body language expression, techniques
of self-awareness (e.g. techniques of self-focused attention, persever-
ance of concentration) and interpersonal bonding (e.g. encourage-
ment for affiliation via group sports). From this perspective, the im-
portance of physical activity in reducing ESL is uncontested.
Key words: ESLers, physical activity, community learning, educa-
tional outcomes
Introduction
Being physically active is one of the most important steps in being phys-
ically and mentally healthy. Physical activity by itself reduces the risk of
most chronic diseases, improves musculoskeletal health and psychological
well-being (Centers for Disease Control and Prevention, 2009; WHO, 2011).
In terms of academic achievement, physical activity has important positive
effects on a student’s concentration, memory, motivation and classroom
behaviour (Castelli et al., 2014; McDonald, 2007) and helps reduce mental
health problems such as anxiety and depression. All of the mentioned fac-
tors are important in the context of a student’s academic involvement and
persistence (Strong et al., 2005).
In the literature, we can find reciprocal effects between physical activ-
ity and ESL. On one hand, the World Health Organization (2011) and the
OECD (2010) state the important connection between an individual’s years
of involvement in the educational process and his health and physical ac-
tivity. Those with higher education levels have increased levels of physical
activity and individuals with lower education levels are at risk for adopting
324
students off the street and support their learning processes by im-
proving their self-esteem, social skills, strengthening their interper-
sonal relationships with other peers, teachers and the wider commu-
nity, and addressing their problems with stress management, school
failure, discrimination, communication difficulties and learning
disabilities (e.g. Basich, 2006; Biddle, Mutrie, & Gorely, 2015; Fedewa
& Ahn, 2011; Senlin, Haichun, Xihe, & Ang, 2014; Strong et al.,
2005; Taras, 2005). In order to achieve these positive effects, schools
and the community should collaborate in organised action, phys-
ical activity should become an important part of every school and
community-based (educational) programmes and teachers should
rethink physical education activities so that, besides physical pur-
poses, they more explicitly support the individual’s social and emo-
tional well-being by including body language expression, techniques
of self-awareness (e.g. techniques of self-focused attention, persever-
ance of concentration) and interpersonal bonding (e.g. encourage-
ment for affiliation via group sports). From this perspective, the im-
portance of physical activity in reducing ESL is uncontested.
Key words: ESLers, physical activity, community learning, educa-
tional outcomes
Introduction
Being physically active is one of the most important steps in being phys-
ically and mentally healthy. Physical activity by itself reduces the risk of
most chronic diseases, improves musculoskeletal health and psychological
well-being (Centers for Disease Control and Prevention, 2009; WHO, 2011).
In terms of academic achievement, physical activity has important positive
effects on a student’s concentration, memory, motivation and classroom
behaviour (Castelli et al., 2014; McDonald, 2007) and helps reduce mental
health problems such as anxiety and depression. All of the mentioned fac-
tors are important in the context of a student’s academic involvement and
persistence (Strong et al., 2005).
In the literature, we can find reciprocal effects between physical activ-
ity and ESL. On one hand, the World Health Organization (2011) and the
OECD (2010) state the important connection between an individual’s years
of involvement in the educational process and his health and physical ac-
tivity. Those with higher education levels have increased levels of physical
activity and individuals with lower education levels are at risk for adopting
324
