Page 326 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 326
ear ly school leaving: contempor ary european perspectives
activity, ESL and community-based activities. We therefore expanded our
search to the field of sociology of physical education in which those ap-
proaches are largely incorporated. We also examined references cited in
the reviewed articles, educational programme brochures, and project re-
ports. Texts that were taken into account had to meet the following criteria:
the topic needed to address the role of physical activity in tackling ESL and
improving the individual’s social and emotional health or the topic had to
describe ways in which physical activity can be implemented in communi-
ty-based supportive practices. The conclusions are primarily based on find-
ings from theoretical and research articles and evaluations of different al-
ready performed projects/programmes on this topic.
Mechanisms linking physical activity with educational
outcomes and ESL
It is already well established (e.g. Basch, 2011; Dwyer, Sallis, Blizzard,
Lazarus, & Dean, 2001; McDonald, 2007; Singh, Uijtdewilligen, Twisk, van
Mechelen, and Chinapaw, 2012) that regular physical activity has positive
effects on the individual’s educational outcomes. It affects different areas of
the individual’s functioning that contribute to better adaptation in a school
setting. Here we would like to expose those aspects of physical activity that
can be encouraged through school and community-based education in or-
der to successfully tackle ESL rates.
Some authors (e.g. Shephard, 1997) point to an important aspect of
physical education’s role in the lives of students, i.e. the attitude to sport and
physical activity is already shaped in early years of the individual’s educa-
tional path. There is evidence from cross-sectional (e.g. McDonald, 2007;
Schendel, 1965; Schun & Brookover, 1970) and longitudinal studies (e.g.
Shephard, Lavallée, Volle, LaBarre, & Beaucage, 1994) that the likelihood of
becoming active and sustaining a regular exercise programme during the
years after compulsory education depends on the individual’s early expe-
rience and exposure to physical activity (Godin & Shephard, 1990). A sim-
ilar association also exists between physical activity and cognitive func-
tioning (e.g. Shephard et al., 1994; Teasdale, Sorensen, & Stunkard, 1992).
Systematically supported physical activity in the early years of schooling is
therefore a crucial prevention step in supporting well-being and academic
achievements of all students in later years.
Physical activity by itself increases the individual’s physical and men-
tal health by enabling the body and mind to relax and produce hormones
326
activity, ESL and community-based activities. We therefore expanded our
search to the field of sociology of physical education in which those ap-
proaches are largely incorporated. We also examined references cited in
the reviewed articles, educational programme brochures, and project re-
ports. Texts that were taken into account had to meet the following criteria:
the topic needed to address the role of physical activity in tackling ESL and
improving the individual’s social and emotional health or the topic had to
describe ways in which physical activity can be implemented in communi-
ty-based supportive practices. The conclusions are primarily based on find-
ings from theoretical and research articles and evaluations of different al-
ready performed projects/programmes on this topic.
Mechanisms linking physical activity with educational
outcomes and ESL
It is already well established (e.g. Basch, 2011; Dwyer, Sallis, Blizzard,
Lazarus, & Dean, 2001; McDonald, 2007; Singh, Uijtdewilligen, Twisk, van
Mechelen, and Chinapaw, 2012) that regular physical activity has positive
effects on the individual’s educational outcomes. It affects different areas of
the individual’s functioning that contribute to better adaptation in a school
setting. Here we would like to expose those aspects of physical activity that
can be encouraged through school and community-based education in or-
der to successfully tackle ESL rates.
Some authors (e.g. Shephard, 1997) point to an important aspect of
physical education’s role in the lives of students, i.e. the attitude to sport and
physical activity is already shaped in early years of the individual’s educa-
tional path. There is evidence from cross-sectional (e.g. McDonald, 2007;
Schendel, 1965; Schun & Brookover, 1970) and longitudinal studies (e.g.
Shephard, Lavallée, Volle, LaBarre, & Beaucage, 1994) that the likelihood of
becoming active and sustaining a regular exercise programme during the
years after compulsory education depends on the individual’s early expe-
rience and exposure to physical activity (Godin & Shephard, 1990). A sim-
ilar association also exists between physical activity and cognitive func-
tioning (e.g. Shephard et al., 1994; Teasdale, Sorensen, & Stunkard, 1992).
Systematically supported physical activity in the early years of schooling is
therefore a crucial prevention step in supporting well-being and academic
achievements of all students in later years.
Physical activity by itself increases the individual’s physical and men-
tal health by enabling the body and mind to relax and produce hormones
326
