Page 327 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 327
the role of physical activity in esl
that contribute to better mood, physical and emotional health (Paluska,
2000). In this way, it can help individuals with coping mental disorders
such as depression and anxiety (Folkins & Sime, 1982; Paluska, 2000; Weir,
2011), disorders that tend to recur more often in the ESL student population
(Limerick Health Promotion, 2008). On the other hand, studies (e.g. Share
et al., 2013; WHO, 2011) show that ESLers tend to be less physically active
than students who stay in the education system. In their report on ESLers
and nutrition, Share and colleagues (2013) point out that ESLers often lack
understanding of the important role of physical activity in their lives. It is
therefore critical for community-based programmes to incorporate at least
basic forms of physical activity into their programmes, encourage ESLers
to participate and share awareness about the importance of being physical-
ly active since regular physical activity is the most fundamental way to help
increase students’ physical and mental well-being.
Besides that, physical activity affects students’ emotional and social
well-being which is also very important in addressing ESLers. Different
studies (e.g. Centers for Disease Control and Prevention, 2010; Fedewa &
Ahn, 2011; Strong et al., 2005; Taras, 2005) have already confirmed that
physical activity helps shape a student’s positive behavioural patterns
that promote persistence and academic achievement such as a sense of
belonging, tolerance between students, mutual respect, cooperation, and
healthy competitiveness. It has also been established (e.g. Epstein et al.,
2002; Schargel & Smink, 2004) that increasing the individual’s sense of
belonging and acceptance plays an important part in tackling ESL rates.
It is therefore crucial for both schools and community-based educational
programmes to organise and promote physical activity among students
in a way that encourages acceptance and cooperation among all students.
Physical activity in the sense of organised group sports activities where
every individual has an important role is one of the points where this can
be supported.
Another important aspect within the connection between a student’s
educational outcomes and physical activity is motivation for learning and
persisting in educational tasks. Physical activity always involves the re-
straint of one’s efforts and teaches us that persistence is needed to achieve
goals. In this way, it increases the individual’s self-esteem and perceived
self-efficacy (Basich, 2006; Bowker, Gadbois, & Cornock, 2003; Biddle,
Mutrie, & Gorely, 2015; Senlin, Haichun, Xihe, & Ang, 2014), an area that
327
that contribute to better mood, physical and emotional health (Paluska,
2000). In this way, it can help individuals with coping mental disorders
such as depression and anxiety (Folkins & Sime, 1982; Paluska, 2000; Weir,
2011), disorders that tend to recur more often in the ESL student population
(Limerick Health Promotion, 2008). On the other hand, studies (e.g. Share
et al., 2013; WHO, 2011) show that ESLers tend to be less physically active
than students who stay in the education system. In their report on ESLers
and nutrition, Share and colleagues (2013) point out that ESLers often lack
understanding of the important role of physical activity in their lives. It is
therefore critical for community-based programmes to incorporate at least
basic forms of physical activity into their programmes, encourage ESLers
to participate and share awareness about the importance of being physical-
ly active since regular physical activity is the most fundamental way to help
increase students’ physical and mental well-being.
Besides that, physical activity affects students’ emotional and social
well-being which is also very important in addressing ESLers. Different
studies (e.g. Centers for Disease Control and Prevention, 2010; Fedewa &
Ahn, 2011; Strong et al., 2005; Taras, 2005) have already confirmed that
physical activity helps shape a student’s positive behavioural patterns
that promote persistence and academic achievement such as a sense of
belonging, tolerance between students, mutual respect, cooperation, and
healthy competitiveness. It has also been established (e.g. Epstein et al.,
2002; Schargel & Smink, 2004) that increasing the individual’s sense of
belonging and acceptance plays an important part in tackling ESL rates.
It is therefore crucial for both schools and community-based educational
programmes to organise and promote physical activity among students
in a way that encourages acceptance and cooperation among all students.
Physical activity in the sense of organised group sports activities where
every individual has an important role is one of the points where this can
be supported.
Another important aspect within the connection between a student’s
educational outcomes and physical activity is motivation for learning and
persisting in educational tasks. Physical activity always involves the re-
straint of one’s efforts and teaches us that persistence is needed to achieve
goals. In this way, it increases the individual’s self-esteem and perceived
self-efficacy (Basich, 2006; Bowker, Gadbois, & Cornock, 2003; Biddle,
Mutrie, & Gorely, 2015; Senlin, Haichun, Xihe, & Ang, 2014), an area that
327
