Health and Physical EducationIn the

Health and Physical Education
In the world of PE and sport there are probably few ideas which are as widely and uncritically accepted as that linking sport and exercise with good health (Waddington, 2000). It is widely assumed that PE not only can but should play a central role in the promotion of health among young people. Telama et al. (2005: 115), for example, describe health promotion as ‘the main goal of physical education in many countries’. Policies promoting physical activity in schools as a suitable means of combating the supposed obesity / health crisis of which Healthy People 2010 (US Department of Health and Human Services, 2000) in the USA and the UK’s Choosing Health (Department of Health, 2004) are prime examples are widespread. In Australia and New Zealand, the titles of the learning area or subject ‘Health and Physical Education’ and ‘Health and Physical Wellbeing’ express the assumed centrality of health to PE. In England and Wales the requirement for PE teachers to develop pupils’ knowledge and understanding of the impact of exercise on health, as well as the skills and predispositions necessary to carry it out, is built into the National Curriculum for Physical Education (NCPE) (QCA, 2006). This chapter examines the supposed relationship between PE and health. First the chapter outlines the scale and nature of the health problems said to be associated with inactivity, as well as the ostensible role of sport and PE in combating these. It then explores other key contributors to health, before pointing to some of the limitations of sport and PE as vehicles for health promotion.

Hasil (Bahasa Indonesia) 1:

Pendidikan kesehatan dan fisikIn the world of PE and sport there are probably few ideas which are as widely and uncritically accepted as that linking sport and exercise with good health (Waddington, 2000). It is widely assumed that PE not only can but should play a central role in the promotion of health among young people. Telama et al. (2005: 115), for example, describe health promotion as ‘the main goal of physical education in many countries’. Policies promoting physical activity in schools as a suitable means of combating the supposed obesity / health crisis of which Healthy People 2010 (US Department of Health and Human Services, 2000) in the USA and the UK’s Choosing Health (Department of Health, 2004) are prime examples are widespread. In Australia and New Zealand, the titles of the learning area or subject ‘Health and Physical Education’ and ‘Health and Physical Wellbeing’ express the assumed centrality of health to PE. In England and Wales the requirement for PE teachers to develop pupils’ knowledge and understanding of the impact of exercise on health, as well as the skills and predispositions necessary to carry it out, is built into the National Curriculum for Physical Education (NCPE) (QCA, 2006). This chapter examines the supposed relationship between PE and health. First the chapter outlines the scale and nature of the health problems said to be associated with inactivity, as well as the ostensible role of sport and PE in combating these. It then explores other key contributors to health, before pointing to some of the limitations of sport and PE as vehicles for health promotion.

Hasil (Bahasa Indonesia) 2:

Kesehatan dan Pendidikan Jasmani
Dalam dunia PE dan olahraga mungkin ada beberapa ide yang secara luas dan tidak kritis diterima sebagai yang menghubungkan olahraga dan latihan dengan kesehatan yang baik (Waddington, 2000). Hal ini secara luas diasumsikan bahwa PE tidak hanya bisa tetapi harus memainkan peran sentral dalam promosi kesehatan di kalangan anak muda. Telama dkk. (2005: 115), misalnya, menggambarkan promosi kesehatan sebagai 'tujuan utama pendidikan jasmani di banyak negara'. Kebijakan mempromosikan aktivitas fisik di sekolah-sekolah sebagai sarana yang cocok untuk memerangi krisis obesitas / kesehatan seharusnya yang Healthy People 2010 (US Departemen Kesehatan dan Layanan Kemanusiaan, 2000) di Amerika Serikat dan Inggris Memilih Kesehatan (Depkes, 2004) adalah contoh utama adalah luas. Di Australia dan Selandia Baru, judul dari daerah belajar atau subjek 'Kesehatan dan Pendidikan Jasmani dan Kesehatan dan Ilmu Kesejahteraan' mengungkapkan sentralitas diasumsikan kesehatan untuk PE. Di Inggris dan Wales persyaratan untuk PE guru untuk mengembangkan pengetahuan dan pemahaman murid dari dampak latihan pada kesehatan, serta keterampilan dan kecenderungan yang diperlukan untuk melaksanakannya, dibangun ke dalam Kurikulum Nasional untuk Pendidikan Jasmani (NCPE) ( QCA, 2006). Bab ini menguji hubungan antara seharusnya PE dan kesehatan. Pertama bab ini menguraikan skala dan sifat dari masalah kesehatan dikatakan berhubungan dengan aktivitas, serta peran nyata olahraga dan PE dalam memerangi ini. Kemudian mengeksplorasi kontributor kunci lain untuk kesehatan, sebelum menunjuk ke beberapa keterbatasan olahraga dan PE sebagai kendaraan untuk promosi kesehatan.