{"id":60026,"date":"2021-10-27T04:48:29","date_gmt":"2021-10-27T08:48:29","guid":{"rendered":"https:\/\/world.edu\/?p=60026"},"modified":"2021-10-27T04:48:29","modified_gmt":"2021-10-27T08:48:29","slug":"missing-out-on-pe-during-lockdowns-means-students-will-be-playing-catch-up","status":"publish","type":"post","link":"https:\/\/world.edu\/missing-out-on-pe-during-lockdowns-means-students-will-be-playing-catch-up\/","title":{"rendered":"Missing out on PE during lockdowns means students will be playing catch-up"},"content":{"rendered":"

\"\"
\nInternational evidence<\/a>\u00a0suggests children have poorer movement skills as a result of COVID-related lockdowns that reduced physical activity at school, socially and in the community. In parts of Australia, learning from home replaced face-to-face classroom teaching for months at a time.<\/p>\n

Thousands of primary school children in Victoria and New South Wales are now returning to full-time onsite learning. It\u2019s likely they will be playing catch-up after missing out on fundamental health and physical education (HPE) experiences.<\/p>\n

What impacts have lockdowns had?<\/strong><\/h4>\n

Students aged 4-12 in the Netherlands have been\u00a0reported<\/a>\u00a0to have significantly reduced movement skills after lockdown. The\u00a0study<\/a>\u00a0found the largest differences before and after lockdown were in the youngest children.<\/p>\n

The Dutch lockdown (98 days plus 49 days with some access to physical education and organised sport) is comparable with NSW\u2019s lockdown (107 days in Sydney), but shorter than in Victoria (77 days in Melbourne\u2019s sixth lockdown, 262 days in total).<\/p>\n

Physical educators struggled to provide appropriate support for students during lockdowns around the world. Studies from\u00a0Czech Republic<\/a>,\u00a0Portugal<\/a>\u00a0and\u00a0Spain<\/a>, among many countries, have reported similar\u00a0negative impacts<\/a>\u00a0on children\u2019s\u00a0development and health<\/a>.<\/p>\n

A\u00a0Tasmanian-based study<\/a>\u00a0found HPE simply did not happen in times of remote teaching or was reduced to a movement break between other subjects that were seen as more important.<\/p>\n

The study concludes that online delivery reduced the educative purpose of the subject \u2013 the \u201cE\u201d in HPE did not occur. Instead, the focus was on physical activity tasks.<\/p>\n

This effect on physical education was found in Tasmania despite only limited periods of COVID-19 restrictions and no full state-wide lockdown. The impact is likely to be much greater in NSW and Victoria.<\/p>\n

During preparations for our current research, two Melbourne primary school teachers told us they are concerned about their students\u2019 reduced physical activity in lockdowns. Grace, who teaches years 4\/5 in the city\u2019s north, said:
\n\u201cWe have noticed a massive lack of physical activity in the students. Some do say they went to the park or played basketball in the backyard, but a lot talk about being on their devices. We have certainly noticed over the past year that students have put on weight.\u201d<\/em>
\nFrances, a year prep teacher in Melbourne\u2019s west, said:
\n\u201cThe emphasis has been on the social-emotional well-being of students, which is extremely important. However, surely a decrease in physical activity has an impact on a student\u2019s social-emotional well-being.\u201d<\/em><\/p>\n

Why does missing out on HPE matter?<\/strong><\/h4>\n

In the Australian Curriculum,\u00a0Health and Physical Education<\/a>\u00a0is designed to provide the\u00a0foundation of lifelong physical activity<\/a>. Through HPE, students develop their movement skills by taking part in a range of structured physical activities, which in turn enhances their safety and well-being.<\/p>\n

Lockdowns over the past two years mean much of the national HPE time allocation of\u00a080 hours a year<\/a>\u00a0has been lost. Monitoring student activity against these guidelines is not mandatory and rarely completed in schools.<\/p>\n

Primary school students in particular have missed out on many hours per week of physical activity and the critical early educational experiences it provides.<\/p>\n

Grace said:
\n\u201cOur sport teacher usually assesses using anecdotal notes, but who knows what assessments she has completed this year due to all the interruptions?\u201d<\/em><\/p>\n

Children miss out on more than HPE classes<\/strong><\/h4>\n

For children aged 5-17 years, the\u00a0Australian Physical Activity Guidelines<\/a>\u00a0recommend several hours of light activity a day. This should include at least\u00a060 minutes a day of moderate to vigorous activity<\/a>.<\/p>\n

The Australian Institute of Health and Welfare (AIHW)\u00a0reports<\/a>\u00a0only 26% of children aged 5-12 and 10% of 13-to-17-year-olds met the guidelines before the pandemic. However, due to differences in survey questions, definitions of \u201csufficient physical activity\u201d, data collection methods and timeframes, it is\u00a0difficult to determine compliance<\/a>\u00a0with the guidelines in these age groups.<\/p>\n

Data from the national tracking survey\u00a0AusPlay<\/a>\u00a0show children\u2019s participation in organised out-of-school sport at least once a week declined nationally from 55% in 2019 to 43% in 2020 after the pandemic hit. Time spent indoors and screen time increased, according to\u00a0AIHW data<\/a>.<\/p>\n

Walking to school, carrying a schoolbag, play time during lesson breaks and HPE classes also help children meet physical activity guidelines. Lockdowns have reduced all these activities to nothing.<\/p>\n

In contrast, informal play in parks (where accessible) and streets\u00a0increased during lockdowns<\/a>.<\/p>\n

Missing out on HPE increases children\u2019s risk of not meeting physical activity guidelines. The children at most risk include those with\u00a0lower pre-pandemic developmental skills<\/a>\u00a0and those living in\u00a0low socio-economic areas<\/a>\u00a0that have fewer opportunities for organised physical activities.<\/p>\n

Meeting physical activity guidelines is a key factor in\u00a0promoting overall population health<\/a>. Physical inactivity increases the risk of developing chronic diseases. It\u2019s typically more of a problem in\u00a0areas with low socio-economic profiles<\/a>.
\n

\"\"

Rates of physical inactivity (less than 150 minutes of exercise per week) have been consistently higher in low socioeconomic areas over the past decade. Mitchell Institute, Author provided
<\/p><\/div><\/p>\n

Where to from here?<\/strong><\/h4>\n

In a context where foundational HPE \u201csimply did not happen\u201d for many months, we urge schools to think about its\u00a0role in a crowded curriculum<\/a>. HPE is vital for student well-being and public health priorities.<\/p>\n

Regular monitoring of movement skills in schools is important to respond to changing circumstances, such as long periods of limited or no access to HPE and community sports.<\/p>\n

Physical educators will need support to re-introduce their students to physical education and help them catch up on what they have missed. They will have to cater for the\u00a0diverse range of physical activity experiences<\/a>\u00a0that children bring to primary HPE. Long lockdowns are likely to have increased disparities among children.<\/p>\n

Extra support will be needed from schools and governments. It\u2019s particularly important for preschoolers and other priority populations.<\/p>\n

In years to come, better equipping educators with remote HPE delivery and digital technologies will be essential in dealing with similar situations across Australia. This offers the opportunity to\u00a0explore new movement cultures<\/a>\u00a0as part of HPE.<\/p>\n

Author Bios:<\/strong> Jora Broerse is a Research Fellow in Health Policy, Mitchell Institute for Education and Health Policy at Victoria University, Cameron Van der Smee is a Lecturer in Health and Physical Education at Federation University Australia and Jaimie-Lee Maple is a Research Assistant and Policy Analyst, Mitchell Institute also at Victoria University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

International evidence\u00a0suggests children have poorer movement skills as a result of COVID-related lockdowns that reduced physical activity at school, socially and in the community. In parts of Australia, learning from home replaced face-to-face classroom teaching for months at a time. Thousands of primary school children in Victoria and New South Wales are now returning to […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[422049],"coauthors":[11733],"class_list":["post-60026","post","type-post","status-publish","format-standard","hentry","category-education","tag-hpe"],"acf":[],"yoast_head":"\nMissing out on PE during lockdowns means students will be playing catch-up - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/missing-out-on-pe-during-lockdowns-means-students-will-be-playing-catch-up\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Missing out on PE during lockdowns means students will be playing catch-up - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"International evidence\u00a0suggests children have poorer movement skills as a result of COVID-related lockdowns that reduced physical activity at school, socially and in the community. 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