The Importance of Including Physical Education in the K-12 Curriculum

Physical education is an essential academic subject that exposes students to cognitive instruction that enhances their motor skills, knowledge, and overall body fitness perspectives. Learning institutions have integrated the issue in the K-12 curriculum to prepare students on how they can lead a physically active life after school. Given its numerous benefits to young people, physical education plays an essential role in enhancing students’ performance, their attention span, and boosting their overall mood during learning sessions. Contrary to popular opinion, increasing time for physical education activities does not negatively affect a student’s performance in the class context. Therefore, implementing different physical activities in the K-12 curriculum defines the potential of students by expanding their scope in life.

The Benefits of Physical Education

Students who participate in physical education lessons achieve absolute confidence and competency levels, enabling them to overcome different challenges in the learning environment and beyond. Notably, many young people experience poor communication and lack of confidence to express themselves when interacting with other people. In this regard, physical education classes mold students by exposing them to different scenarios to discover their strengths and weaknesses (Kennedy & Yun, 2019). On their part, instructors should develop a competent physical education curriculum that incorporates different beliefs and values that shape students’ perspectives towards life. Many professional athletes in the U.S. and beyond discovered their talents through physical education activities. From this realization, physical education programs should be structured to complement the K-12 curriculum and incorporate various insights that enhance the thought process of individuals.

Physical education activities expose students to various scenarios that require critical thinking, strategic positioning, and a certain level of competency to achieve the desired goals and objectives. On many occasions, learning programs affect the ability of students to think critically because of the demanding nature of the subjects. In this case, physical education presents the much-needed outlet where students can relax while learning various insights such as teamwork, which influence outcomes in the contemporary world. When participating in physical activities, students think about the best approach that can be used to achieve the expected results. In the same vein, making informed decisions enables learners to understand the importance of rational thinking and its influence on their interactions with other people. Students form healthy relationships with their peers during the physical activity sessions to create an impossible force that influences their ability to emerge victoriously.

During their performance, students reflect on their contribution to realizing group objectives by judging their performance. Unlike in the typical learning environment where the instructor oversees evaluation, physical education programs allow students to examine their accounts and make informed decisions that change their perspectives towards life. Following their consistent participation and performance in physical education programs, students become confident to pursue different opportunities in the learning environment (McKenzie & Smith, 2017). However, physical activity sessions train students to utilize their mindset to overcome challenges in the classroom context and beyond. By using these insights, learners transform into responsible and dedicated individuals whose drive contributes to developing viable solutions in the modern corporate world.

When engaging in physical activities, students work in groups where they approach tasks collectively. Each individual is expected to contribute towards realizing the expected outcomes by aligning their interests with those of the team. From this observation, students learn the importance of collective responsibility in resolving problems affecting individuals in their immediate environment. For instance, a team of five players can score baskets and win games instead of relying on individual input to achieve the same goal. In this case, physical education programs introduce individuals to leadership, gaming rules, and coaching. Markedly, leadership is manifested by taking charge of a group in situations and providing a clear directive that can yield desired results. Likewise, gaming rules and officiating aspects expose students to a controlled environment where they are supposed to account for their actions. However, listening to the coaches and embracing their sense of direction equips one with the ability to make informed decisions that safeguard them from any punitive measures, affecting their ability to deliver.

The Aims and Objectives of Physical Education in the K-12 Curriculum

Physical education aspires to expose learners to an environment where they can take control over their lives by maintaining a healthy and active way of life. Even though parents and teachers expect learners to score high grades in-class tests, participating in physical education programs determines the ability of students to achieve the expected milestones. Nurturing a culture of sportsmanship is critical in the learning environment because of its ability to encourage students (Adamakis & Zounhia, 2016). By enhancing the students’ experiences outside the learning environment, physical education programs are strategically positioned to improve individual performance. Therefore, challenging individuals’ perspectives and exposing them to different scenarios complements the goals and objectives established by learning programs in modern institutions.

Many physical activities are defined by the competitive nature that provokes the thought process of participants and encourages them to align their interests with the changing outlook in the learning environment. From this realization, triggering the mindset of learners to view competition as an essential process in life. Notably, instructors can enhance their relationship with students during physical activities by creating a passion for different sporting activities. Unlike other population groups, young people trust individuals who understand their needs, which can be solved during their playtime interactions. On their part, instructors should use the sessions to approach students and encourage them to pursue their ambitions, enhancing their attitude towards the learning process. For this reason, incorporating physical education programs in the K-12 curriculum serves an essential purpose that shapes the perspectives of students towards life by demonstrating the application of different life skills outside the learning environment.


Exposing learners to different physical activities in the K-12 curriculum defines their potential and complements the efforts of other learning programs to mold students into responsible citizens. In many instances, instructors may have a troubled relationship with their students because of the teaching strategies to convey informational insights to the class. However, physical education provides instructors with opportunities that they can use to enhance their engagement with learners and overcome various outcomes in the learning environment. Likewise, the programs can help students realize their potential and overcome learning challenges that hinder their performance in the classroom context. Hence, discovering the learning goals and objectives of institutions can be recognized by introducing physical education programs that promote overall health and wellness among students.




Adamakis, M., & Zounhia, K. (2016). The impact of occupational socialization on physical education pre-service teachers’ beliefs about four important curricular outcomes: A cross-sectional study. European Physical Education Review22(3), 279-297.

Kennedy, W., & Yun, J. (2019). Universal design for learning as a curriculum development tool in physical education. Journal of Physical Education, Recreation & Dance90(6), 25-31.

McKenzie, T. L., & Smith, N. J. (2017). Studies of physical education in the United States using SOFIT: A review. Research Quarterly for Exercise and Sport88(4), 492-502

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