From “Sit Still and Listen” to “Get Up and Move,” the Leap May Be One of Educational Paradigms but No Longer One of Faith

Abstract

INTRODUCTION We live in an era inwhich opportunities for physical activity do not arise naturally in the course of daily life. The industrialized way of life and technological advancements contribute to physical inactivity. If we want children to perform the recommended amount of daily physical activity, it is the responsibility of adults to create appropriate conditions for children to have opportunities for movement. Even more effort should be invested in stimulating the desire andmotivation of children to be and remain physically active. Although the school environment can be an ideal setting for comprehensive physical activity intervention programs, the pressure on schools to prioritize academic achievement has led many school administrators to view calls for increased physical activity opportunities as unrealistic in the context of limited time and resources. However, the body of evidence, while still developing, is strong enough to support the conclusion that physical activity does not interfere with or take time away from learning. To the contrary, it is beneficial for academic achievement and school success (1,2). These benefits have been recognized by several governmental agencies and professional organizations over the last decade (i.e., the American College of Sports Medicine, the Institute of Medicine, and SHAPE America). Evidence-based position papers issued by such organizations have helped in raising awareness and promoting engagement among school staff and policymakers toward increasing opportunities for physical activity at schools. For example, it is remarkable that, for the first time, a collaborative effort emerged between a leading educational agency (the Association for Supervision and Curriculum Development) and a national health organization (the Centers for Disease Control and Prevention), with the joint goal of promoting learning and health through a whole-school, wholecommunity, whole-child model (WSCC model [3]).