Physical Education: A Necessity, Not a Luxury in Higher Education

Physical education is a broad term that most people associate solely with physical education majors. However, the reality is much more comprehensive and involves physical, mental, and social well-being. While working on this topic, I noticed that searching for “physical education” at colleges often leads only to the universities that offer it as a major. This narrow understanding of physical education’s role has contributed to its decline in general education requirements at many colleges and universities nationwide. Despite overwhelming evidence of the positive effects of physical activity on mental and physical wellness, many institutions have removed these courses from their graduation requirements (Szarabajko & Cardinal, 2024).

Some argue that students have already experienced physical education in high school, so it is unnecessary to include it in higher education. Others suggest that the availability of clubs, gyms, and extracurricular activities provides sufficient opportunities for students to stay physically active. Additionally, there is a perception that university students need to focus on more “important” core courses and that physical education is not one of them (Bailey et al., 2022). These perspectives, while common, overlook the critical role that structured physical education plays in promoting long-term physical and mental health.

When exploring this topic, I came across the Florida laws for physical education for k12 students (see Appendix1). Since colleges and universities have their own policymakers, they can change the curriculum based on their financial power or other factors, such as a lack of educators. Unfortunately, only some sports teams are at the center of the attention of the university’s policymakers as they bring money to the college. I have seen how a common sport like pickleball has changed people’s lifestyle in America. The older players with knee braces and back issues are doing amazing on the courts. I can dare say that pickleball is the only place where two strangers of a huge age difference play sports side by side, and they enjoy it. We need such an environment for physical education in the universities where all students from different cultures and backgrounds gather to have fun, learn motor skills, and live a healthy life style.  

As someone with extensive experience as an athlete, coach, physical educator and instructor, I believe physical education is essential in both undergraduate and graduate programs. The benefits are clear: physical activity enhances cognitive function, reduces stress, and fosters social connections (Szarabajko & Cardinal, 2024; Petruzzello & Box, 2020). The challenge is not in proving the “why” but determining “how” to deliver these courses effectively so that all students can benefit.

One of my former professors used to say, “You can evaluate your success as a teacher by how you change a so-called bad student’s life or way of thinking. Good students find their way on their own.” I apply this same philosophy to physical education. There will always be students who are naturally athletic and eager to join clubs or sports teams as soon as they join a university. However, the real challenge lies in engaging students who have had negative experiences with physical education in the past, those who are unsure of which sports to pursue, or those who lack the motivation to stay active (Kim & Cardinal, 2019).

Imagine a system where students could pursue their higher education while simultaneously learning to adopt healthier lifestyles. Learning a sport can become a lifelong skill that they can enjoy with family members, colleagues and friends in the future. If physical education programs were well-directed and focused on enjoyment, they could foster socialization and personal development. Knowing that time spent at a sports club could count toward academic credit would likely motivate students to engage more actively. However, I believe that grading physical education courses on a pass/fail basis, based on participation and engagement, would be more effective than traditional grading methods. Many students have negative memories of arbitrary sit-ups and push-ups, which not only detract from their enjoyment of physical activity but also negatively impact their GPA (Szarabajko & Cardinal, 2024).

In conclusion, physical education in higher education should be fun and enjoyable rather than a source of stress and anxiety. We need to create an environment where students can develop a positive relationship with physical activity, one that lasts long after they graduate. In doing so, we can ensure that institutions uphold their duty to cura personalis—the care for the whole person—by promoting both academic and physical well-being.

References

Bailey, C. P., Lowry, M., Napolitano, M. A., Hoban, M. T., Kukich, C., & Perna, F. M. (2022). Associations between college/university physical activity requirements and student physical activity. Research Quarterly for Exercise and Sport, 1(1), 485–492. https://doi.org/10.1080/02701367.2021.2009431

Kim, M., & Cardinal, B. J. (2019). Differences in university students’ motivation between a required and an elective physical activity education policy. Journal of American College Health, 67(3), 207–214. https://doi.org/10.1080/07448481.2018.1469501

Petruzzello, S. J., & Box, A. G. (2020). The kids are alright—Right? Physical activity and mental health in college students. Kinesiology Review, 9(4), 279–286. https://doi.org/10.1123/kr.2020-0039

Szarabajko, A., & Cardinal, B. J. (2024). Are tertiary institutions losing sight of their duty to cura personalis? Research Quarterly for Exercise and Sport, 95(1), 91-100. https://doi.org/10.1080/02701367.2022.2153785

Appendix 1: 

Next Generation sunshine state standards for physical education: Florida’s physical education standards and benchmarks were revised in 2008 to reflect the rigor of World Class Standards. The Next Generation Sunshine State Standards for Physical Education were adopted by the State Board of Education in December 2008. If you would like to view the revised standards and benchmarks please visit the Florida Standards website at http://www.floridastandards.org.

Grade level Requirment: 

Elementary: Section 1003.455, F.S., requires 150 minutes of physical education each week for students in grades K-5, and for students in grade 6 who attend a school with one or more elementary grades. A minimum of 30 consecutive minutes is required on any day that physical education instruction is provided.

Middle: Section 1003.455, F.S., requires one semester of physical education each year for students enrolled in grades 6-8.

High: Section 1003.428, F.S., includes a one credit physical education requirement with the integration of health.

GRADES K-8 PHYSICAL EDUCATION WAIVER OPTIONS:

1. The student is enrolled or required to enroll in a remedial course.
2. The student’s parent indicates in writing to the school that the student enroll in

another course from among those courses offered as options by the school district.

3. The student’s parent indicates in writing to the school that the student is

participating in physical activities outside the school day which are equal to or in excess of the mandated requirement.

GRADES 9-12 PHYSICAL EDUCATION WAIVER OPTIONS:

1. Two seasons of an interscholastic sport at the junior varsity or varsity level AND a grade of “C” or better on the Personal Fitness competency test waives the full one credit physical education requirement.
2. Two years in an R.O.T.C. class waives the full one credit physical education requirement AND the full one credit performing arts requirement.
3. One semester of marching band with a grade of “C” or better waives the .5 credit requirement of a physical education activity elective. (NOTE: another option is to have this waive the performing arts requirement). The student must still take the .5 credit Personal Fitness class to complete the requirement.
4. One semester of a dance class waives the .5 credit requirement of a physical education activity elective. The student must still take the .5 credit Personal Fitness class to complete the requirement.