| Although the physical and psychological benefits of physical activity and exercise are widely documented (Brown, 1978; DiLorenzo et al., 1999; Hannaford et al., 1988; Hayes, 1999; Griest et al. 1979; Pale, et al., 1995; Paluska & Schwenk, 2000; Roth & Holmes, 1993), Americans are living sedentary lifestyles (U.S. Department of Health and Human Services, 1996). In a time when trends suggest a decrease in physical activity (U.S. Department of Health and Human Services, 2000), children are placed at a greater risk for physical and psychological problems. In fact, researchers (Ogden et al., 2002) note that children are experiencing health problems that were once common only in adulthood. Social and cultural values have influenced science and technology to create a sedentary lifestyle for Americans, especially children; consequently, less than optimal levels of physical activity have contributed to the rise in childhood obesity and depression (Stunkard et al., 2003). The American education system must address these alarming health trends to promote physical activity in children. Traditionally, public schools have utilized physical education programs to support the fitness and health needs of children. This dissertation offers recommendations to reverse the negative health trends associated with inactivity and to assist educators and parents in helping children to develop healthy practices that continue into adulthood. This dissertation reviews problematic issues associated with the movement toward more sedentary lifestyles among children, offers a sociocultural perspective for these recent trends, and provides recommendations to promote physical activity. |
