Sports Health Education Instructional Program at the University of Jeddah

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Table of Contents

Abstract
Introduction to the Study
Background of the Study
Problem Statement
Theoretical or Conceptual Framework
Definitions of Terms
Sports Education as a Curriculum Approach
Conclusion
References

Abstract

The promotion of sports-related health activities at educational facilities represents the area of concern for the healthcare sector as it can significantly reduce the occurrence of health complications and promote positive health and lifestyle choices among students. The researcher has chosen to focus on exploring the integration of sports health education into the curriculum of the University of Jeddah, which is among the critical institutions in Saudi Arabia that dedicates considerable time and effort to ensure that its students make healthy life choices and engage in physical activities.

The purpose of the study is to explore whether the introduction of a sports health education instructional program at Jeddah University would have a positive impact on the prevalence of chronic and acute diseases among students. It has been hypothesized that the introduction of such programs would have an overall beneficial effect on both students and educators at the facility. With the help of quantitative data analysis, using primary and secondary methods, a comparison of results of the two approaches was conducted to determine deviations in findings.

Primary purposes of qualitative data collection included questionnaires, interviews, and observations, while secondary methods included the analysis of reports from the university departments as well as health care institutions. Involving the sample of 250 randomly selected participants (tutors from different Saudi Arabian educational institutions), evidence-based findings were acquired to facilitate the understanding of how the integration of sports-related health activities can benefit the health and well-being of students at Jeddah University.

Introduction to the Study

Physical activity is widely recognized as one of the major ways of promoting good health. Active people are less likely to get ill when compared to those who are less active. Research has shown that physical inactivity is directly related to conditions such as obesity, high blood pressure, coronary diseases, among other illnesses (Reiner, Niermann, Jekauc, &Woll 2013). Despite the awareness of the risks involved, many people across the world still do not engage insufficient physical exercise.

This implies that the risk of falling sick is very high among many people. It is thus important that healthcare stakeholders design interventions address the problem and avert the inevitable illnesses related to a sedentary lifestyle (Murphy et al., 2017). One way to encourage physical activity is incorporating sports health education into the curricula of colleges and institutions of higher learning. This is because students in colleges and institutions of higher learning are among the most inactive section of the population (Murphy et al., 2017)

The goal of the Saudi Arabian government to improve healthcare among the population is hampered by physical inactivity (Al Hazzaa, 2004; Aljaaly, 2016). Many factors contribute to this phenomenon. The first factors are economic growth. Where technology and development in the economy reduce the need for human effort, making people less active. For example, many people drive, use lifts, and spend a lot of time on their phones and computers (Dima-Cozma, Gavrilută, Mitrea, & Cojocaru, 2014). The other factors are education, where students have little time to engage in physical activity and spend most of their time studying and preparing for exams (Kohl & Cook, 2013).

To realize the goal of improving healthcare and preventing diseases related to physical inactivity, it is important to introduce sports health educational programs in institutions of higher learning. This study will evaluate the appropriateness of integrating such a program at the University of Jeddah. Using a quantitative research method, the study will examine the relationship between reduced physical activity and illnesses, the preparedness of the university to manage the program, and the barriers to establishing a sports health educational program.

Background of the Study

The increasing number of cases associated with many diseases among the population led to the promotion of sport health programs in institutions to change people’s lifestyles (Almutairi et al., 2018). With the focus of Saudi Arabia’s Vision 2030 on health and fitness, people’s attitudes towards physical exercises are changing. The percentage of individuals participating in physical exercises and activities has increased (Eye of Riyadh, 2018). The prevalence of diseases like cancer, diabetes, chronic conditions, and obesity in Saudi Arabia raised the concern of the need to have participation programs at the university.

Failure to participate in physical activities and exercises contribute to 9% of premature deaths (Al-Hazzaa, 2018). Thus, the increasing number of diseases requires a thorough study of the relationship between individuals’ involvement in physical activities and their health status. The economic growth in Saudi Arabia is among the factors limiting physical activity. Urbanization reduces the exposure of the population to physical exercises (Al-Hazzaa, 2018).

The proposed study intends to explore how culture and gender influence physical inactivity and associated outcomes (Sharara, Akik, Ghattas & Obermeyer, 2018). These unexplored aspects and the adverse health outcomes of being physically inactive are the foundation for this study. Physical inactivity remains a big issue for the health of the Saudi Arabia population (Alahmed & Lobelo, 2019). Therefore, different bodies are looking for possible ways of dealing with the inactivity in sports and other health-promoting activities among the Saudi Arabian population. This concern raised the need to offer sports health education instructional programs to college and university students in Saudi Arabia.

The problem substantially relates to recent economic growth, education systems that do not allow students time to participate in sports, and cultural and gender barriers. The problem affects the entire population; however, the brunt of the impact is felt by the younger generation. Physical inactivity remains an active driver of premature deaths in Saudi Arabia (Al-Hazzaa, 2018). Many studies have examined the reasons behind the declining trends of physical activity participation. Studies in previous periods explained how physical activity promotes the health of the population (Al-Hazzaa & AlMarzooqi, 2018). Among the contributing factors is that females remain less active than males in sports health.

Physical inactivity is the fourth risk factor, and it affects 58.8% of the Saudi Arabian population (Alahmeda & Lobelo, 2018). More than 30 % of the Saudi Arabian population is obese, and the cause is physical inactivity among the youth (Samara, Andersen, & Arja, 2019). Also, current investigations show that girls have the right to participate in health sports programs and form a part of their education (Human Rights Watch, 2017; McKernan, 2017).

Increases in diabetes and other chronic diseases led to the analysis of the policies related to incorporating health education programs in institutions (Alharbi, Alotaibi, & Lusignan, 2016). There is a great need to understand how the introduction of sports health education will improve the health of the population and reduce spending on healthcare. Thus, it is very appealing to conduct further research to understand the relationship between sports health education and the gametal health of the population

Problem Statement

Over the years, the number of cases of diseases resulting from inactivity in physical practice has increased in Saudi Arabia. Diseases like cancer, diabetes, and other chronic conditions are on the rise in Saudi Arabia (Al-Hazzaa, 2018). The primary cause of such conditions among the population is decreased participation in physical activities (Al-Hazzaa, 2018). Different factors contribute to people’s failure to get involved in sports, which continuously affects the health of individuals. The primary contributors to fewer physical exercises are economic growth and the education system (Ahmad et al., 2018).

Although policies in Saudi Arabia have changed in favor of sports education in schools and institutions, physical sports inactivity still contributes to 9% of premature deaths (Al-Hazzaa, 2018). Therefore, more efforts to integrate sports health education in colleges and universities remain viable.

Theoretical or Conceptual Framework

Different theories usually found in related literature will be used to explain the relevancy and the relation between sports health education and student’s health. One of these approaches is the cognitive learning theory, which explains the learning of students by internal forces (Hicks, 2017). Therefore, introducing sports health education into the curriculum allows students to learn it quickly and ably. Also, the cognitive development theory will aid in understanding the topic.

According to this approach, children’s cognition develops through interaction with others (Wellsby & Pexman, 2014). Therefore, the concept needs to be integrated into Saudi Arabian schools and institutions to improve students’ cognitive development capacity (Anastasia, 2018). Other theories, like behaviorism theory, will also explain the topic. This approach emphasizes that a student learns in response to the surrounding environment (Zhou & Brown, 2017).

Therefore, if sports health education becomes part of the curriculum, students may change their behaviors by responding to their environments. Finally, the social cognitive learning theory is also crucial in explaining the introduction of sports health education instructional programs at Jeddah University. This approach emphasizes learning through social interaction. Also, it explores self-monitoring, self-regulation, and self-judgment that allows students to make decisions (Tougas et al., 2015). These educational learning theories will explain well the theoretical framework of the study. They will make the topic understandable and unfold why the problem is essential for research.

Definitions of Terms

Health: Health refers to a state where a person is physically and mentally well (Svalastog, Donev, Kristoffersen, & Gajović, 2017). It is simply not the absence of disease. Physical wellbeing is when the body of a person is free from injury or disease, and the person is in good health condition. Mental wellbeing is when the brain is stable and functioning properly with a manageable level of stress. A person can be free from disease but still be unhealthy due to the state of the body. For example, if a person has too much body fat, the person is termed to be unhealthy. This is because body fat is a potential catalyst for disease (Müller & Geisler, 2017).

Similarly, people who cannot complete tasks quickly due to running out of breath are unhealthy despite not having a diagnosis of any disease (Smoliga, Mohseni, Berwager, & Hegedus, 2016). A healthy person should function normally and enjoy a fulfilling life.

Disease: A disease is a disorder in the structural makeup of a person and affects the normal functions of the body (Encyclopedia Britannica, 2018). Diseases are specific in their causative agents and the symptoms associated with them. Diseases are caused by agents such as bacteria, viruses, physical injury, and other factors. A sick person does not function normally and experiences discomfort and pain. In the contemporary world, there is an increase in the number of people experiencing lifestyle diseases.

These are diseases that arise from the routine lifestyle of a person. For example, lack of physical exercise and eating too much junk food results in obesity, which is a lifestyle disease (Müller & Geisler, 2017). Diseases are treated with medication, therapy, or surgery. Prevention, however, is the best way to avoid diseases. Lifestyle diseases can be prevented by being physically active, taking healthy foods, and avoiding behavior such as smoking and excessive consumption of alcohol (Elwood et al., 2013.; Mosconi et al., 2018).

Physical activity: This is the body movement that requires the use of energy. Physical activity is beneficial to the body as it strengthens the muscles and joints (McGuire & Beerman, 2016). It also ensures that a person maintains a good body weight. Aerobic activity is beneficial to the lungs, the heart, and many other muscles because it builds the capacity to pump blood appropriately and utilize oxygen in metabolism (Patel et al., 2017). People are encouraged to get physically active. It does not necessarily mean going to the gym every day or joining a sports club. Simple activities such as walking and taking the stairs constitute physical activity.

Sports Education as a Curriculum Approach

Sports education as a curriculum approach has been a priority for different educational institutions. As mentioned by Farias, Valerio, and Mesquita (2018), the teaching and learning of games and activities based on sports have represented an important form of health education curricula. There is substantial evidence suggesting that the model supporting engagement in sports can benefit the emergence of positive social goals as well as healthy sports behaviors.

There is no ‘one size fits all approach to implementing physical education sports techniques (Kirk, 2013). Consequently, physical education programs should consider the various abilities of students to execute their motor skills according to circumstances and various situations in regards to the game and sports-related activities. Therefore, most studies on encouraging sports education focused on the competency and participation of students and their involvement with sports (Araújo, Mesquita, Hastie, & Pereira, 2016).

However, Farias et al. (2016) pointed out that despite the positive results of integrating sports education into the curriculum, the prolonged proposal for embedding this aspect of education has not yet been unequivocally established. The reasons for this gap in integration are varied; for example, studies have found the lack of student improvement when games and exercises are implemented (Mahedero, Calderón, Arias, Hastie, & Guarino, 2015).

Another reason for the ineffective integration of physical activities into the educational curriculum is the lack of validated conceptual frameworks to facilitate game-based pedagogies. Namely, the potential for transferring sports education across the curriculum relies on the level of preparedness of educational facilities to address the needs of their students regarding sports training (Farias et al., 2018)

The aspect of participation plays an integral role in the integration of sports education into the curriculum. As mentioned by Farias et al. (2018), the participation of learners in consecutive seasons of sports of the same type and that require similar skills can enable the transfer of long-term performance and strengthen students’ capabilities in sustaining healthy behaviors through playing games. However, when developing programs that aim to positively influence students’ fitness, special considerations should be given to the design of the tasks (Haible et al., 2019).

Instructors play important roles in this area because they can conduct regular assessments of their student’s progress and work on developing programs that will be the most beneficial for sustaining the effectiveness of students in the maintenance of positive sports behaviors (Haible et al., 2019).

When studying the implementation of programs promoting sports health education in educational facilities, researchers have reported differences between the actual and expected program outcomes (Darlingron, Violon, & Jourdan, 2018). The successful implementation of such programs has been attributed to the mode of their introduction, the home/school relationship, leadership management within educational facilities, as well as the level of delegated power (Darlingron et al., 2018).

Importantly, there is no unified program that can benefit all educational facilities, which points to the need for the management of schools and universities to be more attentive to the demands of their students in terms of introducing health promotion programs into the curriculum. Therefore, context matters when it comes to the integration of such programs at various educational facilities. While some may have more resources and training to enable the integration of sports education into the curriculum, other facilities may be limited in their capabilities and thus unable to be effective in its integration.

A critical perspective on sports health education was offered by Althuwaini (2018) who investigated the integration of the sports education model in the teaching of athletics in the context of a Kuwait middle school. While this study is primarily focused on the athletics curriculum, the researcher identified the need to integrate sports education into any curriculum to facilitate group learning, self-assessment, the promotion of student engagement, and positive health and lifestyle choices. Athletic challenges, as well as goals intended for promoting health education among students, encourage students to plan and evaluate their sports capabilities as well as get motivated to become better through the integration of valuable experiences associated with various athletic skills.

Conclusion

Within the context of sports education as a curriculum approach, the role of educators should not be undermined. As physical education is a multi-faceted subject, teachers are expected to have appropriate education in order to be accountable for the various demands of the subjects (Stroebel, Hay, & Bloemhoff, 2019). This points to the need to evaluate the capabilities of teachers in facilitating the effective integration of physical education into the curriculum.

According to Stroebel et al. (2019), such issues as assessment problems, the inappropriate allocation of teachers and their inefficient rotation, the lack of knowledge and understanding, as well as insufficient in-service training prevents teachers from facilitating the effective integration of health education into the curriculum. As found by the researcher, there is a need for re-skilling to equip teachers with essential skills and knowledge for facilitating the efficient teaching of physical education.

References

Al-Hazzaa H. M. (2018). Physical inactivity in Saudi Arabia revisited: A systematic review of inactivity prevalence and perceived barriers to active living. International Journal of Health Sciences, 12(6), 50-64.

Althuwaini, M. (2018). Investigating the integration of the sports education model and the athletics challenges approach in the teaching of athletics in one Kuwaiti middle school. The University of Southampton. Web.

Darlington, E. J., Violon, N., & Jourdan, D. (2018). Implementation of health promotion programs in schools: An approach to understanding the influence of contextual factors on the process? BMC Public Health, 18(1), 163.

Encyclopedia Britannica. (2018). Diseases and disorders. Web.

Farias, C., Valério, C., & Mesquita, I. (2018). Sport education as a curriculum approach to student learning of invasion games: Effects on game performance and game involvement. Journal of Sports Science & Medicine, 17(1), 56–65.

Haible, S., Volk, C., Demetriou, Y., Höner, O., Thiel, A., Trautwein, U., & Sudeck, G. (2019). Promotion of physical activity-related health competence in physical education: Study protocol for the GEKOS cluster randomized controlled trial. BMC Public Health, 19(396), 1-10.

Hicks, R. (2017). The process of highly effective coaching: An evidence-based framework. New York, NY: Routledge.

Kohl, H., & Cook, H. (2013). Educating the student body: Taking physical activity and physical education to school. Washington (DC): National Academies Press.

Mahedero, P., Calderón, A., Arias-Estero, J. L., Hastie, P. A., & Guarino, A. J. (2015). Effects of student skill level on knowledge, decision making, skill execution and game performance in a mini-volleyball sports education season. Journal of Teaching in Physical Education, 34(4), 2-33.

McGuire, M., & Beerman, K. (2017). NUTR². Nutrition. Boston, MA: Cengage Learning.

Murphy, M., Carlin, A., Woods, C., Nevill, A., MacDonncha, C., Ferguson, K., & Murphy, N. (2017). Active students are healthier and happier than their inactive peers: The results of a large representative cross-sectional study of university students in Ireland. Journal of Physical Activity and Health, 15(1), 737-746.

Smoliga, J. M., Mohseni, Z. S., Berwager, J. D., & Hegedus, E. J. (2016). Common causes of dyspnoea in athletes: A practical approach for diagnosis and management. Breathe (Sheffield, England), 12(2), e22-e37.

Stroebel, L., Hay, J., & Bloemhoff, H. (2019). An approach to re-skilling of in-service teachers in Physical Education in South African schools. South African Journal of Education, 39(2), 1-12.

Svalastog, A. L., Donev, D., Jahren Kristoffersen, N., & Gajović, S. (2017). Concepts and definitions of health and health-related values in the knowledge landscapes of the digital society. Croatian Medical Journal, 58(6), 431-435.

Wellsby, M., & Pexman, P. M. (2014). Developing embodied cognition: insights from children’s concepts and language processing. Frontiers in Psychology, 5, 506.

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