PHYSICAL EDUCATION AND ITS IMPACT ON STUDENTS’ EMOTIONAL WELL-BEING
Abstract
Emotional well-being is a critical component of students’ overall development and academic success. In recent years, increasing attention has been given to the role of physical education as a means of supporting not only physical health but also emotional and psychological well-being. This article examines the impact of physical education on students’ emotional well-being in school settings. Drawing on existing research and educational practice, the study explores how regular participation in physical education activities influences students’ emotional regulation, stress levels, self-esteem, and social relationships. The findings indicate that physical education contributes positively to emotional well-being by reducing anxiety and stress, improving mood, and fostering a sense of belonging and self-confidence. Team-based and cooperative physical activities, in particular, promote social interaction and emotional support among students. The article also highlights the importance of inclusive and well-structured physical education programs that address diverse student needs. The study concludes that physical education plays a vital role in promoting students’ emotional well-being and recommends its integration as a core component of holistic education aimed at supporting students’ mental and emotional health.
Keywords
Physical education, emotional well-being, student mental health, school sports, social-emotional development, holistic educationHow to Cite
References
Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Journal of School Health, 76(8), 397–401. https://doi.org/10.1111/j.1746-1561.2006.00132.x
Biddle, S. J. H., Ciaccioni, S., Thomas, G., & Vergeer, I. (2019). Physical activity and mental health in children and adolescents: An updated review of reviews and an analysis of causality. Psychology of Sport and Exercise, 42, 146–155. https://doi.org/10.1016/j.psychsport.2018.08.011
Dishman, R. K., Heath, G. W., & Lee, I.-M. (2013). Physical activity epidemiology (2nd ed.). Human Kinetics.
Donnelly, J. E., Hillman, C. H., Castelli, D., et al. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: A systematic review. Medicine & Science in Sports & Exercise, 48(6), 1197–1222. https://doi.org/10.1249/MSS.0000000000000901
Eime, R. M., Young, J. A., Harvey, J. T., Charity, M. J., & Payne, W. R. (2013). A systematic review of the psychological and social benefits of participation in sport for children and adolescents. International Journal of Behavioral Nutrition and Physical Activity, 10(1), 98. https://doi.org/10.1186/1479-5868-10-98
Fox, K. R. (1999). The influence of physical activity on mental well-being. Public Health Nutrition, 2(3a), 411–418. https://doi.org/10.1017/S1368980099000567
Lubans, D. R., Richards, J., Hillman, C. H., et al. (2016). Physical activity for cognitive and mental health in youth: A systematic review of mechanisms. Preventive Medicine, 89, 93–110. https://doi.org/10.1016/j.ypmed.2016.05.013
Morgan, K., & Hansen, V. (2008). Physical education in primary schools: Classroom teachers’ perceptions of benefits and outcomes. Health Education Journal, 67(3), 196–207. https://doi.org/10.1177/0017896908094637
OECD. (2019). Educating 21st-century children: Emotional well-being in schools. OECD Publishing. https://doi.org/10.1787/1bb1f0c7-en
WHO. (2020). Guidelines on physical activity and sedentary behaviour. World Health Organization. https://www.who.int
