Over the years, there has been a rational debate on whether or not the physical education is necessary for a freshman. Before answering the question: whether UCD should require freshman take a year of PE to graduate, then, people ought to consider another question that what the meaning of attending college is, or furthermore, what the difference between college education and high school education is. As Merriam-Webster suggests, college means a type of school people go to high school, where offers advanced training in a specified subject. If we all agree on this universal definition, then mandatorily requiring freshman to take a year of PE as graduation requirements is a waste of time for college students, a group of people who register only to grab certain knowledge (“Should Universities Require All Students To Pass A Physical Activity Course?” 8-55). Therefore, PE is both unnecessary and contradictory in higher education.

I can understand why some people highly recommend regarding exercise as a part of graduation requirements. A stable exercise habit keeps people mentally relax though stimulating various brain chemicals that leave people to feel happier and physically energetic by delivering oxygen and nutrients to tissues. It can bring a plethora of benefits for college students who live under pressures when they stay in mental and physical health. One of the most significant benefits is that a healthier body improves study efficiency, in turn, leading to a better grade. However, I’ve reached the conclusion that the most important task of college is to learn a specified subject (Hensley 30-36). This premium differentiates college education from the previous years of primary schooling. In other words, previous years of study prepare students, ensuring that they could be successful when enter college to engage in advanced and complicated subjects. This applies to cultivating a strong exercise habit as well. It’s true that regular exercises are essential to succeed in college, but developing the habit of exercises should be completed before entering college just like students much complete basic classes in high school to study in college (“Should Universities Require All Students To Pass A Physical Activity Course?” 8-55). In fact, this is also one of the reasons why most of the high schools require students to take a year of PE before graduation because it could stimulate students’ interests toward physical activity and reach good health in this process. Therefore, considering the purpose of attending college, even though I don’t deny the benefits brought by exercises, UCD should not require freshman to take one year of PE.

As aforementioned, proponents of PE education in universities and colleges argue that it offers students with an opportunity to relax and improve their health. They consider the physical exercise as instrumental to good health and reduce some illnesses such as obesity. Although I agree that PE is good for physical health, I also feel that lack of PE is not fully to blame for the existing cases of obesity (McCarthy f3470-f3470). Even in schools where PE is mandatory, there are also numerous cases of students with obesity and other lifestyle diseases. Instead of concentrating on PE, learners should be introduced on other health habits such as looking into their diet and avoidance of junk food. Institutions of higher learning should also introduce fitness courses where one is not only involved in physical exercise but also taught on other fitness issues including diets. Such moves would be instrumental in improving the health standards of students as well as their family members while physical education is only beneficial to the individual person exercising (Hensley 30-36). Considering the fact that most of the institutions of higher learning in the U.S have P.E classes, then it is difficult to explain the persistence and increasing cases of obesity in the U.S.

Also on the same note, the PE in institutions of higher learning can be a source of embarrassment and low esteem amongst the students. It is imperative to note that some students run more compared to others and, those with obesity are most affected. Some of these students will feel embarrassed when they are unable to run like the others with no obesity (Li and Xiao 682-685). Such instances will only lower the self esteem of the affected students which might also lead to low academic excellence. Although the PE classes offer a good environment for social life, it is also important to understand that it can be a source of distress and depression in case of ridicule to non-athletes from the athletes. On the same note, it is also prudent to note that there are several instances of injuries reported during these PE classes. Injuries are rampant to both the athletes and non-athletes and this will consequently have adverse effects on the academic performance of the affected students (“Should Physical Education Majors Be Required To Pass A Physical Fitness Test Before Graduation?” 14-18). This is because they will have to spend some time nursing these injuries instead f being in their classes pursuing their academic excellence. I therefore opine that PE education should be a choice for students who feel that they need the exercise.

On the same note, PE in our education systems can be a recipe of bullying in these learning institutions. It is essential to note that different students have different skills and talents. Some may be lacking essential motor skills or are overweight and hence are unable to participate fully in these physical exercises (Hensley 30-36). Such students can be the target of ridicule from their peers who feel that they can perform better. Although some of these students with obese would be interested in the sporting activities, it may be at times very difficult for them to participate as none of the other athletes would want them to be in their teams. It is therefore essential for the school management to ensure that there is total control of the sporting activities to prevent any instances of bullying.

Requiring a student to take PE is not only a waste of his time but also a waste of UCD’s existing infrastructure. As workout becomes more and more prevalent in the whole world, merely each university now regards building a Gym as a requirement (“Should Universities Require All Students To Pass A Physical Activity Course?” 8-55). According to the introduction of ARC on UCD website, “they overwhelmingly passed the Facilities and Campus Enhancements (FACE) Initiative in 1999 in to generate funding for new and existing student programs and facilities through student fees”. Today, as a student who goes to UCD ARC every day, I could say that current ARC has been used to its maximum. No matter when I work out there, it’s always filled with exercised students (Jelinek and Fomerand 13-16). It shows that a significant part of students have already adopted a daily exercise habit. In this case, when most students already get the importance of physical activities, require to take a year of PE is meaningless. Moreover, assume UCD has accepted this proposal to require one year of PE, those who used go to ARC won’t do it anymore because they already exercise in PE classes (Li and Xiao 682-685). Although engaging in exercise is good, too much is harmful to health. This, in turn, leads to a waste of existing workout equipment. Also, these practices also consume much of the resources intended for student’s tuition.

Besides causing waste to school’s infrastructure, this proposal—take a year of PE, also costs a lot to complete, which increases UCD’s financial burden. From previous studies, 27,728 students in total successfully enrolled in UCD last year. If UCD requires all of these 27,728 students to take a year of PE, it, in turn, means that we need to hire more PE instructors and open more PE classes to ensure enough spots for many students. These additional costs can only be realized in two ways: increase in students’ tuitions fees or decrease UCD’s expenditure to make it up (McCarthy f3470-f3470). However, as a currently enrolled student who can exercise every day at ARC, I am not willing to pay for it at all. Therefore, it leaves UCD with a significant burden to undertake. This substantial amount of money could be used for something else, for example, research spending.

It is imperative to say that investing in physical education in our institutions of higher learning is a waste of time and money. Most students in the colleges and universities depend on financial aids and sponsorship programs to complete their studies. It would therefore look burdensome to ask for money from these students to cater for physical education in the name of improving their health standards (Hensley 30-36). People with less money to spend in such activities have other options such as jogging and hiking which would still keep them fit. It is prudent to note that one does not necessarily need to have fitness equipment or facilities to exercise. Students should therefore be given freedom to choose their fitness activities some of which they can do during their free time outside schools (“Should Physical Education Majors Be Required To Pass A Physical Fitness Test Before Graduation?” 14-18). There is also fitness and gymnasium operators outside the learning institutions and these can be instrumental for students with financial strengths and who find it necessary using equipment for their fitness. By avoiding the extra cost of hiring fitness equipments and operators, the institutions of higher learning can save substantial amount of resources that can be used to improve other areas within the education system.

As aforementioned, the primary purpose why students enroll in institutions of higher learning is to study. By the time a student enrolls in a college or a university, he or she is already set and knows exactly what course they want to pursue. Therefore, if these students are forced to take PE classes, then this will obviously have adverse effects on their lives. For example, if a student has a class immediately after the PE class, there are high chances that the student will not get the best from the class. It is prudent to note that physical exercises is energy demanding and hence students may feel deprived of energy after PE and consequently may not be able to fully focus or pay attention to what is being taught in class (“Should Physical Education Majors Be Required To Pass A Physical Fitness Test Before Graduation?” 14-18). This implies that the students will lose on their primary goal of being in these institutions just to focus on physical education which was not their primary goal (Jelinek and Fomerand 13-16). In essence, physical education in institutions of higher can be blamed for interfering with other important subjects that students should pay much attention to. Mandatory requirement off physical education in some prestigious learning institutions has made it difficult for some students to enroll in such institutions for fear of being forced into these classes (Goodwin 157-163). Consequently physical education can be blamed for academic interference of students.

Another reason why I feel that physical education is unnecessary in colleges and in the universities is the fact that university students already are overworked. These students are always working in their projects and other school works and hence adding physical education on the already tight schedule is unfair to them (Goodwin 157-163). Students should be allowed to make choices on whether or not to engage in physical activities and should not be forced into such activities as they are already tight in other academic works.

Students’ health and fitness concern is not an adequate reason why PE should be mandatory in institutions of higher learning. It is prudent to state that fitness and health issues should be personal issues and no one should force students to engage in physical education. If students decides to stay unfit or unhealthy is their personal choice and are entitled to that right. Instead of forcing them into the PE classes, administrators should consider introduction of health classes through which students can be sensitized on the importance of staying fit and healthy.  This would have better results in the long run as every student will have understood the importance to physical exercise to good health and fitness (Jelinek and Fomerand 13-16). On the same note, students should be engaged in individualized PE programs. Nevertheless, this is not the case and the PE classes are programmed for the whole class. This is unacceptable since different students have different requirement and health issues that require different attention.  In essence, students should be allowed to engage in PE according to their own strengths and abilities.

Conclusion

Although this proposal—take a year of PE, is a result of good wishes that hope to keep students in good health, based on UCD’s current situation, this action is both irrelevant and contradictory. Requiring freshman to take a year of PE is not only a waste of students’ time that is supposedly made for study, but also, a waste of school’s existing infrastructure since students who already take PE has a much lower chance going to Gym afterward (Jelinek and Fomerand 13-16).  Citing health reasons as a reason why students should be forced to take a PE class is vague since there are still health classes in these institutions and students requiring such knowledge should enroll in health courses (Li and Xiao 682-685). Therefore, considering the costs and benefits of taking PE, I think UCD should not accept this proposal.

Work cited

Goodwin, Jean. “Students’ Perspectives On Debate Exercises In Content Area Classes”. Communication Education 52.2 (2003): 157-163. Web.

Gordon, Evelyn J. ““Do I Have To Take This Class?” Nontraditional Students’ Attitudes Toward And Perceptions Of A Required Effective Learning Course”. The Journal of Continuing Higher Education 62.3 (2014): 163-172. Web.

He, Zhonghui and Guangan Hao. “Physical Education Reform And Development In Regular Institutions Of Higher Learning Under The Vision Of Modern Great Education”. APE 04.01 (2014): 36-40. Web.

Hensley, Larry D. “Current Status Of Basic Instruction Programs In Physical Education At American Colleges And Universities”. Journal of Physical Education, Recreation & Dance 71.9 (2000): 30-36. Web.

Jelinek, Vera and Jacques Fomerand. “Higher Learning Institutions And Global Citizen Education”. UN Chronicle 50.4 (2014): 13-16. Web.

Li, Lin Yong and Bing Xiao. “Design And Development Of Physical Education Teaching Network Courses In Colleges And Universities”. AMR 842 (2013): 682-685. Web.

McCarthy, M. “US Schools Should Make Physical Education A Core Subject, Institute Of Medicine Says”. BMJ 346.may28 4 (2013): f3470-f3470. Web.

“Should Universities Require All Students To Pass A Physical Activity Course?”. Journal of Physical Education, Recreation & Dance 80.4 (2009): 8-55. Web.

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