“You don't stop playing because you grow old; you grow old because you stop playing" G.B Shaw

It is interesting how modern life changes our relationship to our bodies. In the period up to the1970s it was clearly at a premium for young people to be physically fit, fast, strong and good at sports.  Since the advent of the computer, the internet and mobile devices, young people often seem to be exercising their thumbs more than their legs, arms, hearts and lungs. Rather than playing with friends on the streets, most kids prefer attending to their virtual profiles, using online applications such as YouTube, Instagram and Facebook, or playing games.

The situation is not much better for the wider population. As a recent Eurobarometer concludes, nearly half of Europeans never exercise or play sport, and this proportion has been gradually increasing in recent years. Moreover, engagement in sport and physical activity is also less prevalent among people with lower levels of education and among those with financial difficulties.

Our more sedentary lifestyle is clearly a concern. The prevalence of obesity has more than tripled in many European countries since the 1980s. According to estimates from the WHO's Childhood Obesity Surveillance Initiative (COSI) around 1 in 3 children in the EU aged 6-9 years old were overweight or obese in 2010. And at present, it is estimated that 7% of annual national health budgets across the EU is spent on diseases linked to obesity.

Despite recognition of the positive impact of sport on children's education and health, physical education in school is being increasingly challenged. On the one hand the expansion of the curricula into areas such as digital skills, entrepreneurship and citizenship has left less space for other subjects. On the other hand, the ever increasing focus on testing core curricula skills such as language of instruction, mathematics and sciences means that subjects that are not evaluated through tests are given lower priority when curricula time is allocated.

Compared with the core academic subjects, health and physical education represent a small share of the total curriculum both at primary and secondary level. The percentage of total instruction time recommended for this subject area for the whole of primary education ranges from 4 to 20 % depending on the country. This translates into an average of around two hours a week to physical education in primary and lower secondary education, and around one hour and 45 minutes in upper secondary education. In comparison, reading, writing and literature commands 15 to 38 % of the total time, and mathematics 14 to 26 %.

Yet the WHO recommends a minimum of 60 minutes of moderate to vigorous physical activity daily between the ages of 5- 17 years. To achieve this, young people would have to complement the scheduled physical education at school with a substantial amount of physical activity outside school. But it is difficult for children and young people to find time for sport when there are so many competing after-school activities – including homework, clubs and virtual communication. This is why a number of countries have followed Scotland's example in integrating a  daily mile into the school day - an initiative credited with making primary school pupils more focused in lessons – as well as fitter.

The EU has acknowledged the role that sport can play not only in individuals' health and fitness, but also in contributing to the integration of marginalised groups and promoting participation and tolerance among young people. Moreover, in Council conclusions on childhood overweight and obesity, educational settings and childcare centres are identified as a key instrument to promote healthy diets and physical activity.

Physical education is not, however, just about health. It also teaches young people about the importance of key values such as honesty, teamwork, fair play, respect for themselves and others and adherence to rules. Sport can play a strong role in building social cohesion and social capital among young people and adults in communities. It has also been used as a practical tool to engage young people in their communities through volunteering, resulting in higher levels of leadership, community engagement and altruism among young people. And on top of this, research shows that being active makes students healthier and better learners in the classroom.

The arguments for strengthening the place of physical education in schools are difficult to ignore. Essentially this would amount to an investment in creating healthy habits in young people that bring long-term benefits for individuals and society. But as the digital revolution gathers pace, and our modern lifestyles continue to contribute to the global epidemic of obesity and associated health problems, time may be running out to try to reverse these trends. So what better time to give greater priority to sport in schools than during the European Week of Sport? 

Authors: Lars Jakobsen and David Crosier