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This article ponders the question "If we were not tied to history and tradition, would we still choose to do physical education in this same way?" and offers three iterative steps as one strategy physical education professionals can use to move forward in coming to an answer. [ABSTRACT FROM AUTHOR]

This viewpoint evaluates the National Physical Education Service, which the federal government implemented in 1918 to combat low levels of physical fitness and poor physical development in youth, and determines what 21st-century health professionals can learn from it. [ABSTRACT FROM AUTHOR]

This article is a follow-up to a previous Viewpoint article, wherein the authors challenged the oft-cited distinction between physical education and physical activity, and proposed an alternate definition of physical education that is aligned with the need to promote physical activity in schools. [ABSTRACT FROM AUTHOR]

The article presents a historical perspective on physical education and physical activity to prevent obesity in children in the U.S. The author infers that a historical perspective clarify the crucial role physical education plays in the development of physical activity habits in children. It traces the historical and intrinsic relationship between physical education on physical activity. It also discusses its development as pedagogical work, its responsibility beyond school, and the need for new strategies to educate children, parents, and administrators.

Examines the German influence on the evolution of physical education in the United States (U.S.). History of German gymnastics; Contributions of teacher Johann Friedrich GutsMuths to German physical education; Features of turnen or German gymnastics; Forefathers of physical education in the U.S.; Information on the teaching of physical education in schools in the U.S.

A personal narrative is presented which explores the authors' career in the field of physical education.

The article presents three reflections by graduate students training to become physical education teachers, discussing their views of the importance of communicating the historical, social and philosophical aspects of physical education. Comments include discussion of the dynamics of teacher-parent communication in physical education, the historical tradition of physical education since the 1800s, and the importance of learning from lessons of the past.