Chapter 3: The relationship of physical fitness and motor competence to physical activity

Approximately one-third of preschool-aged children are overweight as they enter schools (Mason et al., 2006). Physical education is well situated to play a pivotal role in the development of motor competence and physical fitness and can. influence engagement in physical activity across the lifespan (Tappe & Burgeson, 2004). Physical education teachers are in an ideal position to take the lead in establishing school-community partnerships that may enhance a child's opportunity to be active outside the physical education setting, particularly during summer vacation when children do not have access to physical education instruction (Castelli & Beighle, 2007; Christodoulos, Flouris, & Tokmakidis, 2006). Findings from the present study suggest that regular engagement in physical activity (a national physical education performance outcome) is related to the attainment of other NASPE standards addressing motor competence and physical fitness. Understanding and focusing on these variables in physical education, as well as in quality community-based programs, is of critical importance in addressing many public health issues and improving modern-day physical education. Finally, competence in the NASPE physical education standards may be a proxy of performance accomplishment that relates to higher levels of self-efficacy and, as a result, increased levels of engagement in physical activity. © 2007 Human Kinetics, Inc.