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The knowledge acquired in physical education classes should provide for an increase in physical activity and promote interest in healthier lifestyles. Despite the importance of physical literacy developed in physical education classes, physical education is not perceived as important, and funding for physical education has decreased. This paper highlights the importance of physical education on the development of competent, confident students by reviewing instructional approaches: The Teaching Games for Understanding approach and its derivatives. Teaching Games for Understanding (TGfU) can contribute to critical thinking, autonomy and classroom skills as well as better understanding of physical activity and its importance for physical literacy when compared to traditional physical education methods. Multiple research studies are discussed in this paper to illustrate how TGfU can holistically increase a student's ability to perform in academic classes as well as in physical education. These studies can help present a strong argument for the support of funding physical education programs and the recognition of physical educators. [ABSTRACT FROM AUTHOR]

Abstract: Students’ learning has been the center of schooling. This study examined the contribution of situational interest motivation and cognitive engagement in workbooks to student achievement in learning health-related fitness knowledge. Situational interest, performance on solving workbook problems, and knowledge gain in cardio-respiratory fitness and benefits were measured in 670 third-grade students from 13 randomly selected urban elementary schools. Structural equation modeling and regression curve estimation analyses revealed that situational interest contributed little to workbook performance and knowledge gain. Performance on solving workbook problems contributed significantly to knowledge gain. The results also show that skipping workbook tasks had stronger negative impact on knowledge gain than performing the tasks incorrectly, suggesting the importance of engaging students in the learning process by attempting the workbook tasks. The findings reinforced the value of using workbooks to facilitate cognitive knowledge learning in physical education, but raised questions about the direct function of situational interest on engaging students in cognitive learning. [Copyright &y& Elsevier]