KS3 PE: long-term health benefits of exercise, a guide for parents

Long-term health benefits of activity, explained

“Long-term” means the benefits that build up over years and last into adulthood, rather than the quick effects of one good session. Regular physical activity lowers the risk of heart disease, type 2 diabetes and some cancers in later life. It helps people stay at a healthy weight, keeps muscles and joints working well and supports sleep and mood. Pupils are taught these facts, but the curriculum also says they should apply them, which means using the knowledge when they decide how to spend their time.

Lessons often link the benefits to how the body works. The heart is a muscle, and regular aerobic exercise makes it stronger so that it pumps more blood with each beat, which is why a fit person’s resting heart rate tends to be lower. Lungs and muscles get better at taking in and using oxygen. Bones respond to impact and load: activities such as running, jumping and team games during childhood and the teenage years help build bone density, which keeps rising until early adulthood and helps protect against fragile bones in old age. Muscle strength and flexibility keep everyday movement easy for longer.

Mental health and wellbeing are part of the picture. Regular activity is linked with better mood, lower stress and anxiety, better sleep and improved concentration, and team activities add friendship and belonging. Teachers are usually careful to say that exercise helps but is not a cure, and that anyone who is struggling with their mood should talk to a trusted adult or their doctor. Good PE teaching also steers away from appearance and weight, and focuses on what the body can do and how it feels.

Pupils meet the national guidance for their age: young people aged 5 to 18 are advised to average at least 60 minutes of moderate to vigorous activity a day across the week, with a variety of types, and to sit still for long stretches as little as possible. Moderate effort means breathing harder but still being able to talk, and vigorous effort means being able to say only a few words. Adults are advised to aim for around 150 minutes of moderate activity a week, which helps teenagers see this as a lifelong habit rather than something for school years only.

Activity is not only sport. Walking or cycling for part of a journey, helping with jobs, dancing, gardening, skateboarding and active hobbies all count. That matters for teenagers who do not enjoy competitive games, because the message is to find activities you will keep doing. Teachers may ask pupils to monitor their own activity, set a goal and review it, which is how the idea of applying health knowledge becomes real. Pupils with a medical condition or disability should be able to take part in ways that suit them, and it is worth talking to the school if you are unsure.

Words your child will hear

Aerobic fitness

How well the heart, lungs and blood supply oxygen to the muscles during continuous exercise.

Muscular strength

How much force the muscles can produce, used in lifting, pushing, jumping and holding positions.

Bone density

How much bone material is packed into the skeleton. Denser bones are stronger and less likely to break.

Sedentary

Sitting or lying down for long periods with very little movement.

Moderate activity

Effort that raises the heart rate and makes you breathe harder, but you can still talk comfortably, such as brisk walking.

Vigorous activity

Hard effort where breathing is fast and talking is difficult, such as running or a fast game of football.

Resting heart rate

The number of heartbeats per minute when the body is calm. It usually falls as fitness improves.

What the National Curriculum says

The programme of study for Key Stage 3 says:

• Pupils should develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity.
• Aim: pupils lead healthy, active lives and are physically active for sustained periods of time.

Objectives from the National Curriculum in England, © Crown copyright, used under the Open Government Licence v3.0.

Try it: planning an active week

Common mistakes and how to help

How to help at home

• Talk about how it feels. After a walk, a bike ride or a game, ask how they feel compared with a day spent sitting. Linking exercise to mood and energy is more persuasive to a teenager than facts about future risks.
• Build movement into ordinary days. Walk or cycle part of the way to school, the shops or a friend’s house, where the route is safe and your child is confident, or go along with them. Getting off the bus a stop early is an easy start.
• Make a family activity a regular thing. A weekly walk, a swim, a game in the park or a bike ride on a quiet path gives everyone a shared habit. Let your teenager choose the activity sometimes so that they stay involved.
• Break up long stretches of sitting. Homework and screen time often mean hours without moving. Encourage a stand-up and stretch break every 45 minutes or so, and keep screens out of the bedroom at night to protect sleep.
• Set an example. Young people copy what adults do. If you are active, even in small ways, say so naturally, and be open about the days when you find it hard too.

Related topics

Everything in Key Stage 3 PE