One step at time

To the Journal editor:

In our pursuit of happier, healthier and more productive lives, listed below are benefits of physical activity based on research in physical education, education, psychology and sociology.

Promoting physical development and health, including developing cardiovascular fitness, developing energy, developing resistance to disease, developing a healthy weight and developing muscular endurance, flexibility and strength.

Promoting psychological development and health, including providing enjoyment and reducing anxiety and stress.

Promoting social development and health, including not developing the antisocial behaviors of physical, psychological, social or verbal aggression and developing the prosocial behaviors of communicating, competing, cooperating, helping, leading, problem solving and following others and rules.

Promoting intellectual development and health is possible because there is a positive relationship between the physical, the psychological and the social with the intellectual.

Based on a person’s age, goals, health and life’s conditions, to achieve benefits children and adolescents should have physical education in school and adults should have individual and group physical activities with at least moderate-intensity for at least 150 minutes per week. More benefits occur with longer duration, greater frequency and high intensity.

Accessible beneficial individual physical activities including walking, bicycling, hiking, running and skiing.

For search-based benefits and other concepts, and for a variety of individual activities for a variety of purposes, read American College of Sports Medicine Complete guide to Fitness and Health (2011). For illustrative research, read Research Quarterly for Exercise and Sport.

Now is the time for all of us to pursue happier, healthier, and more productive lives through appropriate physical activity.

Research demonstrates benefits, but research does not always demonstrate statistically significant benefits. Benefits for individuals will vary.

The major assumption is knowledge is acquired by scientific methodological justice that objectively uses valid and reliable data, not by individual methodological justices that subjectively use persona elements, including belief.