Look at your first sentence, your main assertion. Prove it. Where is your evidence?

P.E. classes accomplish nothing. The reasons habitually used to justify it -- health, exercise, cooperation -- are unsubstantiated at best. I seriously question any study that alleges proof of these results. I would first ask about the control group. It would have to be a group of people who attended schools where P.E. was absent. Then we'd have to follow these two groups of people for the next 10, 20, 30+ years and record each individual's measure of whole health at regular intervals and compare the results. Then we'd have to do it all over again. Then we'd have to have other researchers do the same thing in other environments to accommodate for the numerous variables. This is how science works. Now I can't be sure, but I have a strong suspicion that this has never happened. The burdon of proof is on those who advance these alleged benefits of P.E. class; I have yet to be convinced. Furthermore, an open eye to one's friends, neighbors, relatives and co-workers casts serious doubt on any purported success rate of this ideology.

P.E. class is a colossal waste of resources. I have never seen a physical education teacher spend his or her evenings and weekends grading exams and essays, engaging students in healthy debate in the classroom, or spending an hour after school working one on one with a student. (I am referring to academics, not extracurricular activities; therefore, coaching a team doesn't count.) I'm sure there are P.E. teachers that do have a very positive influence on non-athletically inclined students, but they are a chance encounter. I seriously doubt much thought goes into curriculum development. "Let's see, we'll do flag football first, then soccer, then track...perhaps we'll change things up and do tennis this year." This is hardly convincing. P.E. teachers are paid the same as those teaching students to write, balance a check book, and understand human anatomy. I could go on with other, nobler, educational efforts. In comparison, the resources used for P.E. programs cannot be justified.

Some may argue that students who actively participate in P.E. often exhibit characteristics of health and success. These students typically have an inate ability for athletics and actively engage in sports and P.E class -- it's easy for them. Athletically inclined students will excel in P.E., just as a musically inclined student would excel in Band. A gifted basketball player may also be on the honor role, be attentive and have excellent attendance. This is certainly true. Nevertheless, it proves nothing about the relationship between athletics, and by proxy, P.E. class, and academic and social success. Much emphasis is placed on, and respect given to, athletics. As such, a student who excels at sports, however equal in every other intelectual measure, likely develops a strong sense of confidence and self-respect. Both of these qualities significantly impact academic and social success. To say that athletic involvement correlates positively to academic and social achievement is simply a false analogy. It becomes clear when the social emphasis on athletics is repositioned.

Imagine that athletic ability and sports receive little attention. They are given as much social status as is currently afforded to a 4-H club. The quarterback of the football team is given as much recognition as the lead understudy in the school play. Even though these students can run fast and throw a ball, peers ignore these accomplishments and the athletes are looked upon as geeks. There is no significant social support to boost confidence and self-esteem. Aside from athletic ability, they are equal in every other way to their peers. The academic and social success of an athlete, when accessed in this context, will not be attributed to athletics; it will be attributed to other individual characteristics -- as all success should.

Dissolve P.E.. Instead, create a program that benefits all students. "Life Skills" is a preferred replacement. Teach healthy diet and safe food preparation. Teach first-aid. Teach household and personal safety. Teach basic household repairs and basic auto mechanics. Teach personal finance. These are the real skills our youth need. This is an investment with interest. These are the skills that contribute to personal and community success.