The first wave of the Obama Administration’s National Physical Education Standards, which set national standards for physical education instruction, were adopted in 2020.

The aim of the new standards is to create a more “physical” education workforce, and they will focus on teaching students how to run, walk, and balance on a variety of surfaces.

They aim to create “a culture of excellence in physical education”.

In 2018, the Department of Education’s Office of Civil Rights (OCR) announced that more than 4,000 students were being evaluated for physical-education certification and, of those, nearly a third were women.

The number of women in the workforce in physical-arts has risen steadily over the past three decades.

Women now make up 43% of physical-art instructors nationwide.

Some women have found that they have a more diverse career path, with careers in science, engineering, mathematics, and other professions.

They have also found more employment opportunities in the private sector, including at health-care companies.

Some of these women, however, are also beginning to question whether physical education is really necessary.

Some students, for example, may not be able to balance on one leg while taking a class in physical exercise.

And even if they are able to get up and move on their own, the physical exercise itself may be challenging and require much more strength and flexibility than is needed for most adults.

“It’s a lot of physical activity, which is good,” said Michelle Obamas daughter Emily, who was enrolled in a physical-learning class in the summer of 2020.

“But there are some things that aren’t necessary.”

In a recent interview, Emily explained that, for some students, “going to the gym can be very good.

But it’s really hard for me to actually do that without getting really tired.”

In the summer months, she said, “I have to do that all the time”.

Emily and her classmates took the physical-ed classes in the city-owned gymnasium of The Citadel, an independent, all-female college in Charleston, South Carolina.

They had been enrolled for three years and spent the summer working out together.

“There was definitely a lot going on in there, and I didn’t know what I was going to do when I graduated,” said Emily.

The women were required to take physical-skills classes on a regular basis, but Emily said that they rarely practiced it.

Emily said she was not particularly interested in taking a physical class in order to get good grades.

She was focused on completing her bachelor’s degree and attending school.

“I just felt like it was a waste of my time,” she said.

Emily attended The Citadel’s gymnasial for a number of months before deciding to pursue a graduate degree in physical science and a doctorate in physical therapy.

She chose the physical education program because she felt it was the only course that offered her a more structured, hands-on, learning environment.

Emily was also attracted to the instructor and student feedback.

“She was super supportive and super professional,” she recalled.

“They really knew what they were doing.

They didn’t feel like they were teaching us something.”

Emily’s physical-science teacher, who asked to remain anonymous, said that she had “really good rapport” with Emily.

Emily had a “really positive experience” with her instructor, said the teacher.

“You learn a lot from her.

She is a great teacher.

And she’s so supportive.”

The physical-equipment instructor said that Emily and others who participated in the physical fitness classes had a positive impact on Emily’s confidence.

“One of the things she did was to push her, push her through it,” said the instructor.

“That was very encouraging for me, because I feel like there’s a lack of confidence in this profession in the United States.

People don’t know that there are a lot more physical-health professions in the US.”

The instructor said Emily and other women in her class were given a “golden handshake” by the instructor to encourage them to keep going.

Emily agreed.

She said the female instructor was also the “heart of the class”.

She said that the instructor told Emily to work harder.

Emily also said that, when she was at The Citadel in the fall, Emily was encouraged to join a physical fitness class, as well as take part in the online class.

Emily did not take part at all.

She explained that she “didn’t really want to.”

“I didn’t really care about it, honestly,” she told The Verge.

“In fact, I really didn’t want to do it.”

The school was a different environment in which Emily did feel she had an opportunity to participate, said Emily, adding that her experience with the instructor was a “good thing” and a “positive thing”.

“The instructor was really good at motivating me,” she added.

“And I felt really comfortable with