The Importance of PDHPE in Primary Schools

The aim of teaching PDHPE K-6 is to develop in each student the knowledge, skills and attitudes needed to
understand value and lead healthy, active and fulfilling lives. It will form the basis for students to adopt a
responsible and productive role in society. (BOS, 2007).

PHDPE develops students capacity to enhance their personal health and wellbeing, enjoy an active lifestyle,
maximize movement potential and advocate life long health and physical activity

Physical Education has been used for the purposes of survival, social, control, military fitness, health, holistic
development and citizen education from the time of the ancient Greeks (Larker, 2000)

Physical Educated citizens are competent, literate and critical thinkers (Kirk, 2010).
The Importance of PDHPE
Our school believes if our students are to become happy, healthy, responsible and productive children
in society that they need to develop relevant knowledge, skills and values related to PDHPE.

Learning in PDHPE is important for our students because it: Encourages an understanding and
valuing of oneself and others, develops an ability in students to make informed decisions in their lives
enabling them to take effective and responsible action, and promotes life-long involvement in physical
activity.

There is also evidence that suggest that schools with physically active children achieve better
academic (Telford, Cunningham & Abhayaratna, 2012). Furthermore, Participation in regular physical
activity can increase self-esteem and reduce stress and anxiety. Recent studies show that; physical
activity can help play a role in preventing mental health problems (Bailey, 2005).
Rationale for Advocating PDHPE in Primary School
The Importance of PDHPE in Primary Schools
PDHPE Subject Matter
The PDHPE syllabus states that teacher are mandated to develop the knowledge, skill and attitudes of their students
over a wide range of health related areas. (Tinning, McCuaig and Hunter, 2006).

The subject matter of K-6 PDHPE is organised into eight interrelated content strands. They include: Active Lifestyle
(AL); Dance (DA); Games and Sports (GS); Growth and Development (GD); Gymnastics (GY); Interpersonal
Relationships (IR); Personal Health Choices (PH) and Safe Living (SL).
There are five essential skills that students should develop across the stages of learning. They are communicating
(CO); Decision Making (DM); Interacting (IN); Moving (MO); Problem Solving (PS) and Values and Attitudes (V).

It is through such skills that children develop a sound knowledge in order to live a healthy and well rounded lifestyle. It
is through these skills that an improved quality of life, happier personal and family life, less sicknesses, less chance of
disability and better decision making choice can occue (BOS, 2007).





The Importance of PDHPE in Primary Schools
Learning in PDHPE is concerned with:
Physical, social,
cognitive and
emotional
growth and
development
patterns.
The
development
and
maintenance of
positive
interpersonal
relationships.
The factors
influencing
personal health
choices.
Living and
learning in a
safe, secure
environment.
The adoption of
an active
lifestyle.
Fundamental
movement
patterns and
coordinated
actions of the
body.
Skills that
enable action
for better health
and movement
outcomes.
As a Result of Studying PDHPE Students will:
An appreciation
of and a
commitment to
healthy and
socially just
ways of living.
An appreciation of
and a commitment
to healthy and
socially just ways of
living.
Skills in making,
communicating
and acting upon
health decisions.
Skills in moving
with
competence
and confidence.
Skills in forming
and maintaining
positive
relationships.
Knowledge and
understanding
about ways to
enhance
personal and
community
health and well-
being.
Knowledge and
understanding
about the
composition,
performance
and appraisal of
movement.
Live and learn
safely.
The Importance of PDHPE in Primary Schools
Reference List





Bailey, R. (2005). Evaluating the relationships between physical education, sport and social inclusion. Educational
Review, 57(1), 71-90.

Board of Studies, NSW. (2007) Personal development, health and physical education K-6 syllabus. Sydney,
Australia.

Hunter, L., Tinning, R., & McCuaig, L. (2006). Teaching health and physical education in Australian schools (1st
ed.) Frenchs Forest, NSW: Prentice Hall.

Kirk, D. (2010). Physical education futures (1st ed.). Milton Park, Abingdon, Oxon: Routledge.

Laker, A. (2000). Beyond the boundaries of physical education (1st ed.). London: Routledge/Falmer Press.

Telford, R. D., Cunninham, R. B., Telford, R. M., & Abhayaratna, W. P. (2012). Schools with fitter children achieve
better literacy and numeracy results: Evidence of a school cultural effe. Pediatric Exercise Science, 24, 45-57.