2. • With a push to focus on literacy and numeracy in school,
students spend a large portion of the day sedentary.
• As a result the rate of childhood obesity has doubled over the
past 25 years effecting 1 in 5 young people, increasing the risk
of both disease and mental health issues (NSW Health, 2010).
• Evidence indicates that during adolescence the level of
participation in an active lifestyle and healthy eating habits
drops considerably, therefore it is important to promote PDHPE
in primary school to encourage positive habits that will carry
into teen years (NSW Health, 2010).
• PDHPE also teaches students a number of important life skills
and values.
3. • Children should participate in at least 30-60 minutes of physical
activity a day to encourage:
• The development of fundamental movement skills, perception skills, motor
skills and co-ordination skills that do not occur naturally (Board of Studies
NSW, 2007).
• The development of interaction skills, interpersonal skills and social skills
(NSW Health, 2010).
• Improved psychological health and high self-esteem (NSW Health, 2010).
• A drive to participate in regular and varied physical activities, now and in
the future (Board of Studies NSW, 2007).
• Good health and improved quality of life. Physical activity has been
shown to decrease the risk of disease and disability , boost immunity,
promote cardiovascular efficiency and reduces the risk of obesity (Board
of Studies NSW, 2007).
4. • The benefits of PDHPE is not limited to promoting an active lifestyle.
Students also learn a number of important life skills, attitudes and values
they can use in future life including:
• Decisions Making Skills: How to make informed healthy and safe life
choices regarding the wellbeing of themselves and others e.g. Healthy
food choices, sun safe choices, safe choices regarding drug use etc.
• Problem Solving Skills: Developing strategies to deal with problems and
how to protect themselves and others e.g. identifying who can help if they
are being bullied or feel threatened or what to do in an emergency.
• Interpersonal Skills: How to form and maintain positive relationships;
how to cooperate and care for others; an understanding of diversity;
concern for social justice and the rights of all people.
• Communication Skills: How to express feelings, ideas and opinions and
value the opinions of others.
• An increased understanding of who they are and how they grow socially,
physically, emotionally and mentally (Board of Studies NSW, 2007).
5. • PDHPE advocates the wellbeing of the whole student by promoting
social, mental, physical and spiritual health (Board of Studies NSW,
2007).
• Participation in PDHPE results in improved quality of life, stronger
immune defence, high levels of self worth/ self-esteem, a sense of
belonging and improved family and social experiences.
• Participation in PDHPE results in increased motivation, effort and
concentration in class (Holt, Tamminen, & Jones, 2007). Studies have
shown this to increase academic achievement in numeracy and writing
(Telford, Cunningham, Fitzgerald, Olive & Prosser, 2012).
• PDHPE encourages and provides students with the skills and
knowledge to maintain a healthy lifestyle in the future (Holt et al.,
2007).
6. • There is not enough time in the school
day to allocate to PDHPE. Only 6-10%
of class time or 1.5- 2.5 hours per week
is spent participating in PDHPE (Board
of Studies NSW, 2014). Therefore it is
important that you as parents make an
effort to encourage your children to
have a healthy and active lifestyle
while at home.
• When parents and schools work
together to consistently encourage
healthy lifestyle, students are more
likely to have positive health related
behaviour and attitudes and therefore
a happier, healthier life (NSW Health,
2010).
7. Board of Studies, NSW (2014) Parents Guide to the NSW Primary Syllabuses. Retrieved 7/ 5/ 14
from http://k6.boardofstudies.nsw.edu.au/wps/portal/go/parents/parents-guide-to-the-
nsw-primary-syllabuses
Board of Studies, NSW (2007). Personal development, health and physical education K-6 syllabus.
Sydney, Australia: Board of Studies
Holt, N., Tamminen, K., & Jones, M. (2007). Promoting positive youth development through
teaching games in physical education. Physical and Health Education Journal, 73 (3),
8-15.
NSW Health (2010). NSW Schools Physical Activity and Nutrition Survey (SPANS): Short Report
2010. Retrieved 7/ 5/ 14 from
http://www0.health.nsw.gov.au/pubs/2011/pdf/spans_short.pdf
Telford, R. D., Cunningham, R. B., Fitzgerald, R., Olive, L. S., & Prosser, L. (2012). Physical
education, obesity and academic achievement: A 2-year longitudinal investigation of
Australian elementary school children. American Journal of Public Health, 102 (2),
368-374
