Importance of PDHPE in primary education

1. IMPORTANCE OF PDHPE IN PRIMARY SCHOOLS
Miss Lauren McNally
2G
(Sports_ Kids retrieved at http://missnadis.wikispaces.com)

2. - With a growing trend in obese children and an increased sedentary lifestyle, PDHPE
promotes the benefits of a healthy and active lifestyle for children whilst expressing
the health concerns and issue associated with the recent trends in technology and
eating habits.
- As the years go on society becomes more dangerous for our children. PDHPE also
teaches students the appropriate skills to analyse risky situations and demonstrate
appropriate safety behaviours in relation to road safety, stranger danger
awareness, personal safety, water safety, home and rural safety.
The education of future citizens is a primary
focus for teachers and the school as a
whole. The development of healthy citizens
who are self-regulating, informed, critically
reflective and capable of constructing their
own healthy lifestyle and minimise risky
behaviours is what PDHPE sets out to
achieve .
(Image Retrieved from
http://kidshealthandfitness.wordpress.com/ )
Image Retrieved from http://gowriehill.ea.dundeecity.sch.uk/node/46)

3.  Primary school students are at the prime age for motor skill development and
emerging physical activity habits (Achterstraat,2001).
 Physical activity has possibilities to advance all aspects of children’s well-being:
physical, emotional, social, and cognitive (Burdette & Whitaker, 2005).
 Research supports the link between school based physical activity, including
physical education, and academic performance with research on brain
development signifying that cognitive development arises in tandem with motor
ability (US Department of Health and Human Services, 2010)
 Students who are well-nourished and physical active are better able to reach their
academic potential and exhibit positive behaviours in the classroom (Achterstraat,2001).
( Accessed: http://marsdenhighpdhpe.wikispaces.com/)
PDHPE IS FUN!!!!!

4.  Students Experienced outcomes, values and
attitudes through PDHPE Subject matters:
• V1: PDHPE increases a students sense of own worth and
dignity as they learn to accept themselves as they grow and
change.
• V2: Through PDHPE, students learn to respect and
appreciate similarities and differences between themselves
and other, show empathy and sensitivity to peoples needs
and values of fair play.
• V3: Students enjoy a sense of belonging whilst recognising
the contribution they and others make to social living.
Students learn through PDHPE to further display
commitment to developing positive relationships
• V4: Students learn to accept responsibility for personal and
community health. They also learn to appreciate the need
for safe decisions and practices in a range of situations and
environments.
• V5: Students learn through PDHPE to value the importance
of regular physical activity and recognise the challenging
and satisfy nature of performance. They further learn the
importance of a healthy balanced diet.
• V6: Students commit to realising their full potential. They
acknowledge the effort needed in achieving results and
strive to achieve quality in personal performance.
(Board of studies NSW P.D.H.P.E. K-6 Syllabus, 2007)

5.  PDHPE has only been given 10%
focus in the teaching Curriculum
program. This issues requires the
combined support of teachers
parents, students and school
system in PDHPE development.
 I need you to work with me to
ensure that PDHPE is an important
part of your children students lives
by encouraging them to be
physically active, eat a balanced
diet, critically think and practice
safe choices and respect others
opinions and abilities.
Image retrieved from
https://vuws.uws.edu.au/bbcswebdav/pid-
998440-dt-content-rid-
12775613_1/courses/101576_2014_1h/1%20P
DHPE%20Lecture.pdf)

6.  Achterstraat, P. (2001). Physical activity in government primary schools. Sydney, Australia: Audit Office of New South
Wales, Department of Education and Communities.
 Board of Studies, NSW. (2007). Personal development, health and physical education K-6 syllabus. Sydney, Australia: Author
 Burdette, H., & Whitaker, R. C. (2005). Resurrecting free play in young children: Looking beyond fitness and fatness to
attention, affiliation, and affect. Archives of Pediatrics & Adolescent Medicine, 159, 46-50
 Untitled cartoon image (Sport Kids image).Retrieved at http://missnadis.wikispaces.com
 Untitled online advertisement image (Road safety notice board image). Retrieved from
http://gowriehill.ea.dundeecity.sch.uk/node/46
 Untitled online collage image (PDHPE word collage). Retrieved from: http://marsdenhighpdhpe.wikispaces.com
 Untitled online data image (Curriculum break down diagram image). Retrieved from
https://vuws.uws.edu.au/bbcswebdav/pid-998440-dt-content-rid
12775613_1/courses/101576_2014_1h/1%20PDHPE%20Lecture.pdf
 Untitled online photograph (Healthy food face). Retrieved from http://kidshealthandfitness.wordpress.com/
 US Department of Health and Human Services (2010). The Association Between School-Based Physical Activity, Including
Physical Education, and Academic Performance. Accessed from
http://www.cdc.gov/HealthyYouth/health_and_academics/pdf/pa-pe_paper.pdf