2. PDHPE is beneficial for promoting health
and physical activity but the positives do
not stop there. As Werner (1994)
confirms, movement plays a vital role in
the development of children’s language,
math, science, social studies, art and
music skills.
3. Cross-curriculum activities allow teachers
to spend more time addressing the
outcomes of the PDHPE syllabus and
emphasising the importance of diversity
in the classroom and their community.
4. Furthermore, research by Miller (2006)
suggests that a majority of children in
Australia are not reaching their full
potential of fundamental motor skills. PE
offers children an opportunity to explore
and further develop these skills by
creating a fun and game sense
environment.
5. Skills and knowledge are not the only
things that are achieved in PDHPE. The
NSW Board of Studies (2007) PDHPE
Syllabus also has a keen focus on values
and attitudes. Wright and Burrows (2006)
claim that physical education has earned
its place in schools through the work it
does in producing particular kinds of
citizens/subjects.
6. These positive citizens that are being
produced have all been exposed to
subjects in PDHPE such as growth and
development, interpersonal relationships
and making the right choices. Without
these essential topics, children would not
be able to grow into the role models that
they are today.
7. Miller, J. (2006). Primary School-Aged Children
and Fundamental Motor Skills - What is all the
fuss about? Australian Association for Research
in Education, 1-13.
NSW Board of Studies. (2007). Personal
Development, Health and Physical Education K-6
Syllabus. Sydney: Board of Studies NSW.
Werner, P. (1994). Whole Physical Education.
JOPERD, 40-44.
Wright, J., & Burrows, L. (2006). Re-conceiving
ability in physical education: a social analysis.
Sport, Education and Society, 11(3), 275-291.
