This document provides a rationale for teaching Personal Development, Health and Physical Education (PDHPE) in schools. It notes that while literacy and numeracy are emphasized, a holistic education is needed to support students' health and well-being. The document cites facts showing many children do not meet physical activity guidelines and are overweight/obese. It argues that PDHPE teaches healthy lifestyle habits, fosters social and emotional skills, and supports academic achievement. The conclusion urges parents and teachers to encourage PDHPE in schools to ensure students lead active, healthy lives.

1. WHY PDHPE?
Information for Parents and Students: Rationale for
Teaching PDHPE
Miss Keziah Doughty, 5E

2. LEARNING IS NOT JUST ABOUT READING AND
WRITING ...
 In today‟s society a huge emphasis is placed on
achievement in literacy and numeracy, however these is
also growing recognition of the importance of healthy
living and active lifestyles.
 Surrounded by a fast-food and sedentary entertainment
options, children cannot be expected to automatically
know how to live healthy lives. If they are not taught how
to make wise decisions regarding their health, fitness
and eating habits, how will they know the huge benefits
of an active lifestyle?
 Children need a holistic education that considers all their
needs and encourages and supports healthy
lives, informed decision making and physical fitness.

3. FACTS:
 The Australian Department of Health and Aging
recommends that all children do 60 minutes of moderate
to vigorous physical activity each day. Less than half of
all children do so.
 Around 23% of young people in NSW are overweight or
obese.
 Excess weight increases likelihood of diseases such as
diabetes and heart disease.
 30% of schools in NSW do not provide the required 2
hours of physical activity for students
 Time spent on PE in schools declines as children get
older.
Department of Education and Communities, 2012

4. PDHPE IS REALLY GOOD FOR YOU!
 Physical activity is essential in obtaining and
maintaining a healthy life and quality of life.
 Children who eat healthily and practice regular
physical activity are more likely to reach their
academic potential, exhibit positive behaviour in
the classroom and continue to be physically active
in adult life.
 In fact it has been stated that: “exercise training
programs may be simple yet important, methods of
enhancing aspects of children‟s mental functions.”
Department of Education and Communities 2012; Telford, et al. 2012

5. PDHPE IS MORE THAN SPORT
 PDHPE involves educating about healthy living and
personal health choices for individuals and the
community.
 Through interaction with others, students are able
to form interpersonal relationships and develop
responsibility, empathy and tolerance.
 Safe living is an important part of PDHPE, teaching
children to recognise safety issues to protect
themselves and others.
 PDHPE fosters informed decision making in many
aspects of life, including appreciation of a healthy
and social just way of life
PDHPE Syllabus, 2006

6. IT‟S TIME TO GET INVOLVED AND SUPPORT
PDHPE!
 PDHPE is sometimes seen as a „less important‟
subject for children, but as the evidence shows this
is not the case!
 Parents and teachers together can have a powerful
influence in encouraging PDHPE in schools to
ensure our children have an active, healthy life. It‟s
time to get involved!

7. REFERENCES
 Achterstraat, P. (2001). Physical activity in government primary
schools. Sydney, Australia: Audit Office of New South
Wales, Department of Education and Communities.
 NSW Board of Studies. (2006). Personal Development, Health and
Physical Education, K-6. Sydney, Australia: Board of Studies NSW.
 Telford, R. D., Cunningham, R. B., Telford, R. M., & Abhayaratna, W.
P. (2012). Schools with fitter children achieve better literacy and
numeracy results: Evidence of a school cultural effect. Pediatric
Exercise Science, 24, 45-57.