This document discusses the core concepts and goals of PDHPE (Personal Development, Health and Physical Education). PDHPE aims to develop students holistically by teaching 5 core skills: communicating, decision making, interacting, moving, and problem solving. These skills are intended to promote wellbeing in 4 categories - mental, physical, emotional/spiritual, and social. Some specific goals mentioned are maintaining healthy lifestyles, developing self-esteem, fostering relationships, and teaching nutritional education and physical activity.

1. PDHPE
What Does it Stand For?
Personal Development, Health and Physical Education.
What Is It?
P D H P E i s d i r e c t l y c o n c e r n e d w i t h t h e
d e v e l o p m e n t o f t h e s t u d e n t a s a w h o l e p e r s o n .
(Personal Development Health and Physical Education, 2013, p.6)
Why Study It?
When Individuals are well informed on health issues and have a sense of
control about the decisions they make, they are more likely to experience
positive relationships, improved quality of life and less illness.
(Personal Development Health and Physical Education, 2013, p.6)

2. Desired Wellness Outcomes.
1. Mental
2. Physical
3.Emotional &Spiritual.
4. Social. (Personal Development Health and Physical
Education, 2013, p.6)
PDHPE
Core Skills & Desired Outcomes.
PDHPE’s 5 Core Skills.
1. Communicating.
2. Decision making.
3. Interacting.
4. Moving
5. Problem Solving
These 5 skills are developed over time to maintain a healthy
wellbeing in the following 4 categories this slide show is
dedicated to expanding on these 4 outcomes and how they are
achieved through proficiency of the five skills.

3. Mental Wellbeing.
This diagram shows the importance of
communication for a students mental
wellbeing. When students are free to
express themselves their motivation to
learn increases and inspiring others to do
the same through class interaction leading
to a heightened sense of self esteem
resulting in happiness; crucial in the
maintenance of mental wellbeing.
“The skills of effective communication, interaction, decision making and problem solving and
moving with efficiency and confidence empower students to take action leading to better
health, improved performance and enhanced self-esteem.” (Personal Development Health and Physical Education, 2013, p.8)
(Get Up Get Moving, 2014)

4. “ P hysical a c t ivity h a bits d e v elope d i n s c hool y e ars a r e o f te n m a i nt ain ed i n l a t er
l i fe. S t u d e nt s n e e d t o u n d e r sta nd t h e i m p o rtance o f a b a l anced l i f estyle
i n co r po rating r e gular p h y sical a c t iv ity f o r h e alth a n d f i t n ess... S k i lls a r e
d e v e lop ed t hr o ugh p l a y , d a n c e , g y mnas tics , g a me s, s p o r t s, a q u a tics a n d o t her
r e creation al a c t ivities. (Personal Development Health and Physical Education, 2013, p.8)
Physical Wellbeing through:
(Physical Activity Nutritional Education.)
“Y o u a r e w h a t y o u e a t . W h a t w o u l d Y O U l i k e t o
b e ? ” (Murphy, 2008)
(Get Up Get
Moving, 2014)
(Kids get active info graphic, 2014)

5. Spiritual and Emotional Wellbeing.
Feelings of self-confidence and self-acceptance and the ability to act in the best interests
of themselves and others are fostered by an understanding of the nature of life’s changes
and the uniqueness of individual development. (Personal Development Health and Physical Education, 2013, p.7)
Meaning that PDHPE aims to do away with ‘I’ by moulding everyone’s individual learning
styles and personalities into a ‘we’ creating a more productive learning environment. The
aim is not to homogenise the aim is to form and maintain healthy rewarding relationships
expanding on what they know and what they can do.

6. Social Wellbeing.
Successful interaction with others in contexts such as the family, peer group and teams is essential to meet
the individual’s need for belonging and security. Students’ capacity to form relationships and cope with
changes in relationships is influenced by understandings and skills in negotiation, conflict resolution,
tolerance, roles, responsibilities and community expectations associated with friendships and relationships.
(Personal Development Health and Physical Education, 2013, p.7)
We Are All Teachers.
On our homepage I ask parents to become honorary roadies I did this to show students that education
does not have to stop the minute they leave the gates. My job is to make my students aware that they are
allowed to explore their curiosities outside of the school setting; that there are no right or wrong answers.
If my students are made to feel embarrassed and scared by those closest to them they risk not fulfilling
their potential which can lead to illnesses such as depression. So all of the community needs to
acknowledge that they play the role of teacher at some point no matter how small that role is. The quality
of the lesson depends however on how it is delivered; poor choices made by those in positions of
authority can alter a child’s make up dramatically permanently scarring the student.

7. References
Brain Operators Manual. (2014, 5 7). Retrieved from edbatista.com:
http://www.edbatista.com/images/2009/07/Operators_Manual.jpg
Get Up Get Moving. (2014, May 7). Retrieved from learningozexpress.com:
http://www.learningzonexpress.com/Images/product/large/410211.jpg
Kids get active info graphic. (2014, May 7). Retrieved from elearningfographics.com:
http://elearninginfographics.com/wp-content/uploads/How-to-Get-Kids-Active-
Infographic.png
Murphy, J. (2008). Nutrition Across A Lifetime. Parramatta: Blake Education.
(2013). Personal Development Health and Physical Education. Sydney: Board of Studies New South
Wales.
Wellbeing Circles. (2014, May 7). Retrieved from oloc.com:
http://www.oloc.com.au/_uploads/_ckpg/images/wellbeing%20circles.png