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The importance of PDHPE in
Primary Schools
Miss Jazmin Xavier Kblue
PERSONAL
DEVELOPMENT,
HEALTH & PHYSICAL
EDUCATION

Here are the facts…
Physical inactivity is the fourth leading cause of global mortality, and
many of the leading causes of ill health in today’s society, such as
coronary heart disease, cancer and type 2 diabetes, could be prevented
if more inactive people were to become active.
Worldwide, it is estimated that physical inactivity causes:
• 6% of the burden of disease from coronary heart disease
• 10% of colon cancer
• 10% of breast cancer
• 7% of type 2 diabetes
• 5.3 million of the 57 million
deaths that occurred worldwide
in 2008
- British Heart Foundation
National Center (2013)
“Globally, around 31% of adults
aged 15 and over were insufficiently active in
2008 (men 28% and women 34%).
Approximately 3.2 million deaths each year
are attributable to insufficient physical activity”
– World Health Organisation (2018)

It is safe to say that PDHPE in
some schools, for many students, provide
chances for them to find out what they
cant do, rather then what they can do!
Getting out of this idea that PDHPE
is only physical focused, as opposed to the informative and
applicable aspects it has on movement skills and everyday
life for students is essential.
For them to approach PDHPE with motivational and positive
thinking to better their health and development is what the
main focus is when it comes to teaching a game sense
approach.
Understanding and being able to apply the
appropriate teaching of PDHPE can be gained
through a game sense approach!
What is ‘Game
sense approach’??
It is student-centered,
inquiry-based teachings
in which students are
able to enhance and
develop their active
involvement in PDHPE
games.
These games focus on
understanding, decision-
making and problem
solving skills that differ
from traditional practices
that focus on technique
and ability.

Game sense approaches to learning are
methods that engage students in modified
games and allow them understand different
strategies and concepts of physical
development. They are provided wit
opportunities to develop the skills and
understanding of games and sports and the
different tactics used in them.
By using modified games we are able to
accommodate for various abilities and the
needs of all students, this enhances their
inclusion and allows them to reach their full
potential whilst providing them with
appropriate physical and mental challenges.
Game sense uses many forms of
communication between students, it allows
them to think of different strategies and
approaches that they can take when
performing and activity. But mostly it’s
designed to be fun and exciting for the
students!
Game Sense is a relatively new approach to
teaching and coaching which uses games as
the focus of the session…
“By focusing on the game, rather than
on technique practice, players are encouraged to
become more tactically aware and make better
decisions during the game, as well as beginning
to think strategically about game concepts whilst
developing skills within a realistic
context and most importantly,
having fun”
– Jacob Towns (2002. Pg. 1)

“DON’T BE AFRAID TO BE AMBITIOUS
ABOUT YOUR GOALS. HARD WORK
NEVER STOPS. NEITHER SHOULD
YOUR DREAMS!”
-Dwayne Johnson

Fundamental Movement skills are the movement patterns that
involve different parts of the body (feet, legs, head, arms, hands
etc.), and provide the basis of physical development. It utilizes
various skills in individuals and they are implemented into games,
sports and play.
The definition of Fundamental Movement skills
outlined in the NSW PDHPE syllabus (2006)
states that it is an organized series
of basic movements that involve
the combination of movement
patterns of two or more body segments.
They are considered the building blocks or
foundations of human movement.
Some examples of Fundamental Movement skills are running,
jumping, throwing, catching, kicking and striking.
“Movement is a powerful
medium for learning, through which
students can practise and refine
personal, behavioural, social
and cognitive skills”
– Australian Curriculum,
Assessment and Reporting
Authority (2016)

“Fundamental motor skills are assumed to hold
a key position on the movement education continuum for
primary school-aged children.
For example, mastery of fundamental motor skills is considered
to be a precursor to their application in sport specific contexts,
and conversely a lack of proficiency is lauded as a key reason for
attrition from organised sport.
The exploration of children’s’ coordination levels
and their performance on a fundamental motor skill has
revealed a significant relationship between these two
movement constructs”
– Judith Miller (2006. Pg. 1)
For early stages
of teaching and learning physical
development in schools, it is important to use
the fundamental movement skills when implementing game
sense practices into children’s PDHPE development.
An example of introducing these fundamental movement skills
into early stages of learning could be through warm up activities
or quick games and exercises.

“HOW EVER GREAT YOUR
DETICATION IS, YOU NEVER WIN
ANYTHING ON YOUR OWN”
- Rafael Nadal

As technology is rapidly changing and
increasing in everyday life and affecting the
ways in which people communicate, there are many
factors and issues that must be acknowledged
and addressed in the early stages of their student’s
development.
Issues that can significantly affect the futures of
your kids…
An issue such as health, safety and wellbeing!
It is absolutely necessary to adapt physical activity in schools accordingly,
to benefit students and provide them with the appropriate knowledge and skills for the
future.
Rational “In Health and Physical Education,
students develop the skills, knowledge, and
understanding to strengthen their sense of self,
and build and manage satisfying, respectful
relationships. They learn to build on personal and
community strengths and assets to enhance safety and
wellbeing. They critique and challenge assumptions and
stereotypes. Students learn to navigate a range of
health-related sources, services and
organisations”
– Australian Curriculum, Assessment and
Reporting Authority (2016)
“Health and Physical Education provides
students with an experiential curriculum that is
contemporary, relevant, challenging and
physically active”
– Australian Curriculum, Assessment
and Reporting Authority (2016)
Developing Fundamental Movement Skills
and using them towards a game sense approach in
teaching will provide the students with the skills and
knowledge to confidently participate in a range of
different physical activities. These creative adaptions
to teaching PDHPE provide solid foundations for
students for the future, and help to enhance their
participation and physical ability.

A game sense approach is a strategy that strengthens a teachers
approach to teaching PDHPE in modern
day classrooms.
“As Australia moves towards a national
curriculum there is a pressing need for high quality
pedagogy that highlights the possibilities for learning
through movement in physical education. PE teachers
using the Game Sense approach will not only be able to
meet the requirements of the NSW Quality Teaching
Framework but
will also be able to provide high quality
learning experiences for students and make a
start toward making physical education a truly
valuable educational experience in NSW schools”
– Christina Curry (2011)
• It provides students with the
opportunities to participate and be
active and motivated when doing
physical activity.
• It can be modified to suit different
students abilities and physical need.
• It introduces the basis of sporting
activities and utilizes fundamental
Movement skills.
• It allows students to understand the skills
and concepts of physical activity and why it is
important.
• It in cooperates ideas about the future physical
benefits in which, as we are entering in a modern
society, are essential for students

ReferencesAustralian Curriculum, Assessment and Reporting Authority. (2016).
Rational. Sydney NSW.
Board of Studies, NSW. (2007). Personal Development, Health and
Physical Education K-6 Syllabus. Sydney: Board of Studies.
British Heart Foundation National Center. (2013). Economic costs of physical
inactivity. British Heart Foundation National Center (BHFNC) for Physical Activity
and Health. Loughborough University.
Curry, C. (2011). Using the Game Sense approach to deliver Quality Teaching in
Physical Education. Engaging Learning Environments. Western Sydney University.
Miller, J. (2006). Primary School-aged Children and Fundamental Motor Skills: What is
all the fuss about?. Australian Association for Research in Education (AARE).
University of New England, NSW.
Towns, J. (2002). About Games Sense. University of Wollongong.
World Health Organization. (2018). Physical Inactivity: A Global Public Health
Problem. Global Strategy on Diet, Physical Activity and Health. WHO. Retreived from
< http://www.who.int/about/en/>
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tyson
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https://www.mensjournal.com/
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May 10, 2018, from
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