2. Complete Well-being
PDHPE arms kids with the knowledge
and skills to lead a healthy Lifestyle
Leading a healthy lifestyle increases the
chances of having social, emotional,
physical and spiritual well-being
When kids are informed about well-being and how their
thoughts and behaviours affect their health, they feel more in
control and confident to make decisions which will
improve their lives, relationships, and can reduce
or prevent illness
3. Informed Decision Making
PDHPE teaches how to make informed decisions, and why they
are important for choosing which actions will be most effective
and responsible in relation to the well-being of themselves and
others.
Awareness of decision making processes are taught so kids
know about options available to them when making decisions. It
also allows kids to predict likely consequences.
Decision making skills are rehearsed over time, and in
simulated situations that are as close as possible to real-life
situations which children might find themselves in when needing
to make difficult decisions.
Kids are more likely to use rehearsed strategies that have been
developed and rehearsed over time, and are backed by
information supplied by a trusted source such as school.
4. Understand and Value Self
and Others
PDHPE teaches kids to understand and value themselves
as individuals, and also as part of a group. This helps them
to feel in control of their lives, their feelings, and ability to
respond to situations positively.
PDHPE also helps kids to value and understand
other people in the same way.
When people understand and value themselves and others
they are better able to cope with change and overcome
negativity. They are also, very importantly, more likely to ask
for help if they need it.
5. Enhances the self
PDHPE increases knowledge, understanding
and ability in the physical, social, emotional
domains of an individual
This increases self-confidence , self-acceptance, self-
esteem, and self-efficacy. It pushes them to be the best self
they can be.
Knowledge and skills learned in PDHPE empower kids to
recognise safe and unsafe situations, and be confident to
know what to do if they feel they, or someone
else, is unsafe.
6. Positive Relationships
Understanding and valuing self and others, helps to build
positive relationships, feel a sense of belonging and
security, and deal effectively with changes in relationships
PDHPE teaches how to develop and maintain positive
relationships and work effectively in teams through
o tolerance, conflict resolution and negotiation
o identifying roles, responsibilities, and expectations in
relationships and groups
o effective communication in relationships and groups
o working co-operatively with a positive attitude
o caring for others, and valuing difference
7. Physical Activity Enhances
o cardiovascular efficiency and decreases risk of heart
disease
o bone development
o likelihood of being within ones healthy weight range
o psychological health
o immune function
o academic performance
o ability to engage in leisure or work activities that require
physical fitness, strength, agility, or fundamental
movement skills
o quality of life, as it can be an enjoyable, creative, and social
outlet. It increases self-esteem, confidence and performance
PDHPE promotes physical activity. It encourages 1hr a day, so in later
life if activity levels drops off, people still get the required ½ hr of
moderate exercise per day, and additional 20 mins intense exercise 3x
per week.
8. Healthy habits formed in
childhood are often present
for a lifetime. Knowledge,
skills and abilities learned
in primary school will be
with kids for life. Life
long well-being is pretty
important. That is why
PDHPE is SO
important in primary
school.
9. References
Board of studies (2007). Personal Development, Health and Physical Education K-6: Syllabus. Sydney:
Board of Studies NSW.
Hardy, L., Barnett, L., Espinel, P., & Okley, A. D. (2013). Thirteen-year trends in child and adolescent
fundamental movement skills: 1997-2010. Medicine & Science in Sports & Exercise, 45(10), 1965-
1970. doi: 10.1249/MSS.0b013e318295a9fc
Hollar, D., Messiah, S., Lopez-Mitnik, G., Hollar, T. L., Almon, M., & Agatston, A. S., (2010). Effect
of a two-year obesity prevention intervention on percentile changes in body mass index and
academic performance in low-income elementary school children. American Journal of Public
Health, 100(4), 646-53. doi:10.2105/AJPH.2009.165746
Kantomaa, M. T., Stamatakis, E., Kankaanpää, A., Kaakinen, M., Rodriguez, A., Taanila, A., Ahonen, T.,
Järvelin, M., & Tammelin, T. (2013). Physical activity and obesity mediate the association between
childhood motor function and adolescents’ academic achievement. Neuroscience, Psychological
and Cognitive Sciences, 110(5), 1917-1922. doi: 10.1073/pnas.1214574110
Simpkins, S. D., Fredricks, J. A., Davis-Kean, P. E., & Eccles, J. S. (2006). Healthy mind, healthy habits:
The influence of activity involvement in middle childhood. In A. Huston & M. Ripke (Eds.),
Development Contexts in Middle Childhood: Bridges to Adolescence and Adulthood. Cambridge
Studies in Social and Emotional Development (pp. 283-302). Cambridge University Press. Retrieved
from http://www.myilibrary.com?ID=95574
