When McKenzie states that the current PDHPE curriculum needs to ÃÂprepare adolescents for a lifetime of physical activityÃÂ, (McKenzie 2001) he is correctly advocating for a positive change that will impact greatly on all of us in the years to come. In Australia today where diseases and the disease process are impacting so heavily on not only mortality, but quality of life, the gravity of the implementation of this curriculum should not be underestimated. ÃÂThe syllabus reflects the multidimensional nature of health and physical activity in a context of a diverse and changing societyÃÂ (BOS 2003, p8). It is imperative that we move with the times in order to equip adolescents for the physical and emotional challenges ahead.
As a result of the introduction by the Board of Studies of the new PDHPE 7-10 Syllabus in 2003, there has been a definite shift in focus of P.E. lessons from traditional sport and fitness oriented goals, to a new approach which is aimed at providing students with all the information and experience they need to ensure they are prepared for a lifetime of physical activity.
A means by which they have the tools to promote health and wellness not only for themselves, but to influence family, friends and even more, the wider community.
An excellent curriculum is a fantastic start to change, but other facets like the nature of the learner and the role of the P.E teacher are crucial if the system is to work. As a PDHPE teacher, the onus is on us to ensure that we provide students with life skills that will enable them to live long, fit and healthy lives. It is daunting but true that ÃÂthe single most important factor determining a young personÃÂs experience in P.E. is you!ÃÂ (Rowland 2008, Nature of the Learner,