Confusion around physical education and physical activity
Physical Education New Zealand (PENZ) is concerned about recent reports in the media regarding primary school physical
education. Reports reflect wide-spread misunderstanding about curriculum physical education and co-curricular physical
activity and their relationship.
“Increased understanding of physical education and its relationship to physical activity will benefit children
considerably and enable the development of knowledge, skills, attitudes and values that can be applied both within and
outside of physical activity settings” says Lorna Gillespie, President of PENZ.
Curriculum physical education is delivered by qualified teachers in school hours. Co-curricular physical activity comes
in many forms from play to sport, and happens before and after school and at lunchtimes.
Physical education is a curriculum based subject that is required to be implemented in all primary schools along with
all other curriculum areas. PENZ, the professional body for physical education, reports that the changes referred to in
the Herald article of 30 January do not include mandating of an hour a day of physical education.
The changes are as follows: Education regulation change to NAG 1 i (c). From 1 January 2006 all school boards of
trustees are required to give priority to regular quality physical activity the develops movement skills for all
students, especially in years 1-6. NEG 5. A broad education through a balanced curriculum covering essential learning
areas. Priority should be given to the development of high levels of competence (knowledge and skills) in literacy and
numeracy, science and technology and physical activity.
The changes in the guidelines for schools aim to increase the quality and regularity of both curriculum physical
education and co-curricular physical activity. Delivering quality teaching and learning programmes in physical education
is something that all schools will be able to achieve with ongoing support and professional development. By providing a
range of quality co-curricular physical activities within the school community, children will have increased
opportunities to apply the knowledge, skills and positive attitudes learned though physical education. Schools will
continue to develop their own programmes based on the Physical education curriculum and the needs of their students.
“There has been considerable focus on linking physical inactivity to physical health issues over recent times and the
benefits of physical education and physical activity go beyond physical health alone. Children and young people need to
be provided with meaningful physical education programmes and to experience fun and enjoyment through relevant physical
activities. The associated educational and social benefits should not be underestimated” says Lorna Gillespie.
It is essential that physical education, and schools, is not charged with the sole responsibility of the nation’s
health. While the education children gain through a quality teaching and learning programme in physical education can
increase the likelihood of them being involved in physical activity over the lifespan, physical education is about more
than this alone.
ENDS