ABSTRACT
This chapter defines and characterises contemporary understandings of physical activity for middle years students. It explores innovative ideas from actual cases to inform the design of physical activity learning experiences in health and physical education (HPE) curricula and more broadly within schools. Physical activity in schools serves many purposes, not least as an important focus of learning, known as ‘movement and physical activity’ within the Australian Curriculum: Health and Physical Education (HPE). The amount of time spent doing physical activity in schools in the middle years does not translate into similar levels of physical activity in adulthood. The literature is clear that HPE and physical activity are not just sport and that any amount of physical activity experienced by students during HPE at school, regardless of whether it is sport-centric or not, does not ensure that they will maintain or improve their physical activity levels into adulthood.
