ABSTRACT
The ambition to teach health, exercise and fitness has too often been thwarted by a onedimensional view of the processes through which these vital concepts can be learned. In many respects this weakness exists as an extension of misunderstandings about the processes of teaching and learning. Such limitations are usually characterised by an over emphasis on modes of delivery which are explicit in nature and therefore rely almost exclusively on formal teaching through structured lessons and the presentation of concepts in a traditional format. In this chapter we aim to consider implicit as well as explicit modes of delivery of the pivotal concepts of health and exercise. We will focus on both hidden and formal curricula in schools, as well as on how a physical education department and, in turn, the physical education teacher can begin to construct an inclusive and motivating environment accessible to all pupils.
