ABSTRACT
This chapter explores some of the fundamental considerations and pedagogical principles underpinning the teaching of health in Physical Education (PE), including its philosophy, content, outcomes and organisation. Throughout, teachers are encouraged to reflect on the teaching, health-related learning and organisation of health within their own PE curricula. For the teaching of health in PE to be effective, a pedagogical emphasis and knowledge base which puts the ‘child’ at the core, rather than the activity or curriculum, is advocated. These should be underpinned by positive messages and practices focussed on physical activity for life, experiential learning, the acquisition of a practical knowledge base, and an explicit commitment to inclusion, equity, democracy and empowerment. The chapter also highlights the need for a broad, balanced, holistic and critical approach to health-related learning in order to equip and empower young people to make informed decisions regarding their physical activity participation and behaviour. Two main approaches to the organisation of health within PE are identified and critiqued, an integrated and focussed approach, but it is suggested that the critical issue should be the effectiveness of the learning rather than the approach(es) adopted.
